Chapter Parte seconda. Buone pratiche di Public History per la formazione e il territorio
| dc.date.accessioned | 2022-12-23T04:01:47Z | |
| dc.date.available | 2022-12-23T04:01:47Z | |
| dc.date.issued | 2022 | |
| dc.date.submitted | 2022-12-22T16:06:20Z | |
| dc.identifier | ONIX_20221222_9788855186162_40 | |
| dc.identifier | https://library.oapen.org/handle/20.500.12657/60378 | |
| dc.identifier.uri | https://directory.doabooks.org/handle/20.500.12854/95529 | |
| dc.description.abstract | In keeping with the ten essays collected in the first part of the volume, this section proposes thirty Best Practices files, selected from the most recent and stimulating ones. These are real models of educational action thanks to which we can offer a first look of some of the many projects based on the relationship between school, university and territory. Models, therefore, in which Public History practices have found, or can find, fertile ground. | |
| dc.language | Italian | |
| dc.relation.ispartofseries | Public History of Education. Teorie, esperienze, strumenti | |
| dc.rights | open access | |
| dc.subject.other | History of education | |
| dc.subject.other | Public History of education | |
| dc.subject.other | social empowerment | |
| dc.subject.other | Digital Public History | |
| dc.subject.other | teaching practices | |
| dc.subject.other | thema EDItEUR::N History and Archaeology::NH History | |
| dc.title | Chapter Parte seconda. Buone pratiche di Public History per la formazione e il territorio | |
| dc.type | chapter | |
| oapen.identifier.doi | 10.36253/978-88-5518-616-2.15 | |
| oapen.relation.isPublishedBy | 2ec4474d-93b1-4cfa-b313-9c6019b51b1a | |
| oapen.relation.isbn | 9788855186162 | |
| oapen.pages | 70 | |
| oapen.place.publication | Florence | |
| dc.seriesnumber | 1 | |
| dc.abstractotherlanguage | In keeping with the ten essays collected in the first part of the volume, this section proposes thirty Best Practices files, selected from the most recent and stimulating ones. These are real models of educational action thanks to which we can offer a first look of some of the many projects based on the relationship between school, university and territory. Models, therefore, in which Public History practices have found, or can find, fertile ground. |
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