Publicaciones en colaboración con investigadores/as de Universidade de Vigo (18)

2024

  1. Training third sector workers to communicate effectively through interpreters: the MELINCO project training course

    Interpreter and Translator Trainer, Vol. 18, Núm. 1, pp. 114-130

2020

  1. Feminism will be trans-inclusive or it will not be: Why do two cis-hetero woman educators support transfeminism?

    Sociological Review, Vol. 68, Núm. 4, pp. 745-762

2013

  1. Pathologizing gender identity: An analysis of Spanish law and the regulation of gender recognition

    Journal of Gender Studies, Vol. 22, Núm. 2, pp. 206-220

  2. Socially just research for social justice: Negotiating consent and safety in a participatory action research project

    Ethics and Academic Freedom in Educational Research (Taylor and Francis), pp. 1-23

2012

  1. A view of rural schooling through the eyes of former students

    Teaching and Teacher Education, Vol. 28, Núm. 7, pp. 1018-1026

  2. Sex/gender identity: Moving beyond fixed and 'natural' categories

    Sexualities, Vol. 15, Núm. 8, pp. 995-1016

2011

  1. A sense of place in the science classroom

    Educational Studies, Vol. 37, Núm. 3, pp. 361-364

  2. Teachers' memories of disciplinary control strategies from their own school days

    British Journal of Sociology of Education, Vol. 32, Núm. 1, pp. 75-91

  3. Toward a More Comprehensive Understanding of Bullying in School Settings

    Educational Psychology Review, Vol. 23, Núm. 4, pp. 479-499

2010

  1. Homophobia, transphobia and culture: Deconstructing heteronormativity in English primary schools

    Intercultural Education, Vol. 21, Núm. 1, pp. 15-26

  2. Language use in the two-way classroom: Lessons from a spanish-english bilingual kindergarten

    Channel View Publications, pp. 1-202

  3. Socially just research for social justice: Negotiating consent and safety in a participatory action research project

    International Journal of Research and Method in Education, Vol. 33, Núm. 3, pp. 215-227

  4. The creation and maintenance of a 'learning-loving minority' in conventional high schools: A research-based response to John Ogbu

    Oxford Review of Education, Vol. 36, Núm. 4, pp. 463-480

  5. The nature of institutional heteronormativity in primary schools and practice-based responses

    Teaching and Teacher Education, Vol. 26, Núm. 8, pp. 1669-1676

  6. Toward a Practice of Polyphonic Dialogue in Multicultural Teacher Education

    Curriculum Inquiry, Vol. 40, Núm. 3, pp. 436-453

2009

  1. "Permission to talk about It": Narratives of sexual equality in the primary classroom

    Qualitative Inquiry, Vol. 15, Núm. 5, pp. 876-892

  2. Editorial

    Sex Education

  3. Smuggling authentic learning into the school context: Transitioning from an innovative elementary to a conventional high school

    Teachers College Record, Vol. 111, Núm. 4, pp. 934-972