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Inklusive Bildung und die pragmatische Maxime der Gleichheit: Kritische und konstruktive Überlegungen im Anschluss an Hannah Arendt und Jacques Rancière.
- Source :
- Zeitschrift für Pädagogik; mar/apr2021, Vol. 67 Issue 2, p275-294, 20p
- Publication Year :
- 2021
-
Abstract
- <i>Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
- Subjects :
- INCLUSIVE education
EQUALITY
REFORMS
DISCOURSE
Subjects
Details
- Language :
- German
- ISSN :
- 00443247
- Volume :
- 67
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Zeitschrift für Pädagogik
- Publication Type :
- Academic Journal
- Accession number :
- 149740020
- Full Text :
- https://doi.org/10.3262/zp2102275