Relevant bibliographies by topics / Education for human liberation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education for human liberation'

Author: Grafiati
Published: 7 June 2025
Last updated: 26 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Education for human liberation.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Education for human liberation"

1

Gil, David G. "Human Services and Human Liberation:." Journal of Teaching in Social Work 1, no. 2 (1987): 155–65. http://dx.doi.org/10.1300/j067v01n02_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Anwar, Syaiful. "ISLAMIC EDUCATION AND LIBERATION FROM FEUDALISM." Historia: Jurnal Pendidik dan Peneliti Sejarah 11, no. 1 (2018): 1. http://dx.doi.org/10.17509/historia.v11i1.12129.

Full text
Abstract:
This article aimed at describing Islamic Education strategies and functions in liberating humankind from feudalism. Islam Believes that everybody’s status is equal, one thing that makes him different is his piety. There are Three harmonious relationships can be identified; those are the relationship between human being and God “Allah SWT” (Habblun min Allah, theological aspect), between human being and other human being (Hablun min al-nas, athropo-sociological aspect), and between human being and the natural environment (Hablun min al-‘alam, cosmological aspect). These harmonious relationships are the manifestation of perfect faithfulness of a Muslim to Allah SWT.In the religious dimension, the main purpose of Islam is to develop awareness and understanding about the meaning and of human’s life in relation to God. Meanwhile, in terms of social dimension, the purpose of Islamic Education is to develop understanding of harmonious relationship, either between human beings or between human being with the environment. In this context, human beings hold the responsibility for restraining a society from obstinacy, inanity, and anarchism. In this respect, the concept of liberalism in Islamic Education is to place teachers and students in a harmonious relationship. This relationship is to create learning atmosphere which is based on the principle of democratic and two-way relationship.
APA, Harvard, Vancouver, ISO, and other styles
3

Joseph, Lourine Sience. "Desain Pendidikan Pembebasan Bagi Anak Berkebutuhan Khusus sebagai Jalan Humanisasi." Proceedings of the ICECRS 2, no. 1 (2019): 49. http://dx.doi.org/10.21070/picecrs.v2i1.2400.

Full text
Abstract:
Issues of Liberation Education for children with special needs (Heward), (Wiyani 2014: 2) become a n interesting phenomenon that requires educational innovation. the philosophy of ABK education innovation is liberation both physically and psychologically, as human beings. Bandhie Delphie (2012: 2) revealed that children with special needs have their own learning characteristics and specificities. Likewise, children with special needs at the Leleani PLB school and Pelita Kasih Ambon. They need a pattern of liberation education as a way of humanization. The purpose of this paper is to design liberation education to find patterns of education that free children with special needs. The implication is that every child will accept his existence as a free human being, an independent human being, especially a humanist person. The method used to collect and analyze problems based on research data is qualitative with a descriptive approach whose results are dialogue and communication with love and affection. Apart from that consientization (Freire, 1984: 41) self as a human being. The conclusion of liberation education through dialogue and communication in love and affection and the effort to build self-awareness of children with special needs is the design of liberation education for children with special needs as a way to discover the human nature of themselves as human beings.
APA, Harvard, Vancouver, ISO, and other styles
4

Fikiri, sj, Deogratias, and Erick javier Padilla rosas. "breaking out of the cave by encountering the other." childhood & philosophy 21 (May 30, 2025): 01–25. https://doi.org/10.12957/childphilo.2025.87344.

Full text
Abstract:
Plato’s allegory of the cave is a seminal image that can be interpreted in creative ways. Its assumption that the slaves in the cave can free themselves from the oppression, control, and deception of the cave by going out into the reality of the outside world opens the question of how to achieve such self-liberation in the educational setting. The allegory is intended to point out that human beings live mentally immature until they reach perfection in the contemplation of eternal and true ideas. Emphasizing this kind of perfection, however, may leave out an essential component of human liberation: coexisting face-to-face with other human beings. Inspired by the philosophy of liberation we approach the allegory of the cave in this paper as a textual stimulus, recognizing that colonial education, like the allegory’s cave, has been a space of ideologization: it prevents any encounter with the Other and with one’s true situation in the world. The act of liberating oneself and one’s community from colonial education will then consist in meeting the rejected, the oppressed, in short, the dehumanized. The invitation is then to think of colonial education that is still practiced as a cave that prevents the encounter, coexistence, and charity with the last, the rejected, the excluded of our society. In the end, reinterpreting Plato’s allegory of the cave in the light of the philosophy of liberation will allow us to imagine a “decolonial education,” where the priority is not only an intellectual liberation but an encounter with the marginalized of the world. Inspired by Paulo Freire’s ideas, this reflection envisions a four-stage process of empowerment: engaging the oppressed in critical reflection on their reality, fostering dialogue between the oppressed and their allies to build a shared understanding of oppression, encouraging praxis that integrates reflection and action to challenge the systemic limitations of education, and creating educational initiatives that enable the oppressed to take ownership of their education and their path to liberation.
APA, Harvard, Vancouver, ISO, and other styles
5

Munir, Misbachol, and Nida’ul Munafiah. "THE LIBERATION THEOLOGY OF ASGHAR ALI ENGINEER AND ITS RELEVANCE TO ISLAMIC EDUCATION OBJECTIVES." Sunan Kalijaga International Journal on Islamic Educational Research 2, no. 1 (2019): 1–18. http://dx.doi.org/10.14421/skijier.2018.2018.21.01.

