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dc.contributor.authorKralovec, Etta*
dc.date.accessioned2018-06-04T23:43:09Z
dc.date.available2018-06-04T23:43:09Z
dc.date.issued2018
dc.identifier.citationEtta Kralovec, "Whose Democracy?," Schools 15, no. 1 (Spring 2018): 86-97.en_US
dc.identifier.issn1550-1175
dc.identifier.issn2153-0327
dc.identifier.doi10.1086/697095
dc.identifier.urihttp://hdl.handle.net/10150/627886
dc.description.abstractThis article reflects on the experiences of a Fulbright scholar, drawing heavily on the collected writings from her Zimbabwean students. The story tells of the emerging identity of the first generation to be born in an independent Zimbabwe. The article explores the intersection of traditional culture, gender, and democracy that these students face and confronts some of the core educational issues in a postcolonial context. The article zeros in on work done with headmasters in Swaziland, confronting some of the challenges of educational change during a period of constitutional reform. Contemporary events intertwine with remembrances of things past, raising questions about the state of our own democracy.en_US
dc.language.isoenen_US
dc.publisherUNIV CHICAGO PRESSen_US
dc.relation.urlhttp://www.journals.uchicago.edu/doi/10.1086/697095en_US
dc.rights© 2018 by Francis W. Parker School, Chicago. All rights reserved.en_US
dc.titleWhose Democracy?en_US
dc.typeArticleen_US
dc.contributor.departmentUniv Arizonaen_US
dc.identifier.journalSCHOOLS-STUDIES IN EDUCATIONen_US
dc.description.note12 month embargo; published online: 01 March 2018en_US
dc.description.collectioninformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.en_US
dc.eprint.versionFinal published versionen_US
dc.source.journaltitleSchools
dc.source.volume15
dc.source.issue1
dc.source.beginpage86
dc.source.endpage97
refterms.dateFOA2018-03-01T00:00:00Z


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