Interruption, Reconstellation and Limitation: Postcolonial Pedagogies in Teaching Gender and Medieval History in Teaching Gender and Medieval History
In: Medieval Feminist Newsletter, Band 12, S. 1-5
ISSN: 2154-4042
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In: Medieval Feminist Newsletter, Band 12, S. 1-5
ISSN: 2154-4042
In: The journal of economic history, Band 51, Heft 3, S. 709-711
ISSN: 1471-6372
In: The journal of economic history, Band 50, Heft 4, S. 948-950
ISSN: 1471-6372
In: Comparative studies in society and history, Band 32, Heft 1, S. 3-23
ISSN: 1475-2999
Debate over the rise of agrarian capitalism in Europe has established the historiographic chronology, locus, and conceptualization of European development. Proponents of contending schools (the "commercial" or the "political") have focused on the late medieval through early modern period in England as the crucial time and place of the transformation but argue whether agrarian capitalism derived from economic or political structures (Ashton and Philpin 1985).' Neither school has questioned the common methodology of mapping social and cultural transformation onto a structural matrix. Steps taken by historians, anthropologists, and archaeologists to decenter the European narrative of development have faltered at this same structuralist dilemma.
In: The journal of economic history, Band 49, Heft 4, S. 1005-1007
ISSN: 1471-6372
In: Medieval Feminist Newsletter, Band 16, S. 3
ISSN: 2154-4042
In: The economic history review, Band 43, Heft 2, S. 296
ISSN: 1468-0289