Vol. 17 No. 26 (2019)

Studies

• The Historical Roots of the Global Testing Culture in Education

  Christian Ydesen, Karen Egedal Andreasen (Author)

  1-24

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• International learning evaluations and teaching positions: dislocation and new senses. A critical analysis

  Eloísa Bordoli, Miriam Márquez (Author)

  25-44

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• International tests and the quest for «world class» schooling: a critical analysis of policy narratives

  Paul Morris, Domingo Barroso -Hurtado (Author)

  45-72

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• The international programs of standardized evaluation and the treatment of data at the national level. The case of Argentina in the PISA study of the OECD

  Lucrecia Rodrigo (Author)

  73-94

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• Youth, urban space and the Right to the City: Contributions to social education

  Sonia Camallonga (Author)

  95-114

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• Teachers’ Unions and Movements for Pedagogical Reform against Educational Neoliberalism: The Cases of Spain, Argentina and Chile

  Luis Miguel Carvajal Diaz (Author)

  115-134

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• Philosophical reflections on Education for Sustainable Development: a complex, transdisciplinary, and biomimetic approach

  Javier Collado -Ruano (Author)

  135-152

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• Moral and Civic Education in Brazil during the dictatorship: power and resistance

  Amanda Marques de Carvalho Gondim, Alexsandro Barbosa Da Costa (Author)

  153-173

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• The subjective construction of experience: an analysis of memory and resilience in an educational sense

  Zaida Espinosa Zárate (Author)

  175-196

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• The ambivalence of academic writing among design teachers

  Vanessa García Díaz (Author)

  197-218

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• Analysis of metadidactic internalism: a socio-didactic perspective

  Susana Gómez Redondo, Juan R. Coca (Author)

  219-234

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• Analysis of the academic and formative perspective of social pedagogy from an international comparative perspective

  Àngela Janer Hidalgo (Author)

  235-258

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• Antecedentes internacionales de la Pedagogía de la muerte

  Pablo Rodríguez Herrero, Agustín De la Herrán Gascón, Mar Cortina Selva (Author)

  259-276

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• The MERCOSUR Support to Education Sector Program: Integration Approaches and Limitations Regarding the Teacher Education Reforms

  Guillermo Ramón Ruiz (Author)

  277-299

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• Invisibility, chaos and collective creativity: reconstruction of emergent coherences and relationality in open classroom processes

  Emiliano Urteaga Urías, Juan Arturo Padilla Carrasco, Emilia Negrete Philippe, Alejandro Francisco Morales Romero, Julieta Santos García, Corinne Jennifer Montes -Rodríguez (Author)

  300-326

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