Renée
DePalma Ungaro
Profesora Titular de Universidad
Universidade de Vigo
Vigo, EspañaPublicaciones en colaboración con investigadores/as de Universidade de Vigo (18)
2024
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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
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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
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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
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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
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A view of rural schooling through the eyes of former students
Teaching and Teacher Education, Vol. 28, Núm. 7, pp. 1018-1026
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Sex/gender identity: Moving beyond fixed and 'natural' categories
Sexualities, Vol. 15, Núm. 8, pp. 995-1016
2011
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A sense of place in the science classroom
Educational Studies, Vol. 37, Núm. 3, pp. 361-364
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Teachers' memories of disciplinary control strategies from their own school days
British Journal of Sociology of Education, Vol. 32, Núm. 1, pp. 75-91
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Toward a More Comprehensive Understanding of Bullying in School Settings
Educational Psychology Review, Vol. 23, Núm. 4, pp. 479-499
2010
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Homophobia, transphobia and culture: Deconstructing heteronormativity in English primary schools
Intercultural Education, Vol. 21, Núm. 1, pp. 15-26
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Language use in the two-way classroom: Lessons from a spanish-english bilingual kindergarten
Channel View Publications, pp. 1-202
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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
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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
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The nature of institutional heteronormativity in primary schools and practice-based responses
Teaching and Teacher Education, Vol. 26, Núm. 8, pp. 1669-1676
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Toward a Practice of Polyphonic Dialogue in Multicultural Teacher Education
Curriculum Inquiry, Vol. 40, Núm. 3, pp. 436-453
2009
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"Permission to talk about It": Narratives of sexual equality in the primary classroom
Qualitative Inquiry, Vol. 15, Núm. 5, pp. 876-892
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Editorial
Sex Education
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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