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Critical Studies in Education Volume 58, 2017 - Issue 1
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Articles

Critical analysis of textbooks: knowledge-generating logics and the emerging image of ‘global economic contexts’

Michael ThomaDepartment of Organisation and Learning, University of Innsbruck, Innsbruck, AustriaCorrespondence[email protected]
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Pages 19-35 | Received 09 Dec 2014, Accepted 18 Oct 2015, Published online: 16 Nov 2015

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Read on this site (1)

Hannes Hautz & Michael Thoma. (2021) Teacher subjectivation in the quality dispositive: the example of VET in Austria. British Journal of Sociology of Education 42:5-6, pages 792-811.
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Articles from other publishers (4)

Annette Ostendorf & Michael Thoma. (2021) Demands and design principles of a “heterodox” didactics for promoting critical thinking in higher education. Higher Education 84:1, pages 33-50.
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Daeyoung Goh. (2022) Rethinking textbooks as active social agents in interpretivist research. The Curriculum Journal.
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Christopher A. Smith. (2021) Mapping reflexivity in situ: A multimodal exploration of negotiated textbook discourses in Korean university EFL classrooms. Language Teaching Research, pages 136216882110249.
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Michael Thoma & Annette Ostendorf. (2017) Discourse Analysis as a Tool for Promoting the ‘Critical Literate’ VET Teacher. Vocations and Learning 11:2, pages 245-263.
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