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03455nam a22005655i 4500 |
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978-3-319-40317-5 |
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DE-He213 |
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20170816142408.0 |
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cr nn 008mamaa |
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170106s2017 gw | s |||| 0|eng d |
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|a 9783319403175
|9 978-3-319-40317-5
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|a 10.1007/978-3-319-40317-5
|2 doi
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|d GrThAP
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|a LC189-214.53
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|a JN
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|a JHBC
|2 bicssc
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|a EDU040000
|2 bisacsh
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|a 306.43
|2 23
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|a Second International Handbook of Urban Education
|h [electronic resource] /
|c edited by William T. Pink, George W. Noblit.
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|a Cham :
|b Springer International Publishing :
|b Imprint: Springer,
|c 2017.
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|a LXVI, 1349 p. 52 illus.
|b online resource.
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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|a online resource
|b cr
|2 rdacarrier
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| 347 |
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|a text file
|b PDF
|2 rda
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|a Springer International Handbooks of Education,
|x 2197-1951
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0 |
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|a Editor's Introduction: Globalised Urban Education: Tracking Change -- Africa Section -- Asia Section -- Eastern Europe Section -- India Section -- Latin America Section -- Nordic Section -- North America Section -- Oceania Section -- United Kingdom Section -- Western Europe Section. .
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|a This second handbook offers all new content in which readers will find a thoughtful and measured interrogation of significant contemporary thinking and practice in urban education. Each chapter reflects contemporary cutting-edge issues in urban education as defined by their local context. One important theme that runs throughout this handbook is how urban is defined, and under what conditions the marginalized are served by the schools they attend. Schooling continues to hold a special place both as a means to achieve social mobility and as a mechanism for supporting the economy of nations. This second handbook focuses on factors such as social stratification, segmentation, segregation, racialization, urbanization, class formation and maintenance, and patriarchy. The central concern is to explore how equity plays out for those traditionally marginalized in urban schools in different locations around the globe. Researchers will find an analysis framework that will make the current practice and outcomes of urban education, and their alternatives, more transparent, and in turn this will lead to solutions that can help improve the life-options for students historically underserved by urban schools.
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|a Education.
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|a International education.
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| 650 |
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|a Comparative education.
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| 650 |
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|a Educational policy.
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| 650 |
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|a ducation and state.
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| 650 |
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|a Educational sociology.
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| 650 |
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|a Education and sociology.
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|a Sociology, Educational.
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1 |
4 |
|a Education.
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| 650 |
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|a Sociology of Education.
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| 650 |
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4 |
|a Educational Policy and Politics.
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| 650 |
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4 |
|a Sociology of Education.
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| 650 |
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4 |
|a International and Comparative Education.
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| 700 |
1 |
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|a Pink, William T.
|e editor.
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| 700 |
1 |
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|a Noblit, George W.
|e editor.
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| 710 |
2 |
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|a SpringerLink (Online service)
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| 773 |
0 |
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|t Springer eBooks
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| 776 |
0 |
8 |
|i Printed edition:
|z 9783319403151
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| 830 |
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|a Springer International Handbooks of Education,
|x 2197-1951
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| 856 |
4 |
0 |
|u http://dx.doi.org/10.1007/978-3-319-40317-5
|z Full Text via HEAL-Link
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| 912 |
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|a ZDB-2-EDA
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| 950 |
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|a Education (Springer-41171)
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