Coterminous
发表于 2025-3-26 22:36:13
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Magisterial
发表于 2025-3-27 03:20:22
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Guileless
发表于 2025-3-27 08:34:39
Tripti BassiDraws attention to the contribution of Sikh Kanya Mahavidyalaya toward women education.Outlines sociopolitical issues revolving around women’s education in Punjab using theoretical frameworks.Presents
进入
发表于 2025-3-27 11:41:11
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忍受
发表于 2025-3-27 14:47:49
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发出眩目光芒
发表于 2025-3-27 19:32:01
The Palgrave Macmillan Animal Ethics Serieslits and OBCs which creates specific situation for both the teachers and the taught. While the school fulfils certain expectations of parents, it is limited by its own infrastructural incapacities, traditional methods of pedagogy and the social context in which it is located.
TEN
发表于 2025-3-27 23:39:11
Animals, Social Inequalities and Oppression, brought about. Women became of paramount concern for social and religious reform movements. The discussion sets the context for the introduction of a premier Sikh institution for girls’ education in the nineteenth century, the Sikh Kanya Mahavidyalaya at Ferozepur.
Heretical
发表于 2025-3-28 03:52:22
The Palgrave Macmillan Animal Ethics SeriesAn ‘ideal student’ retains qualities of a good student and at the same time also subscribes to teachers’ expectations of regularity and punctuality. Finally, a ‘model student’ not only is good and close to the ideal student but also learns to be an all-rounder attaining success in more than regular studies.
indubitable
发表于 2025-3-28 08:52:18
The Palgrave Macmillan Animal Ethics Seriesnd remember gains precedence. In order to ensure achievement, the teachers devise strategies of motivating and encouraging students and simultaneously through various tactics try to fulfil expectations of their teachers. The larger canvass of the school depicts this and other such struggles to gain the stated educational goals.
TRACE
发表于 2025-3-28 10:48:03
https://doi.org/10.1057/9780230377271 a catalyst in nurturing religious identities. Gendered identities get further infused with girls learning to become ideal Sikh women. Such and many other dimensions that craft the habitus of students have been discussed in this chapter.