SMYTH, J. Policy research and ’damaged teachers’: Towards an epistemologically respectful paradigm. Waikato Journal of Education, [S. l.], v. 10, n. 1, 2016. DOI: 10.15663/wje.v10i1.346. Disponível em: https://wje.org.nz/index.php/WJE/article/view/346. Acesso em: 2 may. 2024.