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Bordering State and Society: Community Schools in Zambia
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Bordering State and Society: Community Schools in Zambia. |
| 개인저자 | Bamattre, Richard. |
| 단체저자명 | University of Minnesota. Organizational Leadership, Policy, and Development. |
| 발행사항 | [S.l.]: University of Minnesota., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 254 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-05A. Dissertation Abstract International |
| ISBN | 9781687982674 |
| 학위논문주기 | Thesis (Ph.D.)--University of Minnesota, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
Advisor: Vavrus, Frances. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | Amidst an international push for education for all, people in Zambia began building their own schools most notably in the 1990s. These so-called community schools make up a significant portion of the country's primary school system and potentially represent fundamental changes in the border between state and society in providing education. In this dissertation, I question: why community schools exist in Zambia and continue to operate |
| 일반주제명 | Education. Education policy. Educational sociology. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
