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1

Ch'ulp'ansa, Oegungmun, a cura di. Kim Jong Il, on strengthening ideological education among the party members and working people. Pyongyang, Korea: Foreign Languages Publishing House, 1995.

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2

Leicestershire (England). County Council. Further Education Office., a cura di. North East Leicestershire community education handbook. Melton Mowbray: Leicestershire County Council, Further Education Office, 1989.

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3

Ofsted. Aspects of community education in North Cambridgeshire. [London]: [Ofsted], 1993.

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4

Ofsted, a cura di. Aspects of community education in North Cambridgeshire: Cambridge Local Education Authority. [London]: Office for Standards in Education, 1993.

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5

Walther, Erskine S. International business activities at North Carolina Community Colleges: Survey results : final report. Greensboro, N.C: Management Information and Research, 1994.

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6

Educational Resources Information Center (U.S.), a cura di. Creating a strong, health community: Ella B. Vernetti School, Koyukuk. Portland, OR: Northwest Regional Educational Laboratory, 1999.

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7

Educational Resources Information Center (U.S.), a cura di. Making school work in a changing world: Tatitlek Community School. Portland, OR: Northwest Regional Educational Laboratory, 1999.

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8

Commission on the Future of the North Carolina Community College System. Gaining the competitive edge: The challenge to North Carolina's community colleges. [Raleigh, N.C.]: The Commission, 1989.

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9

Parris, Joyce Justus. The history of Asheville-Buncombe Technical Community College, North Carolina. Asheville, N.C: The College, 1996.

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10

HM Inspectorate of Education (Scotland). Inspection of standards and quality in community learning and development in the North Perth Area, Perth and Kinross Council: A report. Edinburgh: HMi, 2004.

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11

North York Board of Education (Ont.). Office of the Director of Education. North York Board of Education Black Community Steering Committee: [report] to the Chairman and Members of the Standing Committee. [North York, Ont.]: Board of Education for the City of North York, Office of the Director of Education, 1985.

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12

Gina, Cantoni-Harvey, Reyhner Jon Allan, Northern Arizona University. Center for Excellence in Education. e Learn in Beauty Conference (2nd : 2000 Northern Arizona University), a cura di. Learn in beauty: Indigenous education for a new century. Flagstaff: Northern Arizona University, 2000.

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13

Hare, Jan. Meanings attached to literacy in a First Nation community. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1996.

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14

Educational Resources Information Center (U.S.), a cura di. It takes more than good intentions to build a partnership: Klawock City schools. Portland, OR: Northwest Regional Educational Laboratory, 1999.

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15

1958-, Abu-Saad Ismael, e Champagne Duane, a cura di. Indigenous education and empowerment: International perspectives. Lanham, MD: Altamira Press, 2005.

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16

Saskatchewan. Saskatchewan Education. Planning and Evaluation Branch., a cura di. Building communities of hope: Best practices for meeting the learning needs of at-risk and Indian and Métis students : community schools policy and conceptual framework. [Regina, Sask.]: Planning and Evaluation Branch, Saskatchewan Education, 1996.

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17

Alberta. Alberta Education. First Nations, Metis and Inuit Services Branch. Promising practices in First Nations, Metis and Inuit education: Case studies of two Alberta schools. Edmonton, AB: Alberta Education, 2007.

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18

United States. Congress. Senate. Select Committee on Indian Affairs. Reauthorizing the Tribally Controlled Community College Assistance Act of 1978 and the Navajo Community College Act: Report (to accompany S. 2095). [Washington, D.C.?: U.S. G.P.O., 1986.

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19

United States Congress Senate Committee on Indian Affairs. Reauthorizing the tribally Controlled Community College Assistance Act of 1978 and the Navajo Community College Act: Report (to accompany S. 2167). [Washington, D.C.?: U.S. G.P.O., 1990.

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20

), United States Congress Senate Committee on Indian Affairs (1993. Facility and telecommunications needs of tribally controlled community colleges: Hearing before the Committee on Indian Affairs, United States Senate, One Hundred Third Congress, first session ... July 29, 1993, Washington, DC. Washington: U.S. G.P.O., 1994.

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21

Alberta. Alberta Education. First Nations, Metis and Inuit Services Branch. Promising practices in First Nations, Metis and Inuit education case studies no. two: Bishop Routhier Elementary School, Cardston Junior High School. Edmonton, AB: Alberta Education, 2008.

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22

Colleges, Association of Canadian Community. Serving the needs of a changing community: A survey report on multiracialism and multiculturalism in Canada's community colleges and technical institutes. Ottawa: The Association, 1990.

