Tolerance and curriculum: conceptions of tolerance in the multicultural unitary Norwegian compulsory school
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Abschlussarbeit Buch |
| Sprache: | German |
| Veröffentlicht: |
Münster ; München [u.a.]
Waxmann
2006
|
| Schriftenreihe: | Religious diversity and education in Europe
2 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 365 S. graph. Darst. 235 mm x 165 mm |
| ISBN: | 9783830917045 383091704X |
Internformat
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| 100 | 1 | |a Afdal, Geir |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Tolerance and curriculum |b conceptions of tolerance in the multicultural unitary Norwegian compulsory school |c Geir Afdal |
| 264 | 1 | |a Münster ; München [u.a.] |b Waxmann |c 2006 | |
| 300 | |a 365 S. |b graph. Darst. |c 235 mm x 165 mm | ||
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| 490 | 1 | |a Religious diversity and education in Europe |v 2 | |
| 502 | |a Teilw. zugl.: Oslo, Univ., Diss., 2005 | ||
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Education |x Curricula |z Norway | |
| 650 | 4 | |a Multicultural education |z Norway | |
| 650 | 4 | |a Toleration |x Study and teaching |z Norway | |
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Datensatz im Suchindex
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| adam_text | CONTENTS PART I TOLERANCE AND EDUCATION. DELIMITATION OFISSUES,
MATERIALS AND METHODS 13 1. FORMATTING THE STUDY 13 1.1 TOLERANT
EDUCATION AS IDEAL.. 13 1.2 MAIN PURPOSES, ISSUES AND DELIMITATION 14
1.3 A NOTE ON PREVIOUS RESEARCH 17 1.4 DESIGN 19 1.4.1 ILLUSTRATION OF
DESIGN 19 1.4.2 THE COMPLEXITY OFTOLERANCE AND THE DESIGN 20 1.4.3 AN
INTERPRETIVE THEORETICAL PARADIGM 21 1.4.4 COMPARING THE THREE DOMAINS
23 1.4.5 DESIGN OF DATA 25 1.5 MATERIALS AND SAMPLING 26 1.5.1 MATERIAL
1 26 1.5.2 MATERIAL 2 29 1.5.3 MATERIAL 3 29 1.6 METHOD 30 1.6.1 CHOICE
OF METHODS 30 1.6.2 INTERVIEWS, NARRATIVES AND JOINT CONSTRUCTIONS 31
1.6.3 ANALYZING INTERVIEWS 34 1.6.4 HERMENEUTIC ANALYSIS OF DOCUMENTS 36
1.7 UNDERSTANDING, CONCEPTUALIZATION, THEORY AND PRACTICE 38 1.8 ETHICAL
ISSUES 40 1.9 EVALUATING THE STUDY: VALIDITY, RELIABILITY,
GENERALIZATION 41 1.9.1 VALIDITY 42 1.9.2 RELIABILITY 46 1.9.3
GENERALIZATION 47 1.10 THE STRUCTURE OFTHE STUDY 49 PART 11 EDUCATION
AND TOLERANCE. SOME THEORETICAL ASPECTS 50 2. CURRICULUM THEORY. A
THEORETICAL FRAMEWORK 50 2.1 GOODLAD S CONCEPTUAL FRAMEWORK 51 2.1.1
CURRICULUM, THEORY AND PRACTICE 51 2.1.2 PROCESS AND CONTENT 53 2.1.3
THE CURRICULUM MODEL 55 2.1.4 FIVE DOMAINS 58 2.1.5 TWO INTERPRETATIONS
63 2.2 THE ISSUE OF NORMATIVITY 65 2.2.1 AN EDUCATED PERSON 65 2.2.2
NORMATIVE FUNCTIONS 66 2.2.3 CURRICULUM DEVELOPMENT OR UNDERSTANDING 69
7 2.3 TBE ISSUE OF RELATIONS 70 2.3.1 RELATIONS IN GOODLAD 71 2.3.2
EXPANDED RELATIONS 73 2.4 TBE ISSUE OF CONTEXT. 75 2.4.1 CONTEXT IN
GOODLAD 75 2.4.2 SCHOOL CODES 76 2.4.3 CONTENT AND CONTEXT 77 2.4.4
SITUATED AND EXPANSIVE LEAMING 80 2.5 A CYCLIC CURRICULUM MODEL 82 3.
