Search results
Results: 72
Number of items: 72
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Arthur, R., Huda, N., Atme, C., Bon, P., de Graaf, M., Haudenschild, D., Lopes Cardozo, M., Merdanovic, M., Nouel, E., Kalume, A., Moriarty, J., Hill, V., Taylor, L., Siddiqui , U. A., Czerski, T., & Finke, J. (2023). Decolonizing Relationships and Partnerships for Social Justice. In S. Abegglen, T. Burns, & S. Sinfield (Eds.), Collaboration in Higher Education: A New Ecology of Practice (pp. 165-204). Bloomsbury Academic. https://directory.doabooks.org/handle/20.500.12854/101225 -
Czerski, T., Finke, J., Atme, C., & Lopes Cardozo, M. T. A. (2023). Teaching for equality and the politics of feminist and decolonial education: From polarised debate to collaborations for change . (Education and International Development working paper; Vol. 46). Education and International Development. https://educationanddevelopment.wordpress.com/wp-content/uploads/2023/05/wp47.pdf
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Lopes Cardozo, T. A., Affiat, R. A., Zaman, F., Irawani, M., & Srimulyani, E. (2022). Silent struggles: Women education leaders’ agency for peacebuilding in Islamic schools in post-conflict Aceh. Journal of Peace Education, 19(2), 158-181. https://doi.org/10.1080/17400201.2022.2052826
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Lopes Cardozo, M. T. A. (2022). Learning to Become Smart Radicals: A Regenerative Lens on the Potential for Peace and Reconciliation through Youth and Education Systems. Journal on Education in Emergencies, 8(1), 187-213. https://doi.org/10.33682/3qpc-3v3y
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Lopes Cardozo, M., & Shah, R. (2022). (Re)examining the Politics of Education in Crisis and Conflict-affected Contexts. In T. McCowan, & E. Unterhalter (Eds.), Education and International development: An Introduction (2nd ed., pp. 227-248). Bloomsbury Academic. https://ebookcentral.proquest.com/lib/uvanl/reader.action?docID=6934008&ppg=242
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Lopes Cardozo, M. T. A., & Srimulyani, E. (2021). Analysing the spectrum of female education leaders’ agency in Islamic boarding schools in post-conflict Aceh, Indonesia. Gender and Education, 33(7), 847-863 . https://doi.org/10.1080/09540253.2018.1544361
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Lopes Cardozo, M. (2021). Peer and self-assessment for student-led activities. In I. Boor, D. Gerritsen, L. de Greef, & J. Rodermans (Eds.), Meaningful Assessment in Interdisciplinary Education: A Practical Handbook for University Teachers (pp. 113-119). (Perspectives on Interdisciplinarity; Vol. 7). Amsterdam University Press. https://doi.org/10.5117/9789463729048-22
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Gupta, J., Bavinck, M., Ros-Tonen, M., Asubonteng, K., Bosch, H., van Ewijk, E., Hordijk, M., Van Leynseele, Y., Lopes Cardozo, M., Miedema, E., Pouw, N., Rammelt, C., Scholtens, J., Vegelin, C., & Verrest, H. (2021). COVID-19, poverty and inclusive development. World Development, 145, Article 105527. https://doi.org/10.1016/j.worlddev.2021.105527
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Shah, R., & Lopes Cardozo, M. (2020). Rethinking the state and education in conflict-affected contexts: a co-constructed auto-ethnography of supportive mentorship and academic friendship. In X. Bonal, E. Coxon, M. Novelli, & A. Verger (Eds.), Education, Globalisation and the State: Essays in Honour of Roger Dale (pp. 95-106). (Global Studies in Education; Vol. 38). Peter Lang. https://doi.org/10.3726/b17213
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