Education as Contested Terrain in Nicaragua

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Previous articleNext article No AccessEducation as Contested Terrain in NicaraguaRobert F. ArnoveRobert F. Arnove Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 39, Number 1Feb., 1995Special Issue on Education in Latin America Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447288 Views: 17Total views on this site Citations: 12Citations are reported from Crossref Copyright 1995 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Mehmet Ali GAZİ, Caner ÇAKI, Mustafa KARACA, Gül ÇAKI 1980 Nikaragua Okuryazarlık Kampanyası’ndaki Propaganda Posterlerinin Kitap Okuma Boyutunda İncelenmesi, Turk Kutuphaneciligi - Turkish Librarianship 35, no.11 (Mar 2021): 11–12.https://doi.org/10.24146/tk.873618Kelsie N. Fowler Reviving the Orchard: Visions of reclaiming science education for Nicaragua, Science Education 105, no.22 (Dec 2020): 384–405.https://doi.org/10.1002/sce.21608Sansom Milton Rebuilding and Reforming Higher Education, (Dec 2017): 53–86.https://doi.org/10.1007/978-3-319-65349-5_4Sansom Milton, Sultan Barakat Higher education as the catalyst of recovery in conflict-affected societies, Globalisation, Societies and Education 14, no.33 (Jun 2016): 403–421.https://doi.org/10.1080/14767724.2015.1127749Andrea Dyrness National Divisions, Transnational Ties: Constructing Social and Civic Identities in Postwar El Salvador, The Journal of Latin American and Caribbean Anthropology 19, no.11 (Apr 2014): 63–83.https://doi.org/10.1111/jlca.12076Frances Vavrus and Maud Seghers Critical Discourse Analysis in Comparative Education: A Discursive Study of “Partnership” in Tanzania’s Poverty Reduction Policies Vavrus and Seghers, Comparative Education Review 54, no.11 (Jul 2015): 77–103.https://doi.org/10.1086/647972Anita Sanyal Socialist, post-socialist, and post-, (Mar 2015): 329–349.https://doi.org/10.1108/S1479-3679(2010)0000014015Silvina Gvirtz, Lucila Minvielle The Impact of Institutional Design on the Democratization of School Governance, Educational Management Administration & Leadership 37, no.44 (Jul 2009): 544–565.https://doi.org/10.1177/1741143209334567Robert Austin Americanizing Labor, Latin American Perspectives 31, no.11 (Jun 2016): 95–133.https://doi.org/10.1177/0094582X03259904Richard Maclure, Melvin Sotelo Children's rights as residual social policy in Nicaragua: State priorities and the Code of Childhood and Adolescence, Third World Quarterly 24, no.44 (Aug 2003): 671–689.https://doi.org/10.1080/0143659032000105812Steven J Klees World Bank education policy: new rhetoric, old ideology, International Journal of Educational Development 22, no.55 (Sep 2002): 451–474.https://doi.org/10.1016/S0738-0593(02)00006-8Jayne R. Beilke, Malcolm B. Campbell, J. Thomas Owens, Aziz Talbani, Sharon Kruse, Shirley Mthethwa-Sommers, Tracy Stevens, Martha L. Whitaker, Sylvia Norris Jones, Sharon Kruse BOOK REVIEWS, Educational Studies 31, no.22 (Jun 2000): 146–194.https://doi.org/10.1207/S15326993ES3102_5