Normative Multiculturalism and the Limits of Inclusion in School Lives: Qualitative Insights from Three Secondary Schools in England

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

Original language	English
Title of host publication	The Challenge of Cultural Heritage and Identity for Inclusive and Open Societies
Subtitle of host publication	Young People's Perspectives from European and Asian Countries
Editors	Louis Henri Seukwa, Elina Marmer, Cornelia Silla
Publisher	Peter Lang
Chapter	4
ISBN (Electronic)	9783631872437 (ePUB), 9783631872420 (PDF)
ISBN (Print)	9783631864463
DOIs	https://doi.org/10.3726/b19410
Publication status	Published - 2022

Name	Interkulturelle Pädagogik und postkoloniale Theorie
Publisher	Peter Lang
Volume	10
ISSN (Print)	1867-626X

Access to Document

Stamou, E., Popov, A., & Soytemel, E. (2022). Normative Multiculturalism and the Limits of Inclusion in School Lives: Qualitative Insights from Three Secondary Schools in England. In L. H. Seukwa, E. Marmer, & C. Silla (Eds.), The Challenge of Cultural Heritage and Identity for Inclusive and Open Societies: Young People's Perspectives from European and Asian Countries (Interkulturelle Pädagogik und postkoloniale Theorie; Vol. 10). Peter Lang. https://doi.org/10.3726/b19410

Stamou, Eleni ; Popov, Anton ; Soytemel, Ebru. / Normative Multiculturalism and the Limits of Inclusion in School Lives : Qualitative Insights from Three Secondary Schools in England. The Challenge of Cultural Heritage and Identity for Inclusive and Open Societies: Young People's Perspectives from European and Asian Countries. editor / Louis Henri Seukwa ; Elina Marmer ; Cornelia Silla. Peter Lang, 2022. (Interkulturelle Pädagogik und postkoloniale Theorie).

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title = "Normative Multiculturalism and the Limits of Inclusion in School Lives: Qualitative Insights from Three Secondary Schools in England",

author = "Eleni Stamou and Anton Popov and Ebru Soytemel",

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Stamou, E, Popov, A & Soytemel, E 2022, Normative Multiculturalism and the Limits of Inclusion in School Lives: Qualitative Insights from Three Secondary Schools in England. in LH Seukwa, E Marmer & C Silla (eds), The Challenge of Cultural Heritage and Identity for Inclusive and Open Societies: Young People's Perspectives from European and Asian Countries. Interkulturelle Pädagogik und postkoloniale Theorie, vol. 10, Peter Lang. https://doi.org/10.3726/b19410

Normative Multiculturalism and the Limits of Inclusion in School Lives: Qualitative Insights from Three Secondary Schools in England. / Stamou, Eleni; Popov, Anton; Soytemel, Ebru.
The Challenge of Cultural Heritage and Identity for Inclusive and Open Societies: Young People's Perspectives from European and Asian Countries. ed. / Louis Henri Seukwa; Elina Marmer; Cornelia Silla. Peter Lang, 2022. (Interkulturelle Pädagogik und postkoloniale Theorie; Vol. 10).

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

TY - CHAP

T1 - Normative Multiculturalism and the Limits of Inclusion in School Lives

T2 - Qualitative Insights from Three Secondary Schools in England

AU - Stamou, Eleni

AU - Popov, Anton

AU - Soytemel, Ebru

PY - 2022

Y1 - 2022

U2 - 10.3726/b19410

DO - 10.3726/b19410

M3 - Chapter (peer-reviewed)

SN - 9783631864463

T3 - Interkulturelle Pädagogik und postkoloniale Theorie

BT - The Challenge of Cultural Heritage and Identity for Inclusive and Open Societies

A2 - Seukwa, Louis Henri

A2 - Marmer, Elina

A2 - Silla, Cornelia

PB - Peter Lang

ER -

Stamou E, Popov A, Soytemel E. Normative Multiculturalism and the Limits of Inclusion in School Lives: Qualitative Insights from Three Secondary Schools in England. In Seukwa LH, Marmer E, Silla C, editors, The Challenge of Cultural Heritage and Identity for Inclusive and Open Societies: Young People's Perspectives from European and Asian Countries. Peter Lang. 2022. (Interkulturelle Pädagogik und postkoloniale Theorie). doi: 10.3726/b19410