Introduction
Critiquing the Onto-Epistemic Coloniality of Modernity in/Beyond Education
Datos Bibliográficos
| ID | 2919554 |
|---|---|
| Autores | Weili Zhao (0000-0002-0552-9347, Hangzhou Normal University, autor de correspondencia), Thomas S Popkewitz (0000-0002-5058-2235, University of Wisconsin–Madison) |
| Año | 2022 |
| Volumen | 43 |
| Número | 3 |
| Páginas | 335-346 |
| Fecha de publicación | 2022-05-04 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Discourse Studies in the Cultural Politics of Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0159-6306 • E-ISSN: 1469-3739 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01596306.2022.2041327 |
| OpenAlex | W4213287805 |
| Idioma | EN |
| Citas recibidas | 6 |
| Referencias citadas | 11 |
Aesthetics · Epistemology · Modernity · Sociology · Global Education and Multiculturalism · Global Educational Policies and Reforms · Philosophy · Tourism, Volunteerism, and Development
Untangling the making and governing of Hong Kong teachers through neoliberal, Confucian, and affective technologies
Laughing off modernity into a Daoist movement in a college classroom in China
The inaudible power in modern Chinese language education
Education modernization in rural China
Problematizing the onto-epistemic return in 'building Chinese education' as a decolonial involution
Introduction
| Obras citantes distintas | 6 |
|---|---|
| Citas por año | 1,5 |
| Intervalo de citas | 2022 - 2025 (4) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 6 |