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120126 ||| eng |
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|a 9780230109766
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|a Merry, Michael S.
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|a Culture, Identity, and Islamic Schooling
|h Elektronische Ressource
|b A Philosophical Approach
|c by Michael S. Merry
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| 260 |
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|a New York
|b Palgrave Macmillan US
|c 2007, 2007
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| 300 |
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|a XVIII, 228 p
|b online resource
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| 653 |
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|a Cosmology
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|a Islam
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| 653 |
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|a School administration
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| 653 |
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|a Teaching
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| 653 |
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|a School management and organization
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| 653 |
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|a Astronomy, Astrophysics and Cosmology
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| 653 |
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|a Comparative education
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| 653 |
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|a Administration, Organization and Leadership
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| 653 |
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|a Education
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| 653 |
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|a International education
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| 653 |
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|a International and Comparative Education
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| 653 |
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|a Philosophy and social sciences
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| 653 |
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|a Philosophy of Education
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| 653 |
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|a Teaching and Teacher Education
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| 653 |
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|a Astrophysics
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| 653 |
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|a Astronomy
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| 041 |
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|a eng
|2 ISO 639-2
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| 989 |
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|b Springer
|a Springer eBooks 2005-
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| 856 |
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|u http://dx.doi.org/10.1057/9780230109766?nosfx=y
|x Verlag
|3 Volltext
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|a 370.116
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|a 370.9
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|a In light of the growing phenomenon of Islamic schools in the United States and Europe, this compelling study outlines whether these schools share similar traits with other religious schools, while posing new challenges to education policy. Merry elaborates an ideal type of islamic philosophy of education in order to examine the specific challenges that Islamic schools face, comparing the different educational realities facing Muslim Populations in the Netherlands, Belgium, and the United States
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