Zobrazeno 1 - 4
of 4
pro vyhledávání: '"Jaya Gajparia"'
Publikováno v:
Frontiers in Sustainability, Vol 3 (2022)
The United Nations foregrounds education as a means to achieving the Sustainable Development Goals (https://sdgs.un.org/goals). In this conceptual paper, we argue education must offer learning that is transformative to better prepare learners to resp
Externí odkaz:
https://doaj.org/article/b68884ef12394910a9b6df2a59f85e59
Publikováno v:
Discourse and Communication for Sustainable Education, Vol 12, Iss 1, Pp 151-175 (2021)
This paper offers a rationale for how ESD related learning at postgraduate level can be assessed. It proposes a framework for evaluating whether assessments in Master’s level programmes align with the pedagogical approach of Education for Sustainab
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a5b74bf7e7af8ff489d24fb7dcb6502e
https://eprints.glos.ac.uk/9769/1/9769-Vare-(2021)-Identifying-Assessment-Opportunities.pdf
https://eprints.glos.ac.uk/9769/1/9769-Vare-(2021)-Identifying-Assessment-Opportunities.pdf
Autor:
Jaya Gajparia
Publikováno v:
Women's Studies International Forum. 61:87-92
This paper raises questions about how ethics in principle are played out in practice when conducting field research. Drawing on my feminist doctoral research I discuss the challenges experienced conducting field research to explore everyday experienc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fcd739011fde0988400695a80d199808
https://doi.org/10.1016/j.wsif.2016.10.015
https://doi.org/10.1016/j.wsif.2016.10.015
Autor:
Jaya Gajparia
Purpose Historically, as a result of complex intersections of marginalisation, women and girls in India are known to have had less access to economic and social capital than men and boys. Progress on poverty alleviation and the advancement of women
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ff3523d2f4252e1359b318a0ec27eb6e
https://doi.org/10.1108/s1529-212620160000021009
https://doi.org/10.1108/s1529-212620160000021009