larder
发表于 2025-3-25 03:44:05
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Receive
发表于 2025-3-25 09:09:40
Michelle J. Bellino,James H. Williamsland, with relevance to other similar countries and in other sectors, particularly tertiary education. In Aotearoa New Zealand, education policy is increasingly moving in this direction in efforts to address persistent Māori inequity. This chapter queries the notion that Māori knowledge and language
Ledger
发表于 2025-3-25 11:46:50
https://doi.org/10.1007/978-94-6300-860-0ducational deployment, this work aims to critique modernity as educational project drawing on the . as its dialectical image; as well as, to connect this critique to the larger project of decolonization of academic educational fields, bringing the Latin American thinking of liberation into the conve
补充
发表于 2025-3-25 17:58:35
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BLOT
发表于 2025-3-25 23:35:48
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油毡
发表于 2025-3-26 01:24:01
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Devastate
发表于 2025-3-26 07:46:05
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AVANT
发表于 2025-3-26 09:11:02
Teachers’ Professional Developmentds, motivations, and concerns. These different needs, motivations, and concerns are intricately interconnected, which means that no curriculum issue can be adequately addressed in isolation from the other parts of the curriculum. The complexity of the curriculum also means that curriculum making is
Pillory
发表于 2025-3-26 15:00:38
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Decrepit
发表于 2025-3-26 18:32:21
Teachers’ Professional Developmentge-.-ethics together. We compare how the Social Realist (SR) approach valorises disciplinary knowledge and opposes life-based knowledge in curriculum, whereas the Funds of Knowledge (FK) approach puts disciplinary and life-based knowledge into dialectical interaction. Adapting Nancy Fraser’s criteri