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23

United States. Congress. House. Committee on Education and Labor. Subcommittee on Postsecondary Education. Oversight hearing on Tribally Controlled Community Assistance Act: Hearing before the Subcommittee on Postsecondary Education of the Committee on Education and Labor, House of Representatives, One Hundred First Congress, second session, hearing held in Pablo, MT, April 21, 1990. Washington: U.S. G.P.O., 1990.

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24

Manitoba. University Education Review Commission. Post-secondary education in Manitoba: Doing things differently : report of the University Education Review Commission. [Winnipeg, Man.]: The Commission, 1993.

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25

North Harris Montgomery Community College District (Tex.), a cura di. The history of the North Harris Montgomery Community College District: A silver anniversary commemorative. Houston, TX: North Harris Montgomery Community College District, 1998.

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26

Conference, AFACCT (Organization). Higher education in the 21st century: The role of community colleges : January 13-14, 2000, Cecil Community College, North East, Maryland : proceedings. S.l: s.n., 2000.

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27

Ian, Hartford, e Randall Stephen, a cura di. Ten years of community education in the inner city: A report and evaluation of work undertaken by the WEA North Western District's Trade Union and Basic Education Project. Manchester: WEA North Western District, 1989.

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28

United States. Congress. Senate. Select Committee on Indian Affairs. Reauthorization of the Tribally Controlled College Assistance Act of 1978: Hearing before the Select Committee on Indian Affairs, United States Senate, One Hundred First Congress, second session on S. 2167 ... S. 2213 ... April 9, 1990, Bismarck, ND. Washington: U.S. G.P.O., 1990.

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29

United States. Congress. Senate. Select Committee on Indian Affairs. Reauthorization of the Tribally Controlled College Assistance Act of 1978: Hearing before the Select Committee on Indian Affairs, United States Senate, Ond Hundred First Congress, second session on S. 2167 ... S. 2213 ... April 9, 1990, Bismarck, ND. Washington: U.S. G.P.O., 1990.

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30

United States. Congress. Senate. Select Committee on Indian Affairs. Reauthorization of the Tribally Controlled College Assistance Act of 1978: Hearing before the Select Committee on Indian Affairs, United States Senate, One Hundred First Congress, second session on S. 2167 ... S. 2213 ... April 9, 1990, Bismarck, ND. Washington: U.S. G.P.O., 1990.

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31

Educational Resources Information Center (U.S.), a cura di. Shared responsibilities-changed lives: School-linked & community-based integrated services : companion resource booklet to the Urban Audio Journal : a production of the North Central Regional Educational Laboratory, in conjunction with WBEZ radio in Chicago, Illinois. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1995.

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32

Volodina, Larisa. Family harmony, or the values of family education in Russia. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1817281.

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Abstract (sommario):
The leading idea of the monograph is the idea of the unity of national priorities in the field of values of family education on the territory of the Russian Federation and the place of the region in its formation. Russian Russian peasant family values formation process in the second half of the XIX — early XX century is presented: in its historical and cultural context in the aspect of correlation with the stages of development of the Russian state; in its historical and pedagogical context in the aspect of correlation with the value priorities of education in the Russian peasant family, which determined the essence and content of the family way. The grounds for the representation of the North-Western region of Russia as significant in the formation of values of family education are revealed. The social conditionality of the process of development of traditional values of upbringing in the Russian peasant family is shown, provided by the coordinated actions of social institutions significant in a certain historical period: the state, pedagogical science, the socio-pedagogical movement, religion, the peasant community. The mechanisms of their translation of the values of upbringing in the Russian peasant family are revealed. It is addressed to a wide range of readers interested in the history of their region. It can be used in the implementation of basic educational programs of primary, basic, secondary general (vocational) education as the basis of educational work within the framework of educational, extracurricular activities of students; studying courses on the theory of education in the system of professional development of teaching staff; development of legislative and regulatory acts regulating issues of marriage and family relations.
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33

Jenkins, James Lineberry, 1919-2003, interviewer, Southern Oral History Program, University of North Carolina at Chapel Hill. Documenting the American South (Project) e University of North Carolina at Chapel Hill. Library, a cura di. Oral history interview with William Dallas Herring, February 14, 1987: Interview C-0034, Southern Oral History Program Collection (#4007). [Chapel Hill, N.C.]: University Library, UNC-Chapel Hill, 2007.

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34

1947-, Haig-Brown Celia, a cura di. Making the spirit dance within: Joe Duquette High School and an aboriginal community. Toronto: J. Lorimer & Co., 1997.

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35

Beynon, June. First Nations teachers: Identity and community, struggle and change. Calgary: Detselig Enterprises, 2008.

