Structures of Domination/Modes of Response
A community's relationship to its school as a vehicle for understanding Latin American urban poverty and the possibilities for change
Bibliographic Data
| ID | 11920428 |
|---|---|
| Authors | Jeffrey C Jacob (University of Calgary, corresponding author) |
| Year | 1982 |
| Volume | 12 |
| Issue | 2 |
| Pages | 87-104 |
| Publication date | 1982-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Compare A Journal of Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-7925 • E-ISSN: 1469-3623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/0305792820120201 |
| OpenAlex | W2041178118 |
| Language | EN |
| References cited | 29 |
(1982). Structures of Domination/Modes of Response: a community's relationship to its school as a vehicle for understanding Latin American urban poverty and the possibilities for change. Compare: A Journal of Comparative and International Education: Vol. 12, No. 2, pp. 87-104
Development economics · Economic growth · Economics · Latin Americans · Political science · Poverty · Sociology · Urban poverty · Educational Theory and Curriculum Studies · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law
What we say/what we do
The ethnic myth
Class, crisis, and the state
Cities of peasants
Learning to Labour
Structuring School Structure
Culture and poverty
Learning to Labor
The Political economy of development and underdevelopment
Dependent Development
Access to Power
The Development of Underdevelopment
Generating Inequality
Theories of Social and Educational Inequality
Cultural Materialism
The School at Mopass
Sociology and development
Ghetto School
Struggles and Experiences of the Guatemalan Trade-Union Movement, 1976-June 1978
Terror and Violence as Weapons of Counterinsurgency in Guatemala
On Education, opportunity, and social inequality
Asylums
The marginal pole of the economy and the marginalized labour force
| Citation velocity | historical |
|---|---|
| Highly cited | No |