THE COMPLEXITY OF TOLERANCE - CONCEPTUAL AND THEORETICAL ISSUES 86 3.1
INTRODUCTION 86 3.2 TOLERANCE - CONCEPTUAL ISSUES 88 3.2.1 ETYMOLOGICAL
QUESTIONS 88 3.2.2 DIMENSION 1: FROM THIN TO THICK TOLERANCE 91 3.2.3
DIMENSION 2: FROM NEGATIVE TO POSITIVE TOLERANCE 101 3.2.4 DIMENSION 3:
FROM A DOUBLE TO A SIMPLE CONDITION OFTOLERANCE 104 3.2.5 TOLERANCE AND
INTOLERANCE 107 3.3 NORMATIVE THEORIES OF TOLERANCE 110 3.3.1 LIBERAL
TOLERANCE 110 3.3.2 CRITICAL TOLERANCE 120 3.3.3 COMMUNITARIAN TOLERANCE
122 3.3.4 POSTMODERN TOLERANCE 127 3.4 EMPIRICAL RESEARCH ON TO1ERANCE
AND EDUCATION 130 3.5 CONCLUSION 133 PARTILL AN ANALYSIS OF DIFFERENT
UNDERSTANDINGS OF TOLERANCE IN NORWEGIAN COMPULSORY EDUCATION 134 4.
TOLERANCE IN THE TEACHERS EXPERIENCES AND MINDS 134 4.1 ISSUES AND
MATERIAL.. 134 4.2 PRACTICES OF TOLERANCE 137 4.2.1 PRACTICES,
SITUATIONS AND PERSONS 137 4.2.2 TOLERANCE IN RELATIONS 148 4.2.3
TOLERANCE IN PRACTICE - A CONCLUSION 188 4.3 CONCEPTUALIZATIONS
OFTOLERANCE 189 4.3.1 POSITIVE AND IMPORTANT 189 4.3.2 SYNONYMOUS TERMS
191 4.3.3 SCOPE, ENERGY AND CONDITION 194 4.3.4 THE TEACHERS CONCEPTION
OFTOLERANCE - A CONCLUSION 218 4.4 THEORIES OF TOLERANCE 219 4.4.1
JUSTICE VERSUS CARE 220 4.4.2 SOLIDARITY VERSUS RECOGNITION 227 4.4.3
MODEM VERSUS POSTMODERN TOLERANCE 236 4.5 CONCLUSION 241 8 5. TOLERANCE
IN THE FORMAL CURRICULUM 243 5.1 TOLERANCE IN THE LAW 243 5.2 THE
PRACTICE OF TOLERANCE 245 5.2.1 METHODOLOGICAL REFLECTIONS 247 5.2.2
C97, TOLERANCE AND IDENTITY 248 5.2.3 TOLERANCE AND THE CONSTRUCTION OF
DIFFERENCE 257 5.3 CONCEPTUAL ANALYSIS 266 5.3.1 SYNONYMOUS WORDS 266
5.3.2 THE SCOPE OF TOLERANCE 268 5.3.3 THE ENERGY OF TOLERANCE 269 5.3.4
THE CONDITION OF TOLERANCE 270 5.4 THEORIES OF TOLERANCE IN C97 272
5.4.1 NATIONALITY AND TOLERANCE 272 5.4.2 DISTANT AND PROXIMATE
TOLERANCE 276 5.5 CONCLUSION 278 6. TOLERANCE IN THE NORWEGIAN
EDUCATIONAL AND ETHICAL DEBATE 279 6.1 THE PRACTICE OFTOLERANCE - VIEWED
FROM THE ACADEMIA 281 6.1.1 RELIGION, DIFFERENCE AND TOLERANCE 281 6.1.2
CULTURE, DIFFERENCE AND TOLERANCE 285 6.1.3 EDUCATION, DIFFERENCE AND
TOLERANCE 287 6.2 CONCEPTUALIZING TOLERANCE IN THE IDEOLOGICAL DOMAIN
293 6.2.1 SCOPE: CONCEIVING TOLERANCE THIN OR THICK? 293 6.2.2 ENERGY:
CONCEPTIONS OF POSITIVE OR NEGATIVE TOLERANCE? 302 6.2.3 CONDITIONS OF
TOLERANCE: DOUBLE OR SINGLE? 305 6.3 THEORIES OF TOLERANCE 307 6.3.1
TOLERANCE AS RIGHT 307 6.3.2 LIBERAL TOLERANCE 313 6.3.3 MODEM TOLERANCE
315 6.4 CONCLUSION 319 PART IV CONC1USION AND CRITICAL DISCUSSION 320 7.
