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dc.contributor.authorFranka Marquardt
dc.date.accessioned2022-01-09T20:09:27Z
dc.date.available2022-01-09T20:09:27Z
dc.date.created2021-12-29 00:37
dc.date.issued2021-12-01
dc.identifieroai:doaj.org/article:74acd46a6ed64c259d72901fe92b5733
dc.identifier10.24452/sjer.43.3.13
dc.identifier2624-8492
dc.identifierhttps://doaj.org/article/74acd46a6ed64c259d72901fe92b5733
dc.identifier.urihttp://hdl.handle.net/20.500.12424/4131788
dc.languageDE
dc.languageEN
dc.languageFR
dc.languageIT
dc.publisherBern Open Publishing
dc.relation.ispartofhttps://sjer.ch/article/view/8188
dc.relation.ispartofhttps://doaj.org/toc/2624-8492
dc.sourceSchweizerische Zeitschrift für Bildungswissenschaften, Vol 43, Iss 3 (2021)
dc.subjectEducation (General)
dc.subjectL7-991
dc.titleStraube-Heinze, K. & Heinze, C. (2021). Lesen lernen im Nationalsozialismus. Theoriekonzepte, Kindheitsbilder, Bildungspolitik. transcript Verlag. 387 S.
dc.typeArticle
ge.collectioncode2624-8492
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ge.identifier.legacyglobethics:17899483
ge.lastmodificationdate2021-12-29 00:37
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
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ge.oai.setnameLCC:Education (General)
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ge.linkhttps://doaj.org/article/74acd46a6ed64c259d72901fe92b5733


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