L - Education Acquisitions during August 2018
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Nosotros, los de entonces
Sarro, Rafael, author
Madrid : Hiperión, 2017
Nosotros -- Claudio -- José -- Javier -- Miguel -- Jaime -- Antonio -- Fernando -- Gonzalo -- María José -- Rafael.
"¿Quiénes éramos "nosotoros, los de entonces"? Estudiantes universitarios de los años 50/60 del pasado siglo, y nuestra actitud vital ante la dictadura franquist que reprimía y descualificaba el componente más esencial del ser humano: la libertad. Nunca, ni antes ni después, sentimos como entonces el alcance de la palabra "libertad": su escritura, su gramática, su comunión. Aquella generación de los años 50 fue la que determinó el proceso de instalación democrática que tuvo lugar en España a finales de los 70, tras la muerte de Franco. Fuimos el primer relevo, la primera antorcha que inició la carrera hacia la democracia, y la libertad. Se inició entonces, en moemtnos excepcionalmente difíciles"--Page 4 of cover.
Baker Berry LA918.7 .S27 2017
Multiculturalism, dialectical thought, and social justice pedagogy : a study from the borderlands
Rubin, Daniel, 1973- author
Charlotte, NC : Information Age Publishing, Inc., 
Baker Berry LC1099.3 .R83 2017
Educational transitions in post-revolutionary spaces : Islam, security and social movements in Tunisia
Jules, Tavis Deryck, author
New York : Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, 2018
The Tunisian paradox and the authoritarian bargaining -- Theoretical insights on educational transitologies -- The birth of the Tunisian republic, colonialism and educational expansion -- Post-colonialism and the tale of two dictators -- Higher education and the labor market information system -- State feminism and Le Code du Statut personnel -- Freedom, social media and activism -- The end of authoritarian bargaining agreements and the rise of homegrown militantism.
"Educational Transitions in Post-Revolutionary Spaces explores the transformation of the education system in Tunisia following the Jasmine Revolution, the first of a wave of revolutions known as the Arab Spring. The authors provide a detailed account of how Tunisia's robust education system shaped and sparked the conflict as educated youth became disgruntled with their economic conditions. Exploring themes such as radicalization, gender, activism and social media, the chapters map out the steps occurring during transitions from authoritarian rule to democracy. Educational Transitions in Post-Revolutionary Spaces traces the origins of the conflict and revolution in societal issues, including unemployment, inequality and poverty, and explores how Islam and security influenced the transition. The book not only offers a thorough understanding of the role of youth in the revolution and how they were shaped by Tunisia's educational system. Crucially, it provides a comprehensive understating of theoretical and methodological insights needed to study educational transitions in other post-revolutionary contexts"--
Baker Berry LA1816 .J86 2018
An architecture of education : African American women design the new South
Nieves, Angel David, author
Rochester, NY : University of Rochester Press, 2018
Contested monument-making and the crisis of the lost cause, 1865-1920 -- The impact of Chicago's "white city" on African American placemaking -- Tuskegee utopianism: where American campus planning meets black nationalism -- The "race women" establishment: Elizabeth Evelyn Wright, Jennie Dean, and their all-black schools -- Manassas and Voorhees: models of race uplift -- Historically black colleges and universities: in service to the race.
This volume focuses broadly on the history of the social welfare reform work of nineteenth-century African American women who founded industrial and normal schools in the American South. Through their work in architecture and education, these women helped to memorialize the trauma and struggle of black Americans. Author Angel David Nieves tells the story of women such as Elizabeth Evelyn Wright (1872-1906), founder of the Voorhees Industrial School (now Voorhees College) in Denmark, South Carolina, in 1897, who not only promoted a program of race uplift through industrial education but also engaged with many of the pioneering African American architects of the period to design a school and surrounding community. Similarly, Jane (Jennie) Serepta Dean (1848-1913), a former slave, networked with elite Northern white designers to found the Manassas Industrial School in Manassas, Virginia, in 1892. An Architecture of Education examines the work of these women educators and reformers as a form of nascent nation building, noting the ways in which the social and political ideology of race uplift and gendered agency that they embodied was inscribed on the built environment through the design and construction of these model schools. In uncovering these women's role in the shaping of African American public spheres in the post-Reconstruction South, the book makes an important contribution to the history of African Americans' long struggle for equality and civil rights in the United States.
Baker Berry LC2802.S9 N55 2018
Educadoras en tiempos de transición
Victoria Robles Sanjuán (ed.)
Madrid : Los Libros de la Catarata, 
Baker Berry LC2222 .E424 2018
Equidad de género en la Universidad Autónoma de Yucatán
Leticia Janet Paredes Guerrero, coordinadora
Mérida, Yucatán, México : Universidad Autónoma de Yucatán, 2016
Baker Berry LC212.863.M62 Y84 2016
Wissen, Erziehung, Schule
Usadel, Georg, 1900-1941
München : Deutscher Volksverlag, 1940
Library Depository H476 U84w
回首百年路遥 : 伴随中国现代化的十次留学潮 = Huishou bainian luyao / 姚蜀平著
Shanghai : Shanghai jiao yu chu ban she, 2017
Baker Berry East Asian LB2376.6.C6 Y36 2017