Boundary learning in a gender responsive curriculum transformation in Zimbabwe: an activity theory approach
This paper aims to share insights of a boundary learning process in a curriculum transformation in Zimbabwe. It is based on the dialectical lenses of Cultural-Historical Activity Theory (CHAT). The boundary learning epistemic actions were designed/interpreted using CHAT tools of double stimulation,...
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Universidade do Oeste de Santa Catarina,
2017-12-01T00:00:00Z.
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