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dc.creatorKrstić, Predrag
dc.creatorLacković, Nataša
dc.date.accessioned2024-04-01T10:06:25Z
dc.date.available2024-04-01T10:06:25Z
dc.date.issued2024
dc.identifier.issn2731-0787
dc.identifier.issn2731-0795 (electronic)
dc.identifier.urihttp://rifdt.instifdt.bg.ac.rs/123456789/3788
dc.description.abstractThe triangle of crisis-education-emancipation seems to represent a stable both conceptual and historical constant, which then appears in almost countless modes, depending on how those three always co-defining terms are understood. We have offered, a cogent and representative, albeit not all-encompassing or exhaustive, spectrum of these understandings—sometimes they seem so different that it might be more appropriate to talk about all these pivotal concepts in the plural: about educations, emancipations and crises. Nevertheless, we decided to gather them all around or within a processual figure that is marked by the insight into the crisis, the will for emancipation, and the vision of emancipatory or emancipated education. We believe monistic structure and its over-determinants will not cloud the readers’ view of the presented plurality of their manifestations.sr
dc.language.isoensr
dc.publisherPalgrave Macmillansr
dc.relation"info:eu-repo/grantAgreement/MESTD/inst-2020/200025/RS//"sr
dc.rightsrestrictedAccesssr
dc.sourceRethinking Education and Emancipation Diverse Perspectives on Contemporary Challengessr
dc.subjectEducationsr
dc.subjectEmancipatonsr
dc.subjectCrisissr
dc.titleEpilogue: Future Work in and for Emancipatory Educationsr
dc.typebookPartsr
dc.rights.licenseARRsr
dc.rights.holderPalgrave Macmillansr
dc.citation.spage227
dc.citation.epage231
dc.type.versionpublishedVersionsr
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_rifdt_3788


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