83,29 €
The Making of Indigeneity, Curriculum History, and the Limits of Diversity
The Making of Indigeneity, Curriculum History, and the Limits of Diversity
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The Making of Indigeneity, Curriculum History, and the Limits of Diversity
The Making of Indigeneity, Curriculum History, and the Limits of Diversity
El. knyga:
83,29 €
Conceptually rich and grounded in cutting-edge research, this book addresses the often-overlooked roles and implications of diversity and indigeneity in Guatemalan curriculum. Taking a multidisciplinary approach to the development of Guatemalan teacher education, Lopez provides a historical and transnational understanding of how "indigenous" has been negotiated as a subject/object of scientific inquiry in education. Moving beyond the generally accepted "common sense" markers of diversity such a…

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Conceptually rich and grounded in cutting-edge research, this book addresses the often-overlooked roles and implications of diversity and indigeneity in Guatemalan curriculum. Taking a multidisciplinary approach to the development of Guatemalan teacher education, Lopez provides a historical and transnational understanding of how "indigenous" has been negotiated as a subject/object of scientific inquiry in education. Moving beyond the generally accepted "common sense" markers of diversity such as race, gender, and ethnicity, Lopez focuses on the often-ignored histories behind the development of these markers, and the crucial implications these histories have in Guatemalan education today.

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Conceptually rich and grounded in cutting-edge research, this book addresses the often-overlooked roles and implications of diversity and indigeneity in Guatemalan curriculum. Taking a multidisciplinary approach to the development of Guatemalan teacher education, Lopez provides a historical and transnational understanding of how "indigenous" has been negotiated as a subject/object of scientific inquiry in education. Moving beyond the generally accepted "common sense" markers of diversity such as race, gender, and ethnicity, Lopez focuses on the often-ignored histories behind the development of these markers, and the crucial implications these histories have in Guatemalan education today.

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