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36

United States. Congress. Senate. Select Committee on Indian Affairs. To reauthorize the Tribally Controlled Community College Assistance Act of 1978 and the Navajo Community College Act: Hearing before the Select Committee on Indian Affairs, United States Senate, Ninety-ninth Congress, second session, on S. 2095 ... March 20, 1986, Washington, DC. Washington: U.S. G.P.O., 1986.

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37

Manitoba. University Education Review Commission. Post-secondary education in Manitoba: Doing things differently : report. Winnipeg: The Commission, 1993.

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38

Burnside, Sam. Writer to writer: An account of a one year community based arts in adult education initiative mounted inthe North West of Northern Ireland. Belfast: Workers' Educational Association, 1990.

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39

Szathmári, Judit. The revolving door: Urban Indian community experience in multicultural America. Debrecen: Debrecen University Press, 2013.

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40

American Bar Association. Standing Committee on Education Against Communism., a cura di. Education against Communism: An address. [New Jersey]: New Jersey State Bar Association, 1994.

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41

Britain, Great. North Stockton Community Education Action Zone (Extension) Order 2003. Stationery Office, The, 2003.

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42

Lochra, Albert Pultz. The North Carolina community college system: Its inception, its growth, its legal framework. 1985.

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43

Wax, Murray Lionel, Rosalie H. Wax e Robert V. Dumont. Formal Education in an American Indian Community: Peer Society and the Failure of Minority Education. Waveland Press, 1989.

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44

Teaching Indigenous Students: Honoring Place, Community, and Culture. University of Oklahoma Press, 2015.

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45

Woerner, Mary Furleigh. STUDENT, INSTRUCTOR, AND PROGRAM FACTORS ASSOCIATED WITH STUDENT SUCCESS IN AN ASSOCIATE DEGREE NURSING PROGRAM (NORTH IOWA AREA COMMUNITY COLLEGE). 1993.

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46

Brooks, Melanie C., e Miriam D. Ezzani. Islam, Education, and Freedom. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350231214.

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Abstract (sommario):
Islam, Education and Freedom explores six key areas of freedom, identity, pedagogy, diversity, conflict, trust and love, showing their import in Islam. Based on a qualitative case study of a progressive Islamic school in Southern California, North Star Academy, the book illustrates through the voices of the participants how each particular freedom was applied in the school. The authors show how the six freedoms were understood, taught, and practiced with the clear aim to develop proud American Muslims. It explores the ways the school leaders facilitate and impart each freedom and the influence this has on the development of American Muslim students' identity. The book culminates with a model for freedom in Islamic schooling. It concludes with three key insights: (1) Islamic schooling can facilitate or constrain the way that leaders, teacher, students, and the school community experience freedom; (2) as freedom is a core value of Islam, it should be made central to the conceptualisation and practice of Islamic schooling; and, (3) Islamic schooling, when grounded in the six freedoms, can be a pathway to comprehensive school reform and is applicable to Islamic schools in the global north. The book includes a Foreword written by Khaula Murtadha, Associate Vice Chancellor for the Office of Community Engagement, Indiana University–Purdue University Indianapolis, USA
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47

Ryan, James J. Disciplining the Innut: Social form and control in bush, community and school. 1988.

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48

Davis, Julie L. Survival Schools: The American Indian Movement and Community Education in the Twin Cities. Univ Of Minnesota Press, 2013.

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49

(Editor), Jon Reyhner, Joseph Martin (Editor), Louise Lockard (Editor) e William S. Gilbert (Editor), a cura di. Learn in Beauty: Indigenous Education for a New Century. Northern Arizona Univ Center for, 2000.

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50

Purvis, Zachary. Education and Its Institutions. A cura di Joel D. S. Rasmussen, Judith Wolfe e Johannes Zachhuber. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198718406.013.25.

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Abstract (sommario):
For theological education, the nineteenth century was one of the most creative and tumultuous periods in the history of Christian thought. Patterns of both deconfessionalization and theological renewal, changes in Church–state relations, the rise of the modern research university in Berlin, and new fields like religious studies all contributed to the displacement of theology as the ‘queen of the sciences’ in the wake of the Enlightenment, the French Revolution, and the Napoleonic era. This chapter examines some of the major developments, including the institutionalization of Protestant theology in the modern research university, key issues confronting Catholic scholarship, and the inception of the seminary in North America. Finally, it discusses the challenges modern academic theology faced in its increasing appeal to the political community of the modern nation-state and the academic community of science, rather than Christianity’s historic creeds, confessions, and traditions of ecclesiastical authority.
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