PRACTICE TEACHING GUIDELINES FOR LEARNING ETHNICALLY SENSITIVE, ANTI-DISCRIMINATORY PRACTICE: A CANADIAN APPLICATION
Saved in:
ROGERS, G., PRACTICE TEACHING GUIDELINES FOR LEARNING ETHNICALLY SENSITIVE, ANTI-DISCRIMINATORY PRACTICE: A CANADIAN APPLICATION. BRITISH JOURNAL OF SOCIAL WORK, Vol. 25, no. 4 (1995), p. 441-457.
Ref.
48560
Sted:
SIIS R.717
Palabras clave:
Educación, Formación de personal, Igualdad de oportunidades, Trabajo social, Canadá, Reino Unido
Educación, Formación de personal, Igualdad de oportunidades, Trabajo social, Canadá, Reino Unido
Lignende værker: PRACTICE TEACHING GUIDELINES FOR LEARNING ETHNICALLY SENSITIVE, ANTI-DISCRIMINATORY PRACTICE: A CANADIAN APPLICATION
- ANTI-DISCRIMINATORY PRACTICE AND ANTI-OPPRESIVE PRACTICE
- DIP.S.W. STUDENTS AND ANTI-DISCRIMINATORY PRACTICE: QUESTIONS OF LEARNING OUTCOMES AND ASSESSMENT
- ATTITUDES, STEREOTYPES AND ANTI-DISCRIMINATORY EDUCATION: DEVELOPING THEMES FROM SULLIVAN
- KEY CONCEPTS IN ANTI-DISCRIMINATORY SOCIAL WORK
- DEVELOPING ANTI-OPPRESIVE PRACTICE TEACHING
- “What’s wrong with you, are you stupid?” Listening to the biographical narratives of adults with dyslexia in an age of ‘inclusive’ and ‘anti-discriminatory’ practice