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  • Format: ePub

This volume uncovers the colonial epistemologies which have long dominated the transfer of curriculum knowledge across nation states, and demonstrates how a historical approach to uncovering epistemological colonialism can inform an alternative, relational mode of knowledge transfer and negotiation within curriculum studies research.

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Produktbeschreibung
This volume uncovers the colonial epistemologies which have long dominated the transfer of curriculum knowledge across nation states, and demonstrates how a historical approach to uncovering epistemological colonialism can inform an alternative, relational mode of knowledge transfer and negotiation within curriculum studies research.


Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.

Autorenporträt
Weili Zhao is Professor of Curriculum Studies in the Jing Hengyi School of Edication at the Hangzhou Normal University, China. Thomas S. Popkewitz is Professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison, United States. Tero Autio is Professor at the University of Tampere, Finland.