Weldon Gail (16 results)

Condition: New.

Condition: New. In.

Hardcover. Condition: Fine. 1st Edition. no jacket issued. pictorial boards. signed by the principal Tessa Fairbairn, who has also altered a printing error on one of the dates on the title page. excellent binding. Our orders are shipped using tracked courier delivery services.

Softcover. Condition: Fine. First Edition. Name of the previous owner. Publication of 48 pages. The wraps are in fine condition. Internally the pages are immaculately clean and complete. Staple Bound GK. Our orders are shipped using tracked courier delivery services.

paperback. Condition: Fine. 3rd Imp. stapled format, 48 pages. shelf wear on the laminated wraps. one inscription. excellent binding. [SK]. Our orders are shipped using tracked courier delivery services.

Hardcover. Condition: Very Good. No Jacket. 152 pages. Heavy, extra postage may be required if posted outside South Africa. Boards a bit edge worn and marked. Minor marks and foxing on page edges. However, it is in very good condition, excellent binding and internally clean. MK. Our orders are shipped using tracked courier delivery services.

Hardcover. Condition: Very Good. No Jacket. First Edition. Includes "Annual Festival" Pamphlet. Heavy book extra postage may be required. Tall book. Full blue leather. There is gilt on the spine and front cover of the book. The boards are a little shelf rubbed, in very good condition. Internally there are no markings or inscriptions, the pages are neat, clean and complete. The binding is secure. GK. Our orders are shipped using tracked courier delivery services.

Hardcover. Condition: Very Good. No Jacket. First Edition. Undated, circa 1996. Heavy book may require extra postage unless posted within South Africa. The Pictorial boards are a little shelf rubbed. Internally the pages are clean and complete. The text is legible. The binding is excellent. R*2024/10/28 GK. Our orders are shipped using tracked courier delivery services.

PAP. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

PAP. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Taschenbuch. Condition: Neu. A comparative study of the construction of memory and identity | in the curriculum in societies emerging from conflict:Rwanda and South Africa | Gail Weldon | Taschenbuch | 328 S. | Englisch | 2010 | LAP LAMBERT Academic Publishing | EAN 9783838338552 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

Paperback. Condition: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This study analyses South Africa and Rwanda s emergence from a past of gross human rights abuses, focusing on the articulation between the politics of memory and identity and history education. A common struggle of societies emerging from violent conflict is that of re-inventing or re-imagining the nation . Education policy in post-conflict societies becomes an arena for asserting political visions for a new society - the history curriculum the means through which new collective memories and identities are reflected and asserted. The legacy of trauma is critical to the analysis educational change. This book examines the experience of transitional trauma arising from identity-based conflict as the focus of curriculum analysis. It raises questions about appropriate post-conflict curriculum and about the ways in which teacher identities formed during the conflict, filter curriculum knowledge. It contributes to the fields of education policy and curriculum studies in post-conflict societies and should be useful not only to researchers in this field, but also to education policy makers, historians and history educators and to NGOs in the field of education in Africa and elsewhere. 328 pp. Englisch.

Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This study analyses South Africa and Rwanda s emergence from a past of gross human rights abuses, focusing on the articulation between the politics of memory and identity and history education. A common struggle of societies emerging from violent conflict i.

Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This study analyses South Africa and Rwanda''s emergence from a past of gross human rights abuses, focusing on the articulation between the politics of memory and identity and history education. A common struggle of societies emerging from violent conflict is that of re-inventing or re-imagining the 'nation''. Education policy in post-conflict societies becomes an arena for asserting political visions for a new society - the history curriculum the means through which new collective memories and identities are reflected and asserted. The legacy of trauma is critical to the analysis educational change. This book examines the experience of transitional trauma arising from identity-based conflict as the focus of curriculum analysis. It raises questions about appropriate post-conflict curriculum and about the ways in which teacher identities formed during the conflict, filter curriculum knowledge. It contributes to the fields of education policy and curriculum studies in post-conflict societies and should be useful not only to researchers in this field, but also to education policy makers, historians and history educators and to NGOs in the field of education in Africa and elsewhere.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 328 pp. Englisch.

Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This study analyses South Africa and Rwanda s emergence from a past of gross human rights abuses, focusing on the articulation between the politics of memory and identity and history education. A common struggle of societies emerging from violent conflict is that of re-inventing or re-imagining the nation . Education policy in post-conflict societies becomes an arena for asserting political visions for a new society - the history curriculum the means through which new collective memories and identities are reflected and asserted. The legacy of trauma is critical to the analysis educational change. This book examines the experience of transitional trauma arising from identity-based conflict as the focus of curriculum analysis. It raises questions about appropriate post-conflict curriculum and about the ways in which teacher identities formed during the conflict, filter curriculum knowledge. It contributes to the fields of education policy and curriculum studies in post-conflict societies and should be useful not only to researchers in this field, but also to education policy makers, historians and history educators and to NGOs in the field of education in Africa and elsewhere.