Verlag: Routledge, 1999
ISBN 10: 081531471X ISBN 13: 9780815314714
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Verlag: Routledge, 1999
ISBN 10: 081531471X ISBN 13: 9780815314714
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Verlag: Routledge 2000-02-03, 2000
ISBN 10: 081531471X ISBN 13: 9780815314714
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Verlag: Taylor & Francis Inc, 1999
ISBN 10: 081531471X ISBN 13: 9780815314714
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Verlag: Taylor & Francis, 1999
ISBN 10: 081531471X ISBN 13: 9780815314714
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Zustand: NEW. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Heidi Ross (Author) , Judith Liu (Author)First Published in 2000. This book, a collection of ethnographic studies of Chinese schooling, aims to take the reader into Chinese schools and provide a picture of students and teachers as actors who .
Verlag: Routledge, 1999
ISBN 10: 081531471X ISBN 13: 9780815314714
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Verlag: Taylor and Francis Ltd (Sales), 1999
ISBN 10: 081531471X ISBN 13: 9780815314714
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Verlag: Routledge, 1999
ISBN 10: 081531471X ISBN 13: 9780815314714
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Verlag: Routledge, 2000
ISBN 10: 081531471X ISBN 13: 9780815314714
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ISBN 10: 081531471X ISBN 13: 9780815314714
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Verlag: Taylor & Francis Inc, 1999
ISBN 10: 081531471X ISBN 13: 9780815314714
Anbieter: THE SAINT BOOKSTORE, Southport, Vereinigtes Königreich
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Verlag: Routledge, 1999
ISBN 10: 081531471X ISBN 13: 9780815314714
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Verlag: Routledge, 1999
ISBN 10: 081531471X ISBN 13: 9780815314714
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Verlag: Routledge, 2000
ISBN 10: 081531471X ISBN 13: 9780815314714
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Hardcover. Zustand: NEW. 1st edition. 210 pages. 9.00x5.75x1.00 inches. In Stock.
Verlag: Taylor And Francis Nov 1999, 1999
ISBN 10: 081531471X ISBN 13: 9780815314714
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Buch. Zustand: Neu. Neuware - This book, a collection of ethnographic studies of Chinese schooling, aims to take the reader into Chinese schools and provide a picture of students and teachers as actors who practice culture. The case studies also provide a means by which ethnography is explored as a central methodological focus and concern. This book explores the meaning of ethnography, both in describing Chinese schools and in the broader context of the defined purposes and practices of research. This self-reflexive approach to school ethnography in China includes issues of cultural translation and the connections between the process of ethnographic work, the emergence of a text, and the construction of a theory.