A COMPARISON OF THE UNDERSTANDINGS OF TOLERANCE IN DIFFERENT CURRICULA
DOMAINS 320 7.1 A COMPARISON 321 7.1.1 IMAGES OF TOLERANT PRACTICE 321
7.1.2 CONCEPTUALIZATIONS OF TOLERANCE 323 7.1.3 THEORIES OF TOLERANCE
325 7.2 EXPLICIT REFERENCES 329 7.3 CONCLUSION 331 9 8. COMMUNICATING
TOLERANCE BETWEEN CURRICULA DOMAINS 332 8.1 VALUES AND THE C97 REFORM
332 8.1.1 LIMITED HELP FRAM FORMAL CURRICULUM 332 8.1.2 THE ROLES OF THE
DOMAINS 334 8.2 IMPLEMENTATION MODEL 336 8.2.1 TEACHERS UNDERSTANDING
OF CURRICULUM 336 8.2.2 WRITING THE CURRICULUM TEXT 340 8.3
COMMUNICATIVE CURRICULUM 343 8.3.1 CONTENT AND CONTEXT 343 8.3.2 A MODEL
OF CURRICULUM AND VALUES 344 8.3.3 TOLERANCE AS A CONCEPT. 345 8.3.4
ACTIVITY THEORY OF TOLERANCE 347 8.3.5 FORMS OF INTERACTION 349 8.4
CONCLUSION 350 LITERATURE 351 ATTACHMENT 364 10
|
| adam_txt |
CONTENTS PART I TOLERANCE AND EDUCATION. DELIMITATION OFISSUES,
MATERIALS AND METHODS 13 1. FORMATTING THE STUDY 13 1.1 TOLERANT
EDUCATION AS IDEAL. 13 1.2 MAIN PURPOSES, ISSUES AND DELIMITATION 14
1.3 A NOTE ON PREVIOUS RESEARCH 17 1.4 DESIGN 19 1.4.1 ILLUSTRATION OF
DESIGN 19 1.4.2 THE COMPLEXITY OFTOLERANCE AND THE DESIGN 20 1.4.3 AN
INTERPRETIVE THEORETICAL PARADIGM 21 1.4.4 COMPARING THE THREE DOMAINS
23 1.4.5 DESIGN OF DATA 25 1.5 MATERIALS AND SAMPLING 26 1.5.1 MATERIAL
1 26 1.5.2 MATERIAL 2 29 1.5.3 MATERIAL 3 29 1.6 METHOD 30 1.6.1 CHOICE
OF METHODS 30 1.6.2 INTERVIEWS, NARRATIVES AND JOINT CONSTRUCTIONS 31
1.6.3 ANALYZING INTERVIEWS 34 1.6.4 HERMENEUTIC ANALYSIS OF DOCUMENTS 36
1.7 UNDERSTANDING, CONCEPTUALIZATION, THEORY AND PRACTICE 38 1.8 ETHICAL
ISSUES 40 1.9 EVALUATING THE STUDY: VALIDITY, RELIABILITY,
GENERALIZATION 41 1.9.1 VALIDITY 42 1.9.2 RELIABILITY 46 1.9.3
GENERALIZATION 47 1.10 THE STRUCTURE OFTHE STUDY 49 PART 11 EDUCATION
AND TOLERANCE. SOME THEORETICAL ASPECTS 50 2. CURRICULUM THEORY. A
THEORETICAL FRAMEWORK 50 2.1 GOODLAD'S CONCEPTUAL FRAMEWORK 51 2.1.1
CURRICULUM, THEORY AND PRACTICE 51 2.1.2 PROCESS AND CONTENT 53 2.1.3
THE CURRICULUM MODEL 55 2.1.4 FIVE DOMAINS 58 2.1.5 TWO INTERPRETATIONS
63 2.2 THE ISSUE OF NORMATIVITY 65 2.2.1 AN EDUCATED PERSON 65 2.2.2
NORMATIVE FUNCTIONS 66 2.2.3 CURRICULUM DEVELOPMENT OR UNDERSTANDING 69
7 2.3 TBE ISSUE OF RELATIONS 70 2.3.1 RELATIONS IN GOODLAD 71 2.3.2
EXPANDED RELATIONS 73 2.4 TBE ISSUE OF CONTEXT. 75 2.4.1 CONTEXT IN
GOODLAD 75 2.4.2 SCHOOL CODES 76 2.4.3 CONTENT AND CONTEXT 77 2.4.4
SITUATED AND EXPANSIVE LEAMING 80 2.5 A CYCLIC CURRICULUM MODEL 82 3.
