Titlebook: Education as Social Action; Knowledge, Identity Ashok Swain Book 2005 Palgrave Macmillan, a division of Macmillan Publishers Limited 2005

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Phonophobia

過剩

Peter Russer,Johannes A. Russered. States as well as societies vary in their abilities to restructure the interaction process in a normal way. Their struggle and accommodation produce a range of outcomes over time (Migdal 1994). The state may dominate the social forces altogether and penetrate at all levels, it may completely fai

臥虎藏龍

Universal Elementary Education in India: An Exploratory Study of Movements in Civil Society, attendance accelerated during the 1990s compared to the earlier period in the 6–14 age group, rising to nearly 80 per cent. There was a narrowing of the gender gap as well, driven by a comparatively rapid increase in female attendance from 59 per cent to 74 per cent between 1992–3 and 1998–9 respec

RAFF

真實的人

真實的人

Guy Davies,Love Ekenberg,Paul Johannessonngth than by dissemination of “master discourse”. Foucault (1971) argues that “no power can be exercised without the extraction, appropriation, distribution or retention of knowledge”. “Power is not inherently good or bad. It is how power is exercised, by what means and to what ends” (Lipschutz 2003

結(jié)果

craving

Discretization, Small Deformation Contact,of the discussion, education emerges as one of the central issues for all ethnic groups that participate in the make-up of the state. Education is recognized as a key institution in the apparatus of the modern nation-state (Durkheim 1956). For Durkheim (1956), it is education that plays the pivotal

Figate

Computational Contact and Impact Mechanicsn school, India has experienced a rising revolution of demand for education in recent years. Even after 50 years of independence, free universal elementary education (UEE) promised by the Constitution has not been achieved.. However, during the 1990s, the issue of UEE has assumed unprecedented impor