LEADER 02737nam 22005533 450 001 9910627227803321 005 20250929084505.0 010 $a1-04-077345-1 010 $a1-04-078216-7 024 8 $a10.5117/9789463726177 035 $a(CKB)5860000000234005 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/93520 035 $a(MiAaPQ)EBC30406543 035 $a(Au-PeEL)EBL30406543 035 $a(OCoLC)1344491229 035 $a(ScCtBLL)402b9b3a-2ab8-47ad-a474-3f96a4bb884a 035 $a(EXLCZ)995860000000234005 100 $a20250929d2022 uy 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPostcolonial Memory in the Netherlands $eMeaningful Voices, Meaningful Silences 205 $a1st ed. 210 1$aMilton :$cAmsterdam University Press,$d2022. 210 4$d©2023. 215 $a1 electronic resource (162 p.) 225 1 $aHeritage and Memory Studies 311 08$a94-6372-617-9 330 $aThis book is about postcolonial memory in the Netherlands. This term refers to conflicts in contemporary society about how the colonial past should be remembered. The question is often: who has the right or ability to tell their stories and who do not? In other words: who has a voice, and who is silenced? As such, these conflicts represent a wider tendency in cultural theory and activism to use voice as a metaphor for empowerment and silence as voice?s negative counterpart, signifying powerlessness. And yet, there are voices that do not liberate us from, but rather subject us to power. Meanwhile, silence can be powerful: it can protect, disrupt and reconfigure. Throughout this book, it will become clear how voice and silence function not as each other?s opposites, but as each other?s continuation, and that postcolonial memory is articulated through the interplay of meaningful voices and meaningful silences. 410 0$aHeritage and Memory Studies 517 $aPostcolonial Memory in the Netherlands 606 $aEuropean history$2bicssc 606 $aAsian history$2bicssc 606 $aSocial, group or collective psychology$2bicssc 610 $aCultural heritage, Colonial memory, Moluccan community in the Netherlands, Postcolonial identity, Diaspora 615 7$aEuropean history 615 7$aAsian history 615 7$aSocial, group or collective psychology 676 $a325.3492 700 $avan Engelenhoven$b Gerlov$01817860 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910627227803321 996 $aPostcolonial Memory in the Netherlands$94437354 997 $aUNINA LEADER 03688oam 2200829 c 450 001 9910557711903321 005 20260202090927.0 010 $a3-8309-9275-0 024 3 $a9783830992752 035 $a(CKB)5470000000557281 035 $a(Waxmann)9783830992752 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/72322 035 $a(oapen)doab72322 035 $a(EXLCZ)995470000000557281 100 $a20260202d2021 uy 0 101 0 $aeng 135 $aurnnunnnannuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$a(Un)Equal Pathways to Higher Education $eSocial Origins and Destinations of Colombian Graduates /$fAndrea Cuenca Hernández 205 $a1st, New ed. 210 $aMünster$cWaxmann$d2021 215 $a1 online resource (328 p.) 225 0 $aSozialisations- und Bildungsforschung: international, komparativ, historisch Research in Socialisation and Education: international, comparative, historical$v19 311 08$a3-8309-4275-3 330 $aInequality of educational opportunities (IEO) is a recurring topic in both public debate and academic research. This book contributes to the contemporary discussion on IEO with a focus on individual trajectories over the life course. It provides empirical evidence on the magnitude and the mechanisms of IEO in Colombia, a country with extreme, persistent levels of social inequality. Using national administrative databases, the author examines the effect of social origin on academic and labor market outcomes among university graduates. Drawing on a comprehensive theoretical approach to stratification and higher education, this volume discusses how the interaction between family background and segmentation of educational institutions might influence individuals? outcomes. As such, it will appeal to scholars, policy makers, and practitioners with interests in education, social inequality, social policy, higher education research, and international/comparative education. 606 $aEducation 606 $aLabor Market 606 $aUnequal Opportunities 606 $aEquality 606 $aSociology 606 $aEducational Inequalities 606 $aAcademic Achievement Studies 606 $aEducational Effectiveness Research 606 $aProduction Function Studies 606 $aSchool Effectiveness 606 $aIntergenerational Mobility Studies 606 $aModeling Studies 606 $aComparative Studies 606 $aAcademic Achievement 606 $aHuman Capital Theory 606 $aRational Choice Theory 606 $aTheory of Industrialism 606 $aPersistent Inequalities 606 $aBildungsmanagement 615 4$aEducation 615 4$aLabor Market 615 4$aUnequal Opportunities 615 4$aEquality 615 4$aSociology 615 4$aEducational Inequalities 615 4$aAcademic Achievement Studies 615 4$aEducational Effectiveness Research 615 4$aProduction Function Studies 615 4$aSchool Effectiveness 615 4$aIntergenerational Mobility Studies 615 4$aModeling Studies 615 4$aComparative Studies 615 4$aAcademic Achievement 615 4$aHuman Capital Theory 615 4$aRational Choice Theory 615 4$aTheory of Industrialism 615 4$aPersistent Inequalities 615 4$aBildungsmanagement 700 $aCuenca Hernández$b Andrea$4aut$01220745 801 0$bWaxmann 801 1$bWaxmann 906 $aBOOK 912 $a9910557711903321 996 $aUn)Equal Pathways to Higher Education$92827365 997 $aUNINA