Power, Epistemology and Pedagogy: Female Teacher Education in Oman
This study investigates the ways in which socio-cultural factors influence the propensity for critical thinking and critical pedagogy among female teacher candidates in Oman. The conceptual and methodological starting point of the study is the contention that education systems, and teachers more specifically, either reproduce hegemonic values or serve as agents of change. Epistemological positions and the influence of a dynamic network of power relations...[Show more]
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