harrow
发表于 2025-3-23 12:30:00
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KEGEL
发表于 2025-3-23 15:51:16
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dendrites
发表于 2025-3-23 22:03:31
Comparative, International, and Transnational Histories of Education,e histories of education they write respond to new “readings of the global.” The fourth section of the chapter addresses the transnational motif. There is also a brief conclusion which offers some cautious comments – though they might be, more sensibly, thought of as guesses about possibilities.
EWE
发表于 2025-3-23 23:17:17
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辩论的终结
发表于 2025-3-24 03:06:39
Visuality, Materiality, and History,pproach emphasizes their presence as material entities with their own history or social biography and whose coexistence produces particular effects. While these approaches are not mutually exclusive, their differences have to be taken into account when working with and on images and artifacts in the
羞辱
发表于 2025-3-24 06:30:54
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HERTZ
发表于 2025-3-24 12:55:58
Church, Religious Institutions, the State, and Schooling,ed political agendas. The analysis pays particular attention to context and cultural and social processes, as well as processes of differentiation that affected not only the state but the churches themselves.
刀锋
发表于 2025-3-24 17:15:04
Childhood and Schooling of the Young,ts in the extension of educational provisions to younger children and to children beyond compulsory schooling, as well as the impact of transnational policies on education, are explored in the concluding section.
Misnomer
发表于 2025-3-24 21:44:46
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ALIEN
发表于 2025-3-25 03:09:11
Gender, National Identity, and Education,dsay Paterson acknowledge, discussions of Scottish education invariably return to the belief that it has been nationally distinctive particularly in its social inclusion, bound up in the “democratic intellect,” compared not only to England but also internationally. This chapter will apply a gendered