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educationr-4101	www.jstor.org	https://www.jstor.org/stable/i250379
educationr-4101	onlinelibrary.wiley.com	https://onlinelibrary.wiley.com/doi/abs/10.1111/edth.12618?casa_token=koyyuyxcwcmaaaaa:ocmiluuzxyotwykuk_joxpkoftzekdv_u2kkqwqjxmixuc40mczq7awjaaq1ceb6dkbbipselrjwfa28
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educationr-4101	doi.org	https://doi.org/10.2304/elea.2011.8.2.170
educationr-4101	doi.org	https://doi.org/10.1093/acprof:oso/9780199682447.001.0001
educationr-4101	doi.org	https://doi.org/10.47925/2003.001
educationr-4101	www.nybooks.com	https://www.nybooks.com/articles/1970/12/03/schooling-the-ritual-of-progress
educationr-4101	doi.org	https://doi.org/10.2304/elea.2011.8.2.170
educationr-4101	doi.org	https://doi.org/10.2304/elea.2011.8.2.170
educationr-4101	doi.org	https://doi.org/10.2304/elea.2011.8.2.170
educationr-4101	www.nybooks.com	https://www.nybooks.com/articles/1970/12/03/schooling-the-ritual-of-progress
educationr-4101	www.nybooks.com	https://www.nybooks.com/articles/1970/12/03/schooling-the-ritual-of-progress
educationr-4101	doi.org	https://doi.org/10.2307/2181906
educationr-4101	doi.org	https://doi.org/10.2304/elea.2012.9.1.96
educationr-4101	doi.org	https://doi.org/10.3102/00028312011002103
educationr-4101	doi.org	https://doi.org/10.5840/monist19685212
educationr-4101	doi.org	https://doi.org/10.2307/1179128
educationr-4101	doi.org	https://doi.org/10.1177/027046768700700128
educationr-4101	doi.org	https://doi.org/10.1016/0160-791x(91)90001-d
educationr-4101	doi.org	https://doi.org/10.1016/s0160-791x(98)00012-8
educationr-4101	doi.org	https://doi.org/10.1080/002202799183142
educationr-4101	doi.org	https://doi.org/10.2304/elea.2012.9.1.96
educationr-4101	doi.org	https://doi.org/10.2304/elea.2012.9.1.96
educationr-4101	doi.org	https://doi.org/10.2304/elea.2012.9.1.96
educationr-4101	doi.org	https://doi.org/10.3102/00028312011002103
educationr-4101	doi.org	https://doi.org/10.3102/00028312011002103
educationr-4101	doi.org	https://doi.org/10.1177/027046768700700128
educationr-4101	doi.org	https://doi.org/10.1177/027046768700700128
educationr-4101	doi.org	https://doi.org/10.1023/b:jedu.0000006068.61419.90
educationr-4101	doi.org	https://doi.org/10.2304/elea.2004.1.2.7
educationr-4101	doi.org	https://doi.org/10.1007/s11217-006-9014-2
educationr-4101	doi.org	https://doi.org/10.1353/eac.2007.0014
educationr-4101	doi.org	https://doi.org/10.1111/j.1741-5446.2007.00257.x
educationr-4101	doi.org	https://doi.org/10.2304/elea.2011.8.2.145
educationr-4101	doi.org	https://doi.org/10.1177/016146811011201109
educationr-4101	doi.org	https://doi.org/10.1515/9781438458335
educationr-4101	doi.org	https://doi.org/10.1515/9781438458335
educationr-4101	doi.org	https://doi.org/10.1057/978-1-349-85204-8
educationr-4101	doi.org	https://doi.org/10.1093/oxfordhb/9780190491192.013.25
educationr-4101	doi.org	https://doi.org/10.1163/25902539-00104004
educationr-4101	doi.org	https://doi.org/10.1111/edth.12618
educationr-4101	creativecommons.org	https://creativecommons.org/licenses/by-sa/4.0
educationr-4101	creativecommons.org	http://creativecommons.org/licenses/by-nc-sa/3.0