Full text
Abstract:
Abstract: Islamic education has a "prophetic” mission as an agent of liberation. The liberation paradigm can be realized with praxis, namely between reflection and action, theory and practice, and faith and charity. Therefore, Islamic education must be able to bear human freedom and social spirit and be able to face challenges amid global life. Asghar Ali Engineer is a progressive Muslim from India trying to understand Islam through liberation theology. The relevance of the theology of the liberation of Asghar Ali Engineer with the aim of Islamic education, with the following formulations: first, education must be able to humanize humans (humanism). Second, Education must be able to liberate people (Liberation), Education at least able to free humanity from three things. Third, education that makes humans capable of realizing Rahmatan Lil Alamin Islam means that education must be able to restore separate human personality in the bondage of materialism dogma that denies human values ​​and is able to restore humanity to its glorious degree, namely through the approach to God Almighty One.
APA, Harvard, Vancouver, ISO, and other styles
6

Alhashmi, Eiman. "The Role of Endowments in Achieving the Goals of Security and Freedom." International Journal of Religion 5, no. 2 (2024): 276–88. http://dx.doi.org/10.61707/yy80ya73.

Full text
Abstract:
This research explores the expansive concept of freedom within Islamic endowments, or Waqf, emphasizing liberation from societal constraints like poverty and disability. It asserts that moral constraints restrict human freedom, necessitating a call to Allah for liberation. Historical examples, such as Al-Azhar University, highlight endowments' pivotal role in fostering independence from state pressures, particularly in the realms of thought and education. Endowments are depicted as vital in sustaining and liberating society, offering financial autonomy to scholars and educational institutions. The text also delves into the economic impacts of endowments, detailing their role in employment, income redistribution, and fostering various industries. Legal perspectives on lending within the Islamic context are explored, along with the role of endowments in liberating captives and supporting those engaged in jihad. The research concludes by advocating for directing endowments towards knowledge and scholars to combat ignorance and achieve societal liberation.
APA, Harvard, Vancouver, ISO, and other styles
7

Robikhah, Aridlah Sendy. "Paradigma Pendidikan Pembebasan Paulo Freire Dalam Konteks Pendidikan Agama Islam." IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam 1, no. 01 (2018): 1–16. http://dx.doi.org/10.37542/iq.v1i01.3.

Full text
Abstract:
Education disposed ignoring some liberation values. Human considered like a mechanic machine that must be obey from the system. There is no liberation of thinking, liberation of act, liberation in expression and liberation for giving ideas. Paulo Freire, educational scientist gives some alternative illustrations for liberation pedagogy. This study applied a documentary method. Writer collect some book resources, then classify based on groups (biography, Paulo Freire’s theory and liberation pedagogy in Islamic education). This study found that liberation pedagogy in this case means to have awareness about education and daily life, so what student gets from teacher can be useful for facing their problems. Studying and reading books needs concentration, because according to Paulo Freire’s theory, the essences of study are reinventing, recreating and rewriting. Student must know what learning goals in each themes, because pedagogy is not like banking system, students are not like an empty box. Students are human that have talent and capability, so this is teacher’s assignment to find and develop student’s ability. When this theory applied in Islamic Study, the solve of some student problems, still have to link to Alquran and Hadis with a double movement principle.
APA, Harvard, Vancouver, ISO, and other styles
8

Rohmah, Lailatur, and Asnawan Asnawan. "Farid Esack; Hermeneutics of Liberation of the Quran and Education." Ushuly: Jurnal Ilmu Ushuluddin 3, no. 1 (2024): 55–70. http://dx.doi.org/10.52431/ushuly.v3i1.2622.

Full text
Abstract:
This research discusses "Farid Esack's Hermeneutics of Al-Qur'an Liberation" with a focus on the method of interpreting the Al-Qur'an proposed by Farid Esack in the context of liberation. Farid Esack, a contemporary Muslim thinker, proposed a hermeneutical approach that creates a new understanding of the holy text of the Koran, with the aim of fighting for social justice, gender equality and human liberation. The main challenge faced in this research involves a deep understanding of Farid Esack's thought, as well as its application to the text of the Koran. The interpretation process involving social, political and cultural contexts requires criticality and caution so that the results can achieve the desired goal of liberation. The relevance of this topic in the world of education today is very important considering the complexity of the challenges faced by Muslim communities. A deep understanding of the liberation hermeneutics of the Koran can make a significant contribution in forming views that are inclusive, progressive and support human rights. Therefore, this research is not only an academic contribution, but also has a practical impact in guiding thought and action in realizing a more just and harmonious society.
APA, Harvard, Vancouver, ISO, and other styles
9

Manurung, Nurseli Debora. "Feminist Pedagogy as Vision in Theological Christian Education: Study on PERUATI (Association of Theologically Educated Women in Indonesia)." Jurnal Perempuan 21, no. 3 (2016): 303–13. http://dx.doi.org/10.34309/jp.v21i3.136.

Full text
Abstract:
This paper shows the importance of feminist pedagogy as a vision in Christian theological education. Oppression experiences of women as the root of all of oppression of human and ecology, are approached by liberation and transformative education, for justice and equality. Feminist theology needs a place in theological education and in the church education, thus within feminist perspectivecontexts. The core of the Christian tradition in theology is liberation and transformation. Peruati is presenting this feminist vision. As anassociation of theologically educated women in Indonesia, they come together with theologically educated men for movement, for liberation and transformation. Peruati enter the house-ekklesia as feminist pedagogy. Those are the church education and theological Christian education.
APA, Harvard, Vancouver, ISO, and other styles
10

Ridlowi, Achmad. "Peran Sumber Daya Manusia Terampil (alisis kritis Resolusi Problem Pendidikan Pondok Pesantren)." Tarbawi Ngabar: Jurnal of Education 1, no. 02 (2020): 170–90. http://dx.doi.org/10.55380/tarbawi.v1i02.54.