THE COMPLEXITY OF TOLERANCE - CONCEPTUAL AND THEORETICAL ISSUES 86 3.1
INTRODUCTION 86 3.2 TOLERANCE - CONCEPTUAL ISSUES 88 3.2.1 ETYMOLOGICAL
QUESTIONS 88 3.2.2 DIMENSION 1: FROM THIN TO THICK TOLERANCE 91 3.2.3
DIMENSION 2: FROM NEGATIVE TO POSITIVE TOLERANCE 101 3.2.4 DIMENSION 3:
FROM A DOUBLE TO A SIMPLE CONDITION OFTOLERANCE 104 3.2.5 TOLERANCE AND
INTOLERANCE 107 3.3 NORMATIVE THEORIES OF TOLERANCE 110 3.3.1 LIBERAL
TOLERANCE 110 3.3.2 CRITICAL TOLERANCE 120 3.3.3 COMMUNITARIAN TOLERANCE
122 3.3.4 POSTMODERN TOLERANCE 127 3.4 EMPIRICAL RESEARCH ON TO1ERANCE
AND EDUCATION 130 3.5 CONCLUSION 133 PARTILL AN ANALYSIS OF DIFFERENT
UNDERSTANDINGS OF TOLERANCE IN NORWEGIAN COMPULSORY EDUCATION 134 4.
TOLERANCE IN THE TEACHERS' EXPERIENCES AND MINDS 134 4.1 ISSUES AND
MATERIAL. 134 4.2 PRACTICES OF TOLERANCE 137 4.2.1 PRACTICES,
SITUATIONS AND PERSONS 137 4.2.2 TOLERANCE IN RELATIONS 148 4.2.3
TOLERANCE IN PRACTICE - A CONCLUSION 188 4.3 CONCEPTUALIZATIONS
OFTOLERANCE 189 4.3.1 POSITIVE AND IMPORTANT 189 4.3.2 SYNONYMOUS TERMS
191 4.3.3 SCOPE, ENERGY AND CONDITION 194 4.3.4 THE TEACHERS' CONCEPTION
OFTOLERANCE - A CONCLUSION 218 4.4 THEORIES OF TOLERANCE 219 4.4.1
JUSTICE VERSUS CARE 220 4.4.2 SOLIDARITY VERSUS RECOGNITION 227 4.4.3
MODEM VERSUS POSTMODERN TOLERANCE 236 4.5 CONCLUSION 241 8 5. TOLERANCE
IN THE FORMAL CURRICULUM 243 5.1 TOLERANCE IN THE LAW 243 5.2 THE
PRACTICE OF TOLERANCE 245 5.2.1 METHODOLOGICAL REFLECTIONS 247 5.2.2
C97, TOLERANCE AND IDENTITY 248 5.2.3 TOLERANCE AND THE CONSTRUCTION OF
DIFFERENCE 257 5.3 CONCEPTUAL ANALYSIS 266 5.3.1 SYNONYMOUS WORDS 266
5.3.2 THE SCOPE OF TOLERANCE 268 5.3.3 THE ENERGY OF TOLERANCE 269 5.3.4
THE CONDITION OF TOLERANCE 270 5.4 THEORIES OF TOLERANCE IN C97 272
5.4.1 NATIONALITY AND TOLERANCE 272 5.4.2 DISTANT AND PROXIMATE
TOLERANCE 276 5.5 CONCLUSION 278 6. TOLERANCE IN THE NORWEGIAN
EDUCATIONAL AND ETHICAL DEBATE 279 6.1 THE PRACTICE OFTOLERANCE - VIEWED
FROM THE ACADEMIA 281 6.1.1 RELIGION, DIFFERENCE AND TOLERANCE 281 6.1.2
CULTURE, DIFFERENCE AND TOLERANCE 285 6.1.3 EDUCATION, DIFFERENCE AND
TOLERANCE 287 6.2 CONCEPTUALIZING TOLERANCE IN THE IDEOLOGICAL DOMAIN
293 6.2.1 SCOPE: CONCEIVING TOLERANCE THIN OR THICK? 293 6.2.2 ENERGY:
CONCEPTIONS OF POSITIVE OR NEGATIVE TOLERANCE? 302 6.2.3 CONDITIONS OF
TOLERANCE: DOUBLE OR SINGLE? 305 6.3 THEORIES OF TOLERANCE 307 6.3.1
TOLERANCE AS RIGHT 307 6.3.2 LIBERAL TOLERANCE 313 6.3.3 MODEM TOLERANCE
315 6.4 CONCLUSION 319 PART IV CONC1USION AND CRITICAL DISCUSSION 320 7.
