Locating Responsibility in the Discourse of Contemporary U.S. Education Reform
Framed by insights from critical human geography, political economy, and educational studies, this dissertation offers a critique of the contemporary education reform movement in the United States (hereafter U.S.). The overarching argument made here is that the powerfully positioned individuals and...
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| Language: | en_US |
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The University of Arizona.
2016
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| Online Access: | http://hdl.handle.net/10150/621829 http://arizona.openrepository.com/arizona/handle/10150/621829 |