Full text
Abstract:
Religious education conducted by pesantren has a large role in developing multicultural theology. Borrowing the philosophy of education, education for liberation is not for domination. Education must be a process of liberation, not socio-cultural taming. Education aims to work on human reality and therefore, methodologically rests on the principles of action and total reflection, namely the principle of acting to change the oppressive reality.For this reason, the challenges of pesantren are no longer focused on empowering human resources, by making programs, such as craft courses with tools, tools and machines, sewing, carpentry, home furnishings, farming and gardening, welding and electrical engineering . Poesantren is now faced with the challenge of multiculturalism that has become a social reality.
 Keywords: Pesantren Concept, Pesantren Design, Multicultural Education.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Education for human liberation"

1

Pereira, Nilda da Silva. "Direitos humanos e currículo a partir da ética da vida." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/9638.

Full text
Abstract:
Made available in DSpace on 2016-04-27T14:30:53Z (GMT). No. of bitstreams: 1 Nilda da Silva Pereira.pdf: 4242955 bytes, checksum: d8b5e87efa3c99e8b8283aec88c79b90 (MD5) Previous issue date: 2012-01-31<br>Fundação Ford<br>The aim of the thesis is to investigate the ethics as thought by Enrique Dussel as a curricular possibility for teaching human rights. It seeks to defend human rights teaching in basic education. All the pedagogic explicitness of human rights is based upon the Ethics of liberation, a critical ethics and a life ethics. We analyzed theoretically school projects selected through the National Award for Education, 2008 and 2010 editions, promoted by the Brazilian Ministry of Education, and Special Secretariat for Human Rights of Presidency of Republic of Brazil. We believe that these initiatives are good references about Brazil s education proposals on human rights in basic teaching. Those projects are concrete demonstrations that brazilian schools are building education in human rights. To develop the analysis, we highlight the contents of the projects worked; why they came; what were the real needs that led to its elaborations; theoretical processes; how the activities were launched; the results towards the transformation; and finally, relate the actions taken with the liberating praxis, linked to the ethics of life. The thesis provides aid to school in order to adopt ethics as a necessary reflection, to assist in discussions about violence, justice, racism, solidarity, ethics, etc., awakening the students for the exercise of citizenship and attention to human rights. The research is one of qualitative basis, a theoretical investigation of the ethics/morals from the philosopher Enrique Dussel<br>O objetivo da tese é investigar a ética pensada por Enrique Dussel como possibilidade curricular voltada para o ensino dos direitos humanos. Procura defender o ensino em direitos humanos na educação básica. Toda a explicitação pedagógica dos direitos humanos se embasa na Ética da libertação, uma ética crítica e da vida. Analisamos teoricamente projetos de escolas selecionados por meio do Prêmio Nacional de Educação em Direitos Humanos, edições 2008 e 2010, promovido pelo Ministério da Educação e pela Secretaria Especial de Direitos Humanos da Presidência da República do Brasil. Acreditamos que essas iniciativas são boas referências brasileiras de propostas de educação em direitos humanos na educação básica. Esses projetos são exemplos concretos de que escolas do Brasil estão construindo educação em direitos humanos. Para desenvolver a análise, destacamos dos projetos os conteúdos trabalhados; por que eles surgiram; quais foram as necessidades concretas que levaram a suas elaborações; os processos de fundamentação teórica; como foram desencadeadas as atividades; seus resultados rumo à transformação; e, por fim, relacionamos as ações desenvolvidas com a práxis libertadora, ligada à ética da vida. A tese propicia ajuda à escola no sentido de adotar a ética como reflexão necessária, auxiliar nas discussões sobre violência, justiça, racismo, solidariedade, ética etc., despertando os(as) alunos(as) para o exercício da cidadania e atenção aos direitos humanos. A pesquisa é de base qualitativa, uma investigação teórica da ética/moral do filósofo Enrique Dussel
APA, Harvard, Vancouver, ISO, and other styles
2

Lemos, Fábio Ricardo Mizuno. "Entre o ócio e o negócio : possibilidades de desenvolvimento da motricidade escolar." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/2300.

