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Cambridge Journal of Education
Référence : Vol.39, n°2, juin 2009
- Identity, rhetoric and culture, Paul Andrews
- What does it mean when they don't seem to learn from experience?, Robyn Zink, Michael Dyson
- Understanding teacher identity: an overview of issues in the literature and implications for teacher education, Catherine Beauchamp, Lynn Thomas
- Why single-sex schools? Discourses of culture/faith and achievement, Saeeda Shah, Catherine Conchar</li>
- Learning to be a critical friend: from professional indifference through challenge to unguarded conversations, Delia Baskerville, Helen Goldblatt
- National conversations in the UK: using a language-based approach to interpret three key education policy documents (2001-2007) from England, Scotland and Wales, Janet Laugharne, Adela Baird
- Talk, texts, and educational action: an institutional ethnography of policy in practice, Naomi Nichols, Alison Griffith
- Non-formal education: a major educational force in the postmodern era, Shlomo Romi, Mirjam Schmida
mot(s) clé(s) : recherche en éducation