A COMPARISON OF THE UNDERSTANDINGS OF TOLERANCE IN DIFFERENT CURRICULA
DOMAINS 320 7.1 A COMPARISON 321 7.1.1 IMAGES OF TOLERANT PRACTICE 321
7.1.2 CONCEPTUALIZATIONS OF TOLERANCE 323 7.1.3 THEORIES OF TOLERANCE
325 7.2 EXPLICIT REFERENCES 329 7.3 CONCLUSION 331 9 8. COMMUNICATING
TOLERANCE BETWEEN CURRICULA DOMAINS 332 8.1 VALUES AND THE C97 REFORM
332 8.1.1 LIMITED HELP FRAM FORMAL CURRICULUM 332 8.1.2 THE ROLES OF THE
DOMAINS 334 8.2 IMPLEMENTATION MODEL 336 8.2.1 TEACHERS' UNDERSTANDING
OF CURRICULUM 336 8.2.2 WRITING THE CURRICULUM TEXT 340 8.3
COMMUNICATIVE CURRICULUM 343 8.3.1 CONTENT AND CONTEXT 343 8.3.2 A MODEL
OF CURRICULUM AND VALUES 344 8.3.3 TOLERANCE AS A CONCEPT. 345 8.3.4
ACTIVITY THEORY OF TOLERANCE 347 8.3.5 FORMS OF INTERACTION 349 8.4
CONCLUSION 350 LITERATURE 351 ATTACHMENT 364 10 |
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| author | Afdal, Geir |
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| discipline_str_mv | Pädagogik Theologie / Religionswissenschaften |
| format | Thesis Book |
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| genre | (DE-588)4113937-9 Hochschulschrift gnd-content |
| genre_facet | Hochschulschrift |
| geographic | Norwegen Norwegen (DE-588)4042640-3 gnd |
| geographic_facet | Norwegen |
| id | DE-604.BV021786115 |
| illustrated | Illustrated |
| index_date | 2024-07-02T15:43:01Z |
| indexdate | 2024-07-09T20:44:03Z |
| institution | BVB |
| isbn | 9783830917045 383091704X |
| language | German |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-014998831 |
| oclc_num | 74270385 |
| open_access_boolean | |
| owner | DE-19 DE-BY-UBM DE-12 DE-29 DE-355 DE-BY-UBR DE-188 DE-473 DE-BY-UBG DE-703 DE-11 |
| owner_facet | DE-19 DE-BY-UBM DE-12 DE-29 DE-355 DE-BY-UBR DE-188 DE-473 DE-BY-UBG DE-703 DE-11 |
| physical | 365 S. graph. Darst. 235 mm x 165 mm |
| publishDate | 2006 |
| publishDateSearch | 2006 |
| publishDateSort | 2006 |
| publisher | Waxmann |
| record_format | marc |
| series | Religious diversity and education in Europe |
| series2 | Religious diversity and education in Europe |
| spelling | Afdal, Geir Verfasser aut Tolerance and curriculum conceptions of tolerance in the multicultural unitary Norwegian compulsory school Geir Afdal Münster ; München [u.a.] Waxmann 2006 365 S. graph. Darst. 235 mm x 165 mm txt rdacontent n rdamedia nc rdacarrier Religious diversity and education in Europe 2 Teilw. zugl.: Oslo, Univ., Diss., 2005 Erziehung Education Curricula Norway Multicultural education Norway Toleration Study and teaching Norway Schulpädagogik (DE-588)4077208-1 gnd rswk-swf Multikulturelle Gesellschaft (DE-588)4214151-5 gnd rswk-swf Toleranz (DE-588)4060355-6 gnd rswk-swf Interkulturelle Erziehung (DE-588)4123440-6 gnd rswk-swf Erziehungsphilosophie (DE-588)4070955-3 gnd rswk-swf Norwegen Norwegen (DE-588)4042640-3 gnd rswk-swf (DE-588)4113937-9 Hochschulschrift gnd-content Norwegen (DE-588)4042640-3 g Toleranz (DE-588)4060355-6 s Multikulturelle Gesellschaft (DE-588)4214151-5 s Interkulturelle Erziehung (DE-588)4123440-6 s Schulpädagogik (DE-588)4077208-1 s DE-604 Erziehungsphilosophie (DE-588)4070955-3 s Religious diversity and education in Europe 2 (DE-604)BV021643830 2 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014998831&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Afdal, Geir Tolerance and curriculum conceptions of tolerance in the multicultural unitary Norwegian compulsory school Religious diversity and education in Europe Erziehung Education Curricula Norway Multicultural education Norway Toleration Study and teaching Norway Schulpädagogik (DE-588)4077208-1 gnd Multikulturelle Gesellschaft (DE-588)4214151-5 gnd Toleranz (DE-588)4060355-6 gnd Interkulturelle Erziehung (DE-588)4123440-6 gnd Erziehungsphilosophie (DE-588)4070955-3 gnd |
| subject_GND | (DE-588)4077208-1 (DE-588)4214151-5 (DE-588)4060355-6 (DE-588)4123440-6 (DE-588)4070955-3 (DE-588)4042640-3 (DE-588)4113937-9 |
| title | Tolerance and curriculum conceptions of tolerance in the multicultural unitary Norwegian compulsory school |
| title_auth | Tolerance and curriculum conceptions of tolerance in the multicultural unitary Norwegian compulsory school |
| title_exact_search | Tolerance and curriculum conceptions of tolerance in the multicultural unitary Norwegian compulsory school |
| title_exact_search_txtP | Tolerance and curriculum conceptions of tolerance in the multicultural unitary Norwegian compulsory school |
| title_full | Tolerance and curriculum conceptions of tolerance in the multicultural unitary Norwegian compulsory school Geir Afdal |
| title_fullStr | Tolerance and curriculum conceptions of tolerance in the multicultural unitary Norwegian compulsory school Geir Afdal |
| title_full_unstemmed | Tolerance and curriculum conceptions of tolerance in the multicultural unitary Norwegian compulsory school Geir Afdal |
| title_short | Tolerance and curriculum |
| title_sort | tolerance and curriculum conceptions of tolerance in the multicultural unitary norwegian compulsory school |
| title_sub | conceptions of tolerance in the multicultural unitary Norwegian compulsory school |
| topic | Erziehung Education Curricula Norway Multicultural education Norway Toleration Study and teaching Norway Schulpädagogik (DE-588)4077208-1 gnd Multikulturelle Gesellschaft (DE-588)4214151-5 gnd Toleranz (DE-588)4060355-6 gnd Interkulturelle Erziehung (DE-588)4123440-6 gnd Erziehungsphilosophie (DE-588)4070955-3 gnd |
| topic_facet | Erziehung Education Curricula Norway Multicultural education Norway Toleration Study and teaching Norway Schulpädagogik Multikulturelle Gesellschaft Toleranz Interkulturelle Erziehung Erziehungsphilosophie Norwegen Hochschulschrift |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014998831&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV021643830 |
| work_keys_str_mv | AT afdalgeir toleranceandcurriculumconceptionsoftoleranceinthemulticulturalunitarynorwegiancompulsoryschool |