Mark E Lincicome
Biographic Data
| ID | 1246455 |
|---|---|
| NAME | Mark E Lincicome |
| GIVEN NAMES | Mark E |
| FAMILY NAME | Lincicome |
| SIGNATURE | LINCICOME M E |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 1999 |
| H-INDEX | 1 |
Nationalism, Imperialism, and the International Education Movement in Early Twentieth-Century Japan
The literature on nationalism ascribes a pivotal role to schools in creating what Benedict Anderson calls an “imagined community,” through the formation and dissemination of a common national identity and a shared national consciousness where none existed before (e.g., Anderson 1983; Gellner 1983; Hobsbawm 1990; Smith 1991). It is not unusual to find Japan cited as a prime example of this process, not only among theorists of nationalism, but amon…
Principle, Praxis, and the Politics of Educational Reform in Meiji Japan
Principle, Praxis, and the Politics of Educational Reform in Meiji Japan
Principle, Praxis, and the Politics of Educational Reform in Meiji Japan
Nationalism, Imperialism, and the International Education Movement in Early Twentieth-Century Japan
The literature on nationalism ascribes a pivotal role to schools in creating what Benedict Anderson calls an “imagined community,” through the formation and dissemination of a common national identity and a shared national consciousness where none existed before (e.g., Anderson 1983; Gellner 1983; Hobsbawm 1990; Smith 1991). It is not unusual to find Japan cited as a prime example of this process, not only among theorists of nationalism, but amon…
Principle, Praxis, and the Politics of Educational Reform in Meiji Japan
Principle, Praxis, and the Politics of Educational Reform in Meiji Japan
Principle, Praxis, and the Politics of Educational Reform in Meiji Japan
Nationalism, Imperialism, and the International Education Movement in Early Twentieth-Century Japan
The literature on nationalism ascribes a pivotal role to schools in creating what Benedict Anderson calls an “imagined community,” through the formation and dissemination of a common national identity and a shared national consciousness where none existed before (e.g., Anderson 1983; Gellner 1983; Hobsbawm 1990; Smith 1991). It is not unusual to find Japan cited as a prime example of this process, not only among theorists of nationalism, but amon…
Ancient history (4 works) · History (4 works) · History (4 works) · Japanese History and Culture (4 works) · Law (4 works) · Law (4 works) · Political science (4 works) · Politics (4 works) · Religious Education and Schools (4 works) · Global Educational Reforms and Inequalities (3 works)