Understanding translations and controversies in contemporary curriculum reforms: a Colombian case study

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dc.contributor.authorGary Cifuentes
dc.contributor.authorMaría Lucía Guerrero Farías
dc.contributor.authorAndrea Solano Vargas
dc.coverage.spatialBolivia
dc.date.accessioned2026-03-22T19:27:28Z
dc.date.available2026-03-22T19:27:28Z
dc.date.issued2024
dc.identifier.doi10.1080/0309877x.2024.2435511
dc.identifier.urihttps://doi.org/10.1080/0309877x.2024.2435511
dc.identifier.urihttps://andeanlibrary.org/handle/123456789/76166
dc.language.isoen
dc.publisherRoutledge
dc.relation.ispartofJournal of Further and Higher Education
dc.sourceUniversidad de Los Andes
dc.subjectCurriculum
dc.subjectOpposition (politics)
dc.subjectTechnocracy
dc.subjectSociology
dc.subjectCurriculum theory
dc.subjectCurriculum development
dc.subjectAccountability
dc.subjectPedagogy
dc.subjectContext (archaeology)
dc.subjectPolitical science
dc.titleUnderstanding translations and controversies in contemporary curriculum reforms: a Colombian case study
dc.typearticle

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