Gender, methodology and the curriculum process
| dc.Institution | ||
| dc.contributor.author | Allen, Beryl Millicent | |
| dc.contributor.editor | ||
| dc.coverage.spatial | ||
| dc.date.accessioned | 2022-01-18T18:14:00Z | |
| dc.date.available | 2022-01-18T18:14:00Z | |
| dc.date.issued | Jan. 1995 | |
| dc.description | ||
| dc.description.abstract | This article suggests a framework for addressing gender issues in a programme designed to develop history educators. The framework offers a focus on teaching the historical method as a way in which the history education curriculum might deal with the issues | |
| dc.description.sponsorship | ||
| dc.description.sponsorship | ||
| dc.extent | pp. 14-16 | |
| dc.identifier.other | 1586 | |
| dc.identifier.uri | https://hdl.handle.net/2139/53685 | |
| dc.publisher | ||
| dc.relation.ispartofseries | Teaching History | |
| dc.relation.ispartofseries | vol. 83 | |
| dc.relation.ispartofseries | ||
| dc.source | ||
| dc.source.uri | ||
| dc.subject.other | Gender analysis | |
| dc.title | Gender, methodology and the curriculum process | |
| dc.type |