Abstract
Imagine three pictures of ‘classrooms’ in (European) schools, spanning a period of some 700 years.1 In the first, we see a medieval lecture ‘theatre’: the teacher sits on the raised cathedra, an audience of adult students, in clerical robes, are seated in rows before him. A second picture shows an English ‘monitorial school’: a vast hall, in shape, size and fittings much the same as an 18th century factory.
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Kress, G. (2013). Recognizing Learning. In: Saint-Georges, I.d., Weber, JJ. (eds) Multilingualism and Multimodality. The Future of Education Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-266-2_7
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DOI: https://doi.org/10.1007/978-94-6209-266-2_7
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-266-2
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