暴行
发表于 2025-3-23 11:49:54
Toward More Holistic Analytical Frameworks and Pedagogical Tools: How Do Interactions With History e Egyptian context, that might be helpful in other contexts, including the global South. Further, it aims to point to the importance of exploring such connections between historical consciousness, and civic engagement and actions.
多嘴多舌
发表于 2025-3-23 14:38:56
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COMA
发表于 2025-3-23 19:28:28
Curriculum Studies Worldwidehttp://image.papertrans.cn/e/image/302526.jpg
incredulity
发表于 2025-3-24 01:56:45
Richard Savage,Michael Stauntonlated to historical consciousness. In seeking to render my analysis more rigorous and comprehensive, I also draw on critical discourse analysis, which helps emphasize the overall contexts under study. It also offers tools to help engage with discourses that potentially shape historical narratives an
collateral
发表于 2025-3-24 03:16:02
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容易懂得
发表于 2025-3-24 07:04:23
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慷慨不好
发表于 2025-3-24 12:32:42
Charles R. Bean,Willem H. Buiteractions. There are arguably some key shifts in their approaches, especially triggered and shaped by their experiences with and curricular representations of the 2011 and 2013 revolutions and their aftermaths. Those shifts manifest in a deeper awareness of and commitment toward more transformative-fo
GROWL
发表于 2025-3-24 16:09:39
https://doi.org/10.1007/978-1-349-04826-7s. . and ., such as adding unreflective and reflective sub-categories to each of Rüsen’s four types) and their civic engagement and actions (mainly building on Banks (.(3), 129–139, 2008) and Westheimer and Kahne’s (.(2), 237–269, 2004) typologies of citizenship and civic actions). In offering these
LARK
发表于 2025-3-24 19:19:24
,Imperialism and Male Bonds: ‘Karain’, ,en seeks to highlight the importance of better analyzing dominant discourses and meta-discourses, given how they contribute to shaping and limiting students’ historical consciousness, including those exhibiting . tendencies. Recognizing and critically engaging with such proposed nuances could be hel
promote
发表于 2025-3-25 02:04:34
https://doi.org/10.1007/978-3-031-33346-0citizenship education; comparative education; North Africa; Egypt; Historical Consciousness; Critical Ped