Full text
Abstract:
Made available in DSpace on 2016-06-02T19:35:49Z (GMT). No. of bitstreams: 1 5076.pdf: 5930694 bytes, checksum: f46a6dd6878c209a58bef22a93445d33 (MD5) Previous issue date: 2013-02-28<br>The productive logic invades all aspects of life, including education, and with its ideology power distorts reality and enslaves minds in order to acquire economic advantages. This cunning scheme is developed with the school aid that uses the curriculum components, such as physical education, to perpetuate the mercantile greed, by designing a practice focused on obedient fitness bodies, able to fit into a real paradigmatic business. In opposition to this ideology of quantify the results of the educative business (denial of idle state), it was proposed the development of a action-idleness (idle and fun action, lazy and playful, of a human situated in both actions and values genuinely humans) in the Scholar Physical Education (in three Basic Education schools) of two northern (interior) towns of São Paulo State, in the 2nd half of 2012. To understand the educative processes mobilized by this action, objective of this thesis, we used both Phenomenology and Analysis of the Situated Phenomenon as referential and proceedings methodological, because they allow the interpretation of lived experiences, under the person s inner perspective involved in the research process. With how the unveiled experience from the discourses analysis of both students and participants of the project in the Basic Education schools the human relations valuing and the effective participation in the proposed activities were perceived. In the undergraduates discourses, the first assessment was of doubt about the possibility to effective the action in school, however, the teaching praxis insertion had the perception that they were effectively learning it, because they could live positive experiences in relation to go-beyond the established (paradigm of Human Motricity) for the Scholar Physical Education. Within the major considerations stemming with the research, one may highlight: The necessary of being attentive for the educational pessimism both institutionalized and naturalized; the action must not start with a simulated teaching so that the praxis do not be inauthentic; By Being-More, In-Action, it is possible to change from a productive ethics to an ethics where the greatest goods are the feelings and human relationships.<br>A lógica produtiva invade todas as dimensões da vida, incluindo a educação, e as condicionam com um poder ideológico que falseia realidades e escraviza consciências, em prol de vantagens econômicas. Tal artimanha é desenvolvida com o auxílio escolar que, em componentes curriculares como a Educação Física, perpetuam a cobiça mercantil, a conceber uma prática voltada para a preparação e condicionamento físicos de corpos obedientes, aptos a se encaixarem em um verdadeiro negócio paradigmático. Em oposição a essa ideologia de quantificação de resultados, do negócio (negação do ócio) educativo, foi proposto o desenvolvimento de uma ócio-ação (ação ociosa e lúdica, preguiçosa e brincante, de um ser humano situado em ações e valores genuinamente humanizados) na Educação Física Escolar (em três escolas de Educação Básica) de dois municípios da região norte (interior) do Estado de São Paulo, no 2º semestre de 2012. Para compreender os processos educativos mobilizados por esta ação, objetivo da presente tese, foram utilizadas a Fenomenologia e a Análise do Fenômeno Situado como referencial e procedimento metodológicos, por possibilitarem a interpretação das experiências vividas, sob a perspectiva das próprias pessoas envolvidas no processo de pesquisa. Como realidade experiencial desvelada, a partir da análise dos discursos dos estudantes e dos participantes do projeto nas escolas de Educação Básica, foram percebidas a valorização das relações humanas e a participação efetiva nas atividades propostas. Nos discursos dos licenciandos, a primeira constatação foi de dúvida sobre a possibilidade de efetivação da ação na realidade escolar, porém, com a inserção na práxis docente, houve a percepção de que estavam efetivamente apreendendo-a, pois puderam vivenciar experiências positivadas em relação ao ir-além do estabelecido (paradigma da Motricidade Escolar) para a Educação Física Escolar. Enquanto principais considerações advindas com a pesquisa, destacam-se: é preciso ficar atento ao pessimismo educacional institucionalizado e naturalizado; a ação não deve partir de uma docência simulada para que a práxis não seja inautêntica; Sendo-Mais, Em-Ação, é possível mudar da ética produtiva, para uma ética na qual os bens maiores são os sentimentos e as relações humanas.
APA, Harvard, Vancouver, ISO, and other styles
3

Eaton, David. "Human and animal : thinking and feeling a way toward liberation." Thesis, Nottingham Trent University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446624.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

LUIZ, RAINERSON ISRAEL ESTEVAM DE. "TOWARDS A ORDO AMORIS: ALVES´S REFLECTIONS ON HUMAN LIBERATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=19615@1.

Full text
Abstract:
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>O propósito dessa pesquisa foi refletir sobre a teologia de Rubem Alves. Nesta pesquisa foi analisada especificamente a primeira fase do pensamento de Rubem Alves, a saber, sua proposta de libertação humana. Para além de um protestantismo passivo diante da injusta realidade, o autor estudado, absorvendo toda consciência crítica ocidental, fez nascer em solos latino-americanos uma proposta de libertação humana de todas as estruturas que impossibilitam a vida. O ser humano, na teologia de Rubem Alves, é pensado enquanto homo creator. Se a linguagem do tecnologismo ou a linguagem eclesiástica domesticam as ações humanas, tornando-as meras réplicas do que já está, Alves denuncia os acordos silenciosos das mesmas e anuncia o ser humano livre para o ato criativo. Esta pesquisa propõe analisar a primeira fase do pensamento de Alves sob dois momentos, a saber, o dialético-político e o estético-imaginativo. No primeiro momento é abordado o messianismo humanista (expressão alvesiana) que a partir de uma plataforma sociológica (humanismo político) propõe uma libertação dialética e política. No segundo momento é tratada a libertação humana a partir de elementos heterodoxos tais como a magia, a experiência lúdica, o corpo e a imaginação. E assim o trabalho mostra que esses dois momentos da primeira fase do pensamento de Alves foram extremamente frutíferos e vanguardistas para a teologia latino-americana.<br>The oil industry in Brazil has gained new momentum with the recent discovery of large oil reserves in deep waters. Between 2011 and 2015 numerous investments in the oil production chain are expected in order to support the scale of this new operation. Given this context, investment decisions in the oil industry downstream supply chain gain importance and the use of an analytic tool that encompasses its complexity becomes crucial. Thus, this master thesis proposes a mixed linear programming model (MILP) that was developed to allow evaluation of different investment alternatives in the existing logistics network, whether they approach expanding the transportion, berthing, handling or storage capacities. These features of the model were evaluated through two case studies that use real data of the Brazilian oil and derivatives logistic network. The first case study evaluates the feasibility of the project to expand sections of a pipeline that supplies several distribution centers and exposes the interdependence of investment in each one of them. The second case study evaluates the synergies in two projects: the first one to expand the berthing capacity of vessels in a marine terminal and the second to increase the transport capacity of the pipeline linking it to a distribution center. In both studies a sensitivity analysis of Net Present Value of the project relative to its investment cost was performed, allowing to justify the choice of the decision-maker.
APA, Harvard, Vancouver, ISO, and other styles
5

O'Donovan, Seamus. "Courting strategy management through the intervention of liberation leadership." Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:744.

