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| 001 | https://directory.doabooks.org/handle/20.500.12854/78583 | ||
| 005 | 20260216164813.0 | ||
| 003 | oapen | ||
| 006 | m o d | ||
| 007 | cr|mn|---annan | ||
| 008 | 20220221s2020 xx |||||o ||| 0|eng d | ||
| 020 | _amitpress/12093.001.0001 | ||
| 020 | _a9780262358477 | ||
| 020 | _a9780262538893 | ||
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| 100 | 1 |
_aCone, Lucas _4edt |
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| 700 | 1 |
_aWiewiura, Joachim _4edt |
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| 700 | 1 |
_aCone, Lucas _4oth |
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_aWiewiura, Joachim _4oth |
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| 245 | 1 | 0 |
_aIf Schools Didn't Exist _bA Study in the Sociology of Schools |
| 260 |
_aCambridge _bThe MIT Press _c2020 |
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| 300 | _a1 electronic resource (246 p.) | ||
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_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 490 | 1 | _aThe MIT Press | |
| 506 | 0 |
_aOpen Access _2star _fUnrestricted online access |
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| 520 | _aA classic in the philosophy of education, considering the fundamental purpose and function of schools, translated into English for the first time. This classic 1971 work on the fundamental purpose and function of schools belongs on the same shelf as other landmark works of the era, including Ivan Illich's Deschooling Society, Paulo Freire's Pedagogy of the Oppressed, and John Holt's How Children Fail. Nils Christie's If School Didn't Exist, translated into English for the first time, departs from these works by not considering schooling (and deschooling) as much as schools and their specific community and social contexts. Christie argues that schools should be proving grounds for how to live together in society rather than assembly lines producing future citizens and employees. Christie presents three examples of schools in different settings—a French village school that became the bedrock of its community; federal government–run schools for Native Americans that facilitated the experience of inferiority; and a British secondary school that reinforced class stratification. He considers the school's function as a storage space (for an unproductive segment of society), as a means for differentiation (based on merit), and as distributor of knowledge. He introduces the idea of the school-society, a self-governing body of students, teachers, parents, and community; and he offers a vision of a society based on normalizing the needs and values of local communities. | ||
| 540 |
_aCreative Commons _fhttps://creativecommons.org/licenses/by-nc-nd/4.0 _2cc _4https://creativecommons.org/licenses/by-nc-nd/4.0 |
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| 546 | _aEnglish | ||
| 650 | 7 |
_aPhilosophy & theory of education _2bicssc |
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| 650 | 7 |
_aSociology: sexual relations _2bicssc |
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| 650 | 7 |
_aCentral government policies _2bicssc |
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| 650 | 7 |
_aPhilosophy and theory of education _2bicssc |
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| 650 | 7 |
_aSociology _2bicssc |
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| 650 | 7 |
_aSex and sexuality, social aspects _2bicssc |
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| 650 | 7 |
_aCentral / national / federal government policies _2bicssc |
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| 653 | _aunschooling | ||
| 653 | _anorwegian | ||
| 653 | _anorway | ||
| 653 | _asociology | ||
| 653 | _acritical pedagogy | ||
| 653 | _asocial justice pedagogy | ||
| 856 | 4 | 0 |
_awww.oapen.org _uhttps://doi.org/10.7551/mitpress/12093.001.0001 _70 _zDOAB: download the publication |
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_awww.oapen.org _uhttps://directory.doabooks.org/handle/20.500.12854/78583 _70 _zDOAB: description of the publication |
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_c25 _d25 |
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