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The Cultural Context of Learning and Education in England, France and Denmark as a Basis for Understanding Educational Change

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Abstract

The article is based on findings from acomparative study of pupil experience ofsecondary schooling in England, France andDenmark 1998–2001. The research highlights andprovides evidence for the significance ofunderstanding the socio-cultural context inwhich learning takes place to qualify andvalidate inquiry on educational change. Thearticle will point out and exemplify some ofthese aspects.

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Authors and Affiliations

  1. The Danish University of Education, Institute for Educational Anthropology, Emdrupvej 101, 2400, Copenhagen NV, Denmark E-mail

    Birte Ravn

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  1. Birte Ravn
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Ravn, B. The Cultural Context of Learning and Education in England, France and Denmark as a Basis for Understanding Educational Change. Journal of Educational Change 3, 241–263 (2002). https://doi.org/10.1023/A:1021273611924

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  • DOI: https://doi.org/10.1023/A:1021273611924

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