Full text
Abstract:
This study explores second-level schools that display liberation leadership characteristics in order to determine the extent of their responsiveness to strategic management so as to determine how their principals are coping with the unprecedented number of changes they have experienced in the last 5 to 8 years. The aim is to investigate schools that are effectively enhancing their educational provision by the courting of strategy management through the intervention of liberation leadership. As an entry point, the research draws on aspects of the concept of strategy management as propounded by Davies et al. (2005) and on the work of Kouzes’ and Posner’s (2002), among others, regarding leadership practices to investigate a possible symbiotic relationship between strategic management and liberation leadership. Liberation leadership is regarded as a sine qua non of strategic thinking. Few would disagree that there are probably as many styles and facets of leadership as there are leaders; also, all schools are involved in planning of some sort but few engage in strategic management planning. Second-level school principals (in two counties in the south of the Republic of Ireland) were first surveyed and then a select sample was interviewed in-depth in order to explore if there were key factors in school leadership that contributed to strategic management in their schools and to further explore any quid pro quo relationship between these concepts. In other words, the study looked for practices through which factors associated with liberation leadership express themselves in strategic management and as such are coping quite well with their environment. The findings of the research indicate that there are leaders who - Are liberational in their approach, who go beyond the status quo, go beyond the ‘normal’ and ‘usual’, who do ‘things differently’ and who provide more than what is expected: leaders who engage in strategic thinking and who do the right things, right - Are embracing and indeed cultivating change: 90% of the interviewed principals support change, creativity and innovation quite a lot, in their schools - Engage with the elements of the strategic process, albeit not necessarily because of a deliberative and proactive approach towards strategy management. They stumble into the process inadvertently as part of what they do as liberation leaders; the process is neither structured nor formalised. Recommendations are put forward to help make the schools more aware and more responsive to strategy management and liberation leadership and to address some of the issues that arose throughout the interviews.
APA, Harvard, Vancouver, ISO, and other styles
6

Gervassis, Nicholas J. "From contractual serfdom to human rights liberation : doing justice to virtual lives." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/14211.

Full text
Abstract:
Analysis of relationships between states and citizens has almost monopolised the Human Rights legal discourse. In my thesis, I start from the position that Human Rights is a philosophical and historical victory of humankind, whose application cannot be limited to dictating norms in traditional forms of governance; Human Rights primarily define the human being as an individual, as a group, as a societal entity. Therefore, when we discuss Human Rights we do not pursue what governing states 'ought' or 'ought not' to do, but how human beings 'should' endure their lives in a dignified manner; how they should be treated independently of who their acting opponent might be. The Internet, on the other hand, has evolved through the years into an uncharted virtual structure of uncounted online operations and services run by private commercial actors. Within this setting, where the online application platform performs as a land parallel and the private commercial host as the de facto ruler, online identity is mirrored into service accounts. Hence the human being‘s digital existence seems to be depending, to a large degree, on the private initiative – and will. Whilst exploring various relevant themes, the thesis revisits the issue of the application of Human Rights in private relationships through the lenses of online electronic communications and using the example of commercial online virtual worlds. According to my conclusions, a simple projection of the state/citizen model onto ISPs/users relationships does not give sufficient ground for contesting Human Rights within that context. What we need is to deconstruct predominant dogmas in modern Human Rights theory and legislation and to readjust our focus back on the human being and its universal manifestations.
APA, Harvard, Vancouver, ISO, and other styles
7

Petroni, Ana Paula. "Autonomia de professores: um estudo da perspectiva da psicologia." Pontif?cia Universidade Cat?lica de Campinas, 2008. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/221.

