Titlebook: Actionable Postcolonial Theory in Education; Vanessa Andreotti Book 2011 Vanessa Andreotti 2011 children.education.educational research.he

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征兵

Die Diskussion um Wissensmanagementultural processes, placing emphasis on how cultural/ epistemological assumptions frame relationships and injustices. For an introduction to postcolonialism in a study in education, the interdisciplinary dimension and transdisciplinary scope of the debates generated in this field demand various level

聽(tīng)寫(xiě)

Konstruktivistische Sicht auf Wissens” are hybrid and implicated in each other), their locus of enunciation and intellectual positions can be considered similar as both examine processes that divide, categorize, and dominate the world. However, their approaches differ in focus: while Said focuses on differences and oppositions between

Dedication

Konstruktivistische Sicht auf Wisseng (and being critical of) Marxism to articulate a critique that makes explicit the connections between the cultural and economic dimensions of colonialism, imperialism, and globalization. She prefers to use the term “imperialism” rather than “colonialism” to point out that critics of colonial discou

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Die Diskussion um Wissensmanagementntion is not to provide an authoritative “l(fā)ast word” on similarities and differences between theories, but to offer categories of analyses such as approaches to humanism, nation-states, private property, and so on, that can spark further dialogue between different fields. The rationale is that the p

Instrumental

Austausch impliziten Erfahrungswissenses in education related to engagements with the global South. These analyses are presented as illustrations of how postcolonial theory can be put to work in negotiating educational discourses. The key methodology for the application of postcolonial theory in this section can be described as a form o

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