url
	http://core.miserver.it.umich.edu/omeka-s/s/ire/item/3651
o:resource_class
	ire:JournalArticle
ire:id
	ILCVFVZ3
ire:class
	ire:JournalArticle
ire:year
	2009
ire:author
	Tuck, Eve
ire:title
	Suspending Damage: A Letter to Communities
ire:issn
	1943-5045
ire:doi
	https://doi.org/10.17763/haer.79.3.n0016675661t3n15 10.17763/haer.79.3.n0016675661t3n15
ire:url
	https://doi.org/10.17763/haer.79.3.n0016675661t3n15 Official Journal Webpage (Harvard Education Review)
ire:date
	2009
ire:pages
	409-427
ire:issue
	3
ire:volume
	79
ire:shortTitle
	Suspending damage
ire:catalog
	APA PsycNet
ire:extra
	Place: US Publisher: Harvard Education Publishing Group
ire:medium
	Print
ire:status
	Published Text
ire:genre
	Commentary/Editorial
ire:keywords
	Communities
	Experimentation
	Interpersonal Control
	Marginalization
	Prejudice
ire:resourceType
	Background/Context
ire:inPublication
	Harvard Educational Review
ire:apa
	Tuck, E. (2009). Suspending Damage: A Letter to Communities. Harvard Educational Review, 79(3), 409–427. https://doi.org/10.17763/haer.79.3.n0016675661t3n15
ire:citedIn
	http://core.miserver.it.umich.edu/omeka-s/s/ire/item/2940 Solidarity-Driven Codesign: Evolving Methodologies for Expanding Engagement with Familial & Community Expertise
ire:contextType
	Conceptual
ire:openAccess
	No

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