Full text
Abstract:
Made available in DSpace on 2016-04-04T18:27:43Z (GMT). No. of bitstreams: 1 Ana Paula Petroni.pdf: 893357 bytes, checksum: 3492a6f13a0cd989ae9c94692a2098a3 (MD5) Previous issue date: 2008-12-11<br>This research investigates about the teacher s autonomy as a fundamental element for the pedagogical practice exercise. Its locus is the school, understood as a complex place, permeated through relationships marked by diversity by its actors and its social practices. The objective is to analyse, by the speeches of teachers, what they understand for autonomy. The method undertaken inserts in the qualitative analysis, and consists in the presentation pieces from speeches taken in the interviews realized with the teachers and the vice-principal, and reports of scenes experienced in the teacher s meetings. Through the content analysis, we established categories as: organization and participation in decisions; authority and responsibility; emancipation and self-regulation; that approaching us from the autonomy reflection, doing us look for the pedagogical practices, for the teacher s feeling, for the elements constituting the context investigated. As a theorical base, we used the Socio-Historical Psychology and its main representative, Vigotski, and the ideas of the Liberative Education, presented by Paulo Freire. In the conclusion, we discussed that some teachers are considered as self-regulated, but not autonomous, even if they are striving for their practice be autonomic. This reflection arises from the fact that there are many aspects that are as impediments to their practice be autonomy like, for example, the bureaucracy that exist in the municipal school, the conducts that exist inside the proper school, such as the lack of a working group, to involve themselves in taking responsibility, to feel themselves as belonging to the context in which it is inserted. Be autonomic doesn t means be alone, act with individuality, but recognize themselves as being singular, conscious, critic, author of his story, which act with responsibility and follow their laws. Although, we can also found practices that show how possible paths to be followed to emerge as the autonomy aspect of teaching practices, like some attitudes taken by the vice principal and teachers, to open itself to the changes, feel the need to discuss, reflect on their actions, to be worried about the education offered to students. At last, we presented how the Psychology could be important in the school, in the way that it can contribute for the comprehension about these interactions, for the subject s development, in this case, for the autonomy development, doing the mediation of meanings and senses attributed by the actors school.<br>A presente pesquisa investiga a autonomia do professor como elemento fundamental para o exerc?cio de sua pr?tica pedag?gica. Seu locus ? a escola, entendida como um complexo espa?o, permeado por rela??es marcadas pela diversidade apresentada por seus atores e por suas pr?ticas sociais. Seu objetivo ? analisar, por meio das falas do professor, o que ele entende por autonomia. O m?todo utilizado insere-se na abordagem qualitativa, e constitui-se da apresenta??o de trechos de falas retirados das entrevistas realizadas com os professores e com a vice-diretora, e relatos de cenas vivenciadas nas reuni?es dos professores. Por meio de an?lise de conte?do, estabelecemos categorias como: organiza??o e participa??o nas decis?es; autoridade e responsabilidade; emancipa??o e auto-regula??o; que nos aproximavam da reflex?o sobre a autonomia, voltando nosso olhar para a pr?tica pedag?gica, para o sentimento dos professores, para os elementos que compunham o contexto investigado. Como base te?rica, utilizamos as concep??es da Psicologia S?cio-Hist?rica e de seu principal representante, Vigotski, e as id?ias da Educa??o Libertadora, apresentadas por Paulo Freire. Na conclus?o, discutimos que, alguns professores se constituem como auto-regulados, mas n?o aut?nomos, mesmo que se esforcem para que sua pr?tica seja aut?noma. Tal reflex?o surge da constata??o de que s?o muitos os empecilhos existentes para o desenvolvimento dessa autonomia, como, por exemplo, a burocracia existente na rede municipal, as condutas existentes dentro da pr?pria escola, a falta de um trabalho em grupo, do professor se implicar, responsabilizar-se, sentir-se como pertencente ao contexto no qual est? inserido. Ser aut?nomo n?o significa ser sozinho, agir com individualidade, mas reconhecer-se como ser singular, consciente, cr?tico, autor de sua hist?ria, que age com responsabilidade e segue suas leis. No entanto, tamb?m encontramos pr?ticas que se mostram como caminhos poss?veis de serem seguidos para que a autonomia emergisse como aspecto das pr?ticas pedag?gicas, como algumas atitudes tomadas por parte da vice-diretora e dos professores, ao abrirem-se para as mudan?as, sentirem a necessidade de discutir, refletir sobre suas a??es, de preocuparem-se com a educa??o oferecida aos alunos. Por fim, apresentamos como a Psicologia seria importante na escola, na medida em que ela pode contribuir para a compreens?o dessas intera??es, para o desenvolvimento do sujeito, nesse caso, para o desenvolvimento da autonomia, fazendo a media??o dos significados e sentidos atribu?dos pelos atores escolares.
APA, Harvard, Vancouver, ISO, and other styles
8

Davis, Christian J. "American higher education in the Arabian Gulf - a force for liberation." Monterey, California : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/theses/2010/Jun/10Jun%5FDavis%5FChristian.pdf.

Full text
Abstract:
Thesis (M.A. in Securities Studies (Middle East, South Asia, Sub-Saharan Africa))--Naval Postgraduate School, June 2010.<br>Thesis Advisor(s): Looney, Robert ; Second Reader: Kadhim, Abbas. "June 2010." Description based on title screen as viewed on July 14, 2010. Author(s) subject terms: Qatar, United Arab Emirates, UAE, branch campus, higher education, Arabian Gulf Includes bibliographical references (p. 113-121). Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
9

Borges, Sonia [Verfasser]. "Militant Education, Liberation Struggle, Consciousness: : The PAIGC education in Guinea Bissau 1963-1978. / Sonia Borges." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2019. http://d-nb.info/118534781X/34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Walker, Talia Laureen. "Education for Authentic Democracy: Capatilism, Oppression, and Freire's Critical Pedagogy for Liberation." The University of Waikato, 2008. http://hdl.handle.net/10289/2361.

