Family background, financial constraints and higher education attendance in China
In: Economics of education review, Volume 26, Issue 6, p. 724-734
ISSN: 0272-7757
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In: Economics of education review, Volume 26, Issue 6, p. 724-734
ISSN: 0272-7757
In: Economics of education review, Volume 21, Issue 3, p. 296-297
ISSN: 0272-7757
In: Economics of education review, Volume 19, Issue 4, p. 459-460
ISSN: 0272-7757
In: Economics of education review, Volume 15, Issue 3, p. 259-272
ISSN: 0272-7757
In: Economics of education review, Volume 14, Issue 3, p. 253-263
ISSN: 0272-7757
In: Economics of education review, Volume 14, Issue 3, p. 320-321
ISSN: 0272-7757
In: Economics of education review, Volume 14, Issue 2, p. 205-206
ISSN: 0272-7757
In: Economics of education review, Volume 12, Issue 2, p. 125-136
ISSN: 0272-7757
In: Journal of social work education: JSWE, Volume 26, Issue 2, p. 134-144
ISSN: 2163-5811
In: Economics of education review, Volume 7, Issue 2, p. 165-166
ISSN: 0272-7757
In: Changing times in education
"Learning Identities in a Digital Age provides a critical exploration of how education has been reimagined for the digital future. It argues that education is now the subject of a "cybernetic" mode of thought: a contemporary style of thinking about society and identity that is saturated with metaphors of networks, flexibility, interactivity, and connectedness. This book examines how shifts in thought have translated into fresh ideas about creative learning, interactive tools, curriculum reform, and teacher identity. The text identifies how learning identities have been promoted, and position young people as networked learners, equipped for political, economic and cultural participation in the digital age. Included in the text: - mapping the digital age - reconstructing the future of education -making up digital learning identities -assembling creative learning -thinking with digital tools - protoyping the curriculum of the future -being a teacher in a digital age This book situates education and technology in an intergenerational and interdisciplinary conversation. It will be of interest to students, researchers and practising education professionals who want to understand the wider sociological and psychological significance of new technologies on education and learner identity"--