{"title":"克服破坏性权力关系和维持小学环境教育的民主进程:对坦桑尼亚教师教育的启示","authors":"V. Kalungwizi, S. Gjøtterud, E. Krogh","doi":"10.17159/2221-4070/2019/v8i2a5","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":"1 1","pages":""},"PeriodicalIF":0.7000,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Democratie Processes to Overcome Destructive Power Relations and Sustain Environmental Education in Primary Schools: Implications for Teacher Education in Tanzania\",\"authors\":\"V. Kalungwizi, S. Gjøtterud, E. Krogh\",\"doi\":\"10.17159/2221-4070/2019/v8i2a5\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":43084,\"journal\":{\"name\":\"Educational Research for Social Change\",\"volume\":\"1 1\",\"pages\":\"\"},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2019-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Research for Social Change\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.17159/2221-4070/2019/v8i2a5\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research for Social Change","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17159/2221-4070/2019/v8i2a5","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Democratie Processes to Overcome Destructive Power Relations and Sustain Environmental Education in Primary Schools: Implications for Teacher Education in Tanzania