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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| Main Authors: | , , |
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| Format: | Book |
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Universidade do Oeste de Santa Catarina,
2017-12-01T00:00:00Z.
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| Online Access: | Connect to this object online. |
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Internet
Connect to this object online.3rd Floor Main Library
| Call Number: |
A1234.567 |
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| Copy 1 | Available |