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DC Field | Value | Language |
---|---|---|
dc.contributor.author | Khawla hakime1 | - |
dc.contributor.author | Zineddine masmoudi | - |
dc.date.accessioned | 2022-04-13T07:59:07Z | - |
dc.date.available | 2022-04-13T07:59:07Z | - |
dc.date.issued | 2022-02-28 | - |
dc.identifier.issn | 1112-9263 | - |
dc.identifier.uri | http://dspace.univ-ouargla.dz/jspui/handle/123456789/27818 | - |
dc.description | Psychological & Educational Studies Review | en_US |
dc.description.abstract | The aim of this article is to identify symbolic violence, as a form of violence in schools, and understand the most prominent forms and operations in which it is occurs in everyday interactions during the process of education in the Algerian school. The latter is considered as a means of socialization, and is responsible for providing knowledge and transferring cultural heritage and social development across generations. | en_US |
dc.language.iso | other | en_US |
dc.relation.ispartofseries | number 31 2022 vol 15 n 1; | - |
dc.subject | Cognitive | en_US |
dc.subject | symbolic violence | en_US |
dc.subject | some theories | en_US |
dc.title | Cognitive approach to the concept of symbolic violence through some theories | en_US |
dc.title.alternative | The case of the Algerian school model | en_US |
dc.type | Article | en_US |
Appears in Collections: | number 31 2022 vol 15 n 1 |
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