Literaturnachweis - Detailanzeige
| Autor/inn/en | Morales, Magda Concepción; Southwell, Myriam |
|---|---|
| Titel | La investigación educativa en México y Argentina. Trazos para pensar una relación. |
| Quelle | In: Perfiles educativos, 36 (2014) 144, S. 12-30
PDF als Volltext kostenfreie Datei |
| Sprache | spanisch |
| Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
| ISSN | 0185-2698; 2448-6167 |
| DOI | 10.1016/S0185-2698(14)70621-X |
| Schlagwörter | Vergleichende Erziehungswissenschaft; Bildungsforschung; Validität; Argentinien; Bildungspolitik; Mexiko; Validität; Bildungspolitik; Legitimation; Bildungsforschung; Vergleichende Erziehungswissenschaft; Wissenschaftsforschung; Legitimation; Wissenschaftsforschung; Wissenschaftsgeschichte; Wissenschaftswissenschaft; Produktionsbedingungen; Argentinien; Mexiko |
| Abstract | "This paper [of 2014] is written within the context of a broader investigation devoted to the analysis of the links between educational research in Argentina and Mexico; these links are regarded as processes of discursive configuration. A comparative analysis is carried out which provides an outline of both the national experiences. The axis around which the relationship develops is both historic and political, with the authors seeking to identify the similarities and the dissimilar elements regarding four aspects: historical background; the role of government and public policy; the processes of legitimacy and validity, along with the production areas. Based on the aforementioned, intersection points are foreseen between the two discursive configurations; thus, questions are structured that support a relational analysis aimed at highlighting the possible building blocks that could lead to a joint relationship, as are questions regarding the interstices, and ruptures that may ultimately prevent the continuance of the relationship." [Abstract: Site editor's information]. |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2016/3 |
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