Effects of “Philosophical Debates” at Preschool on the Recognition of Sex-Stereotyping: An Ongoing Double-Level Participatory Intervention Research
- DOI
- 10.1007/978-3-031-07492-9_13
- Published
- 2022
- Container
- Fostering Inclusion in Education
- Publisher
- Springer International Publishing
- Open access
- unknown
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Cite this work
BibTeX
@article{allodium:10.1007/978-3-031-07492-9_13,
title = {Effects of “Philosophical Debates” at Preschool on the Recognition of Sex-Stereotyping: An Ongoing Double-Level Participatory Intervention Research},
author = {Ingrid Verscheure},
year = {2022},
journal = {Fostering Inclusion in Education},
doi = {10.1007/978-3-031-07492-9_13},
url = {https://doi.org/10.1007/978-3-031-07492-9_13}
}RIS
TY - JOUR TI - Effects of “Philosophical Debates” at Preschool on the Recognition of Sex-Stereotyping: An Ongoing Double-Level Participatory Intervention Research AU - Ingrid Verscheure PY - 2022 JO - Fostering Inclusion in Education DO - 10.1007/978-3-031-07492-9_13 UR - https://doi.org/10.1007/978-3-031-07492-9_13 ER -
APA
Verscheure, I. (2022). Effects of “Philosophical Debates” at Preschool on the Recognition of Sex-Stereotyping: An Ongoing Double-Level Participatory Intervention Research. Fostering Inclusion in Education. https://doi.org/10.1007/978-3-031-07492-9_13
Source records
- crossref · retrieved 2026-09-25T12:27:49.959Z