Full text
Abstract:
Within the parameters of western ideology the concept of democracy is frequently upheld as a corner stone to which our moral, social, political and educational practices are anchored. The term has become a powerful instrument of persuasion in the public forums as the innate goodness of democracy has become more unquestionably ingrained in the historical imaginations of its citizens. As the logic surrounding the value placed on democracy is entwined with the virtues of freedom and self-determination for all, this is hardly surprising. What remains often unexplored in these public forums, however, is whether this logic is in fact justified. To situate the investigation into the current political arena is to acknowledge the dichotomy by which the philosophies of democracy and capitalism are publicly claimed to exist side by side. Such an acknowledgement forcefully yields one to the questions of to what extent our current ideologies of democracy, and the perpetuation of this dogma through our education system, can successfully result in producing an authentic democratic society within capitalist constructs. This thesis has been written in an attempt to expose the contradiction present between our current political claims of democracy and our capitalist directed practices of education through the critical philosophy of Paulo Freire. Freire has firmly established himself as a respected democratic educator, however, my intention has not been to reduce his educational pedagogy by adapting it to attempt to improve the current system of schooling, as I argue is frequently found within educational literature, but rather to differentiate his democratic philosophy of education as the practice of freedom from the capitalist concept of education as a tool of domination and domestication. I argue that the logic of transnational capitalism, which dictates the policies and practices of our education system, is detrimental to the development of the peoples' critical thinking facilities and thus negates their individual and collective empowerment. Such a system of banking education actively denies people the right to participate in history as subjects and inhibits the possibility of an authentic democracy. In this way the capitalist education system is in fact a system of oppression. Through Freire's critical pedagogy I argue that the transference ofknowledge through an authoritarian system does not constitute as education but is instead a training ground for workers set up in the interests of capitalist employers. Social class divisions are maintained and enforced by means of a paternalistic apparatus of hierarchy. In supporting Freire's philosophy, and acknowledging the entirely political nature of education, I argue that an education system that would support an authentic democracy would have to practice authentic democracy. Through the concepts of 'promblematization', dialogue, critical transitivity and praxis I have attempted to refute the fatalistic assumptions that such an education system is unconceivable or unexplainable. Indeed, I argue that if our goal is to live in a democracy then such concepts are unavoidable. The historical case study from the history of the New Zealand education system is included to illustrate the theory in practice. Here I argue that the intentions, practices and policies of the legislators were anti-democratic and anti-educational in that they constructed a compulsory system that is detrimental to the development of critical thought, self determination and dialogical knowing that is necessary to allow each member of society to be part of the governing system. By examining the consequences and legacy of this system it is possible to expose its influences in the larger educational realm in society. It is not my intention to simply present New Zealand education as an isolated case which requires examination but rather as a prominent example of how Freire's philosophy applies to traditional education in the west. This thesis is therefore aimed at re-defining the concepts of democracy and education through critically examining the socio-economic conditions necessary for effective and equal participation in democratic forums. By critiquing the current system via the vehicle of Freire's philosophy, a prominent democratic educator, the divide between democracy as an illusion and as a reality becomes clearer.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Education for human liberation"

1

Nichols, John Treadwell. An American child supreme: The education of a liberation ecologist. Milkweed Editions, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Trzak, Agnes. Teaching liberation: Essays on social justice, animals, veganism, and education. ELSEVIER, 2019.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ngasimenye Gwasyaga Z. S. Mwangama. Christian education and the mission of the church in the process of human liberation and development in Tanzania. University of Birmingham, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Chidili, Bartholomew Udealo. Pedagogy of human dignity: Through the vision of Mercy Amba Oduyoye. Fab Educational Books, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Chidili, Bartholomew Udealo. Pedagogy of human dignity: Through the vision of Mercy Amba Oduyoye. Fab Educational Books, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ram, Geeta. Adult education, literacy to liberation. Anmol Publications, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

De Lissovoy, Noah. Power, Crisis, and Education for Liberation. Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230612976.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Moyana, Toby Tafirenyika. Education, liberation, and the creative act. Zimbabwe Pub. House, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

1925-, Bonham George W., ed. Women on campus: The unfinished liberation. Transaction Publishers, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Clémentine, Agbagla, and Reseau Ecole et développement, eds. Correspondence towards a pedagogy of liberation. 2nd ed. Editions CLE, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Education for human liberation"

1

Dharamsi, Karim. "Liberation from Solitude: Wittgenstein on Human Finitude and Possibility." In A Companion to Wittgenstein on Education. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3136-6_24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Tangonan Acido, Jeffrey. "Education as a Praxis of Soul Consciousness: Insinuations of Liberation Pedagogies in Higher Education and Human Rights Discourse." In Higher Education Access in the Asia Pacific. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58670-0_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Suess, Gretchen E. L. "Beyond Service Toward Human Liberation: Social Relatedness and Transformative Leadership Through Academically-Based Community Service." In Educating for Citizenship and Social Justice. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62971-1_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Claxton, Guy, and Swami Anand Ageha. "LIBERATION FROM DE-LIBERATION: The East and meditation." In Wholly Human. Routledge, 2024. http://dx.doi.org/10.4324/9781003584940-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Claxton, Guy, and Swami Anand Ageha. "Liberation from de-Liberation: The West and psychotherapy." In Wholly Human. Routledge, 2024. http://dx.doi.org/10.4324/9781003584940-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Rubalcava, Micaela. "Environmental Liberation Education." In Environmental Liberation Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003364757-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bish, Joseph J. "Positively Life-Changing Stories Today, Intergenerational Climate Benefits Tomorrow." In Storytelling to Accelerate Climate Solutions. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-54790-4_4.

Full text
Abstract:
AbstractToday, popular entertainment is purposefully creating a more sustainable world. Locally produced radio and video series, created from applied theories of social learning and social cognition, feature relatable characters, familiar communities, and dramatically unfolding plots. Constructed to improve human health and human rights, these stories also offer audiences liberating information, alternative perspectives, and confidence to enact meaningful change in their own lives. Unrestricted access to family planning and universal girls’ education is instrumental in realizing the full human rights of women and girls around the world. Moreover, by destigmatizing voluntary family planning, correcting misinformation about the safety and efficacy of modern contraception, and strengthening social acceptance and support of girls’ education, the long arc of human population size is influenced toward a smaller, more sustainably scaled civilization in the future. This relatively smaller human presence on the planet offers many potential alleviations of human-induced environmental stress, including scaling down the basic human need for, and propensity to emit, greenhouse gas emissions in the future.
APA, Harvard, Vancouver, ISO, and other styles
8

Rubalcava, Micaela. "Tool #1." In Environmental Liberation Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003364757-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Rubalcava, Micaela. "Structural Competence for Teachers." In Environmental Liberation Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003364757-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Rubalcava, Micaela. "Tool #3." In Environmental Liberation Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003364757-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Education for human liberation"

1

"The Impacts of Transportation, Environmental Health and Medical Systems on the Urban Human Settlement Environment at the Early Stage of Tibet's Peaceful Liberation." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Schimpf, Corey, and Jessica Swenson. "Reimagining faculty, student and community interactions in capstone: A synthesis of liberative pedagogies, citizen engineering and human-centered design." In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962739.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

MEHMETALI, Bekir. "THE IMAGE OF THE MARTYR IN THE PALESTINIAN RESISTANCE POETRY." In III. International Congress of Humanities and Educational Research. Rimar Academy, 2022. http://dx.doi.org/10.47832/ijhercongress3-2.

