N. Mythili，学校领导中的女性。SAGE出版社，2019,260页，850.00卢比。ISBN: 9789353283780(精装本)

Q3 Social Sciences Contemporary Education Dialogue Pub Date : 2022-07-01 DOI:10.1177/09731849221109107

Mythili Ramchand

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引用次数: 0

摘要

拉曼，V.(2000)。童年的政治:来自南方的观点。经济政治周刊，35(46)，4055-4064。罗曼尼，S.(2016)。NGO女孩:性别、主体性与加尔各答的日常生活。社会性别与文化，23(3)，365-380。https://doi.org/10.10 80/0966369X.2015.1013446 Saraswathi T. S.， Menon S.， Madan A.(2017)。印度的童年:传统、趋势和转变。泰勒和弗朗西斯。Sinervo, A.， & Cheney, K.(2019)。非政府组织的情感经济:当代和历史视角下的人道主义与童年。切尼，K. Sinervo, A.(主编)，弱势儿童和人道主义干预:情感商品化和客观化的过程(第1-35页)。施普林格国际出版。https://doi.org/10.1007/978-3-030-01623-4_1 Vasanta, D.(2004)。童年、工作和学校教育:一些思考。当代教育对话，2(1)，5-29。https://doi.org/10.1177/097318490400200102

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N. Mythili, Women in School Leadership. SAGE Publications, 2019, 260 pages, ₹850.00. ISBN: 9789353283780 (Hardback)

Raman, V. (2000). Politics of childhood: Perspectives from the South. Economic and Political Weekly, 35(46), 4055–4064. Romani, S. (2016). Being NGO girls: Gender, subjectivities, and everyday life in Kolkata. Gender, Place & Culture, 23(3), 365–380. https://doi.org/10.10 80/0966369X.2015.1013446 Saraswathi, T. S., Menon, S., & Madan, A. (2017). Childhoods in India: Traditions, trends and transformations. Taylor & Francis. Sinervo, A., & Cheney, K. (2019). NGO economies of affect: Humanitarianism and childhood in contemporary and historical perspective. In Cheney, K. Sinervo, A. (Eds.), Disadvantaged childhoods and humanitarian intervention: Processes of affective commodification and objectification (pp. 1–35). Springer International Publishing. https://doi.org/10.1007/978-3-030-01623-4_1 Vasanta, D. (2004). Childhood, work and schooling: Some reflections. Contemporary Education Dialogue, 2(1), 5–29. https://doi.org/10.1177/097318490400200102

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来源期刊

Contemporary Education Dialogue Social Sciences-Education

CiteScore

2.20

自引率

0.00%

发文量

期刊介绍： Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.