Texte intégral
Mehmeti, T., & Zittoun, T. (2019). Using Symbolic Resources to Overcome Institutional Barriers: 1 A Case Study of an Albanian-Speaking Young Woman in Switzerland. In P. Hviid, & M. Märtsin (Eds.) Culture in Education and Education in Culture. Tensioned Dialogues and Creative Constructions. (pp. 177-198). Switzerland: Springer Nature Switzerland
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
Documents relatifs
The case of Germany furthermore requires the analysis of the interaction between reforms and institutional change in both HE and VET, because: (1) these organisational fields grew
To judge from its posture, the distance between the feet and the shape of the hooves, the Sydney horse was an independent offering, designed without a stand, and not part of
The teacher’s interventions can be seen as attempts to (re)-position the students in a frequentation mode of the circle object which is more in line with the school
The associated techniques make possible different epistemic contribution to the learning of algebra as the example in Box 5-3 will show?. This example deals with
Abstract Uses of symbolic resources can be seen as dialogical processes: they take place in a cultural world constituted by semiotic exchanges; they can lead people to interact; and
Core and branching model - is a fundamental teaching form supported by additional/complementary (optional or obligatory) materials, interactivity and resources. The first
Knowledge transfer in a university context is a term used to encapsulate a wide range of activities ranging from less formal joint projects between universities and industry such as
L’archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des