Full text
Abstract:
All nations and societies need someone to defend them, protect them, and repel aggression and injustice, so that these sacrifices become the torch of freedom, the beacon of pride, and the throne of pride. And this testimony adds to him a human, patriotic and sanctity value, thus elevating his position among his people and his people. He who sees himself as part of his society, his issues are his cause, and his pain is his pain. With the catastrophe of Palestine in 1948, and the setback of June 1967, the Palestinian resistance appeared carrying weapons, believing in the principle of liberation by force, and alongside this resistance, Palestinian resistance poetry appeared, which supported the armed resistance with the literary poetic word, and gave a great space, and great attention to the cause of the Palestinian martyr who sacrificed the cause of the Palestinian martyr. The research aims to clarify the poetic image of the martyr in the Palestinian resistance poetry, and the motive for this is the status of the martyr in Arab thought on the one hand, and the status of the Palestinian cause, and its specificity among the Palestinians, Arabs, and Muslims on the one hand, and the international community on the other. The importance of the research lies in its goal and motive. The researcher will follow the descriptive and analytical approaches, and will clarify the concept of the martyr, and the testimony, and will address the image of the martyr with description and analysis of some poets of the Palestinian resistance, such as Mahmoud Darwish, Samih Al-Qasim, and others
APA, Harvard, Vancouver, ISO, and other styles
4

Lai, Jiun Ting. "Human-like non-human – HAOS human electrical cognition liberation project Ver 1.0." In SA '22: SIGGRAPH Asia 2022 Art Gallery. ACM, 2022. http://dx.doi.org/10.1145/3550470.3558450.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Shao, Linzhi. "Women's Liberation in The Color Purple." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Parnell, Will. "Pedagogies of Liberation: Diffractive Documentation Practices on More-Than-Human and Human Movements." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1573956.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Pakhomov, Sergei. "Liberation While Living in Hindu Tantrism." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.437.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Sobey, Aisha. "Conceptualising Fatness within HCI: A Call for Fat Liberation." In CHI '24: CHI Conference on Human Factors in Computing Systems. ACM, 2024. http://dx.doi.org/10.1145/3613904.3642199.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Mullen, D'Annette. "Muted Dialogue: Education Liberation Through Critical Ethnographic Case Study." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2112227.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Uwu-khaeb, Lannie, Annastasia Shipepe, Marcus Duveskog, Jacob Nielsen, and Erkki Sutinen. "Liberation by Robotics: Street Engineers as Toy Makers in Africa." In 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 2023. http://dx.doi.org/10.1109/fie58773.2023.10343495.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Education for human liberation"

1

Friedman, Willa, Michael Kremer, Edward Miguel, and Rebecca Thornton. Education as Liberation? National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w16939.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Richard Myers and Lane Conn. Human Genome Education Program. Office of Scientific and Technical Information (OSTI), 2000. http://dx.doi.org/10.2172/765668.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Pelli, Martino, and Jeanne Tschopp. Storms, Early Education and Human Capital. CIRANO, 2023. http://dx.doi.org/10.54932/houf2464.

Full text
Abstract:
This paper explores how school-age exposure to storms impacts the education and primary activity status of young adults in India. Using a cross-sectional cohort study based on wind exposure histories, we find evidence of a significant deskilling of areas vulnerable to climate change-related risks. Specifically, our results show a 2.4 percentage point increase in the probability of accruing educational delays, a 2 percentage point decline in post-secondary education achievement, and a 1.6 percentage point reduction in obtaining regular salaried jobs. Additionally, our study provides evidence that degraded school infrastructure and declining household income contribute to these findings.
APA, Harvard, Vancouver, ISO, and other styles
4

Pelli, Martino, and Jeanne Tschopp. Storms, Early Education, and Human Capital. Asian Development Bank, 2024. http://dx.doi.org/10.22617/wps240462-2.

Full text
Abstract:
Using wind exposure histories, the paper shows that exposure to an average storm can cause a 2.4 percentage point increase in educational delays, a 2 percentage point drop in post-secondary education attainment, and a 1.6 percentage point decline in regular salaried employment. The study also highlights the role of damaged school infrastructure and declining household income in driving these outcomes.
APA, Harvard, Vancouver, ISO, and other styles
5

Lochner, Lance. Education, Work, and Crime: A Human Capital Approach. National Bureau of Economic Research, 2004. http://dx.doi.org/10.3386/w10478.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Griliches, Zvi. Education, Human Capital, and Growth: A Personal Perspective. National Bureau of Economic Research, 1996. http://dx.doi.org/10.3386/w5426.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Vasilenko, L. A. Advanced education as a way of human survival. Eurasia Security, 2019. http://dx.doi.org/10.18411/vasilenko-1-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Gallipoli, Giovanni. Human Capital Accumulation, Education Policy and Wage Dispersion. The IFS, 2003. http://dx.doi.org/10.1920/re.ifs.2024.0530.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Quyen, Vu. Review of Transforming Higher Education with Human-Centered Design. Design Research Society, 2024. https://doi.org/10.21606/wsbr.014.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Frankenberg, Elizabeth, and Duncan Thomas. Human Capital and Shocks: Evidence on Education, Health and Nutrition. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w23347.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Education for human liberation' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography