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Journal of Curriculum Studies
Référence : Vol. 55, n°6, novembre 2023
- Knowledge, knowers, and power: understanding the ‘power’ of powerful knowledge, Daniel Talbot
- Social realism and school history: the role of the historical discipline in substantive knowledge selection, Alexander Benger
- Representation, Race and Empire: a Postcolonial Analysis of the New York Global History Regents exam, Shreya Sunderram
- Sinophobia + Sinocentrism— An AsianCrit Analysis of the US Military's Wartime Curricular [Re]racialization of Chinese [Americans], Kyle L. Chong
- Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and slavery education, Joandi Hartendorp, Nicole Immler & Hans Alma
- Holocaust education in the post-secular era: Religious-Zionist lessons from the Holocaust, Roy Weintraub
- A “life of optimism” in curriculum, teaching, and teacher education: the legacy of Miriam Ben-Peretz, Cheryl J. Craig, Maria Assuncao Flores & Lily Orland-Barak
Informations complémentaires :
https://www.tandfonline.com/.../current?gclid=Cj0KCQiAsqOMBhDFARIsAFBTN3fB-LBRBxjG7CtMdf_tNPzATmQPwhCTbub2ppu-teJ4-HMKGVZ0ascaAuhXEALw_wcB
mot(s) clé(s) : curriculum et programmes d'enseignement, recherche en éducation
