LEADER 00762nam0-22002891i-450- 001 990002558060403321 035 $a000255806 035 $aFED01000255806 035 $a(Aleph)000255806FED01 035 $a000255806 100 $a20000920d1964----km-y0itay50------ba 101 0 $aENG 200 1 $aTopics in Algebra$fI.N. Herstein. 210 $aNew York$cBlaisdell$d1964. 215 $aviii, 342 p.$d24 cm 610 0 $aInsiemi 610 0 $aStrutture algebriche 676 $a516 700 1$aHerstein,$bIsrael Nathan$f<1923-1988>$0327575 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990002558060403321 952 $aMXXV-A-215$b31870$fMAS 959 $aMAS 996 $aTopics in algebra$927600 997 $aUNINA DB $aING01 LEADER 01082nam a22002651i 4500 001 991000685889707536 005 20040126123339.0 008 040220s1966 it |||||||||||||||||ita 035 $ab12655235-39ule_inst 035 $aARCHE-065357$9ExL 040 $aDip.to Scienze pedagogiche$bita$cA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l. 082 04$a377 245 02$aL'educazione cristiana dopo il Concilio /$cscritti di Aldo Agazzi ... [et al.] ; a cura di Enzo Giammancheri 260 $aBrescia :$bLa scuola,$c1966 300 $a223 p. ;$c25 cm 650 4$aConcilio vaticano <2. ; 1962-1965> 650 4$aEducazione cristiana 700 1 $aAgazzi, Aldo$eauthor$4http://id.loc.gov/vocabulary/relators/aut$068421 700 1 $aGiammancheri, Enzo 907 $a.b12655235$b02-04-14$c17-03-04 912 $a991000685889707536 945 $aLE022 MP 68 E 8$g1$i2022000049467$lle022$o-$pE0.00$q-$rl$s- $t0$u1$v0$w1$x0$y.i13161544$z17-03-04 996 $aEducazione cristiana dopo il Concilio$91446955 997 $aUNISALENTO 998 $ale022$b17-03-04$cm$da $e-$fita$git $h2$i1 LEADER 04045nam 2200517 450 001 9910806816403321 005 20230809234245.0 010 $a1-4744-0370-0 010 $a1-4744-0371-9 024 7 $a10.1515/9781474403702 035 $a(CKB)4340000000196081 035 $a(MiAaPQ)EBC5013781 035 $a(DE-B1597)616269 035 $a(DE-B1597)9781474403702 035 $a(EXLCZ)994340000000196081 100 $a20171004h20172017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aAnti-colonial texts from Central American student movements, 1929-1983 /$fedited by Heather Vrana 210 1$aEdinburgh, [Scotland] :$cEdinburgh University Press,$d2017. 210 4$d©2017 215 $a1 online resource (317 pages) $cillustrations 225 1 $aKey Texts in Anti-Colonial Thought 300 $aIncludes index. 311 $a1-4744-0368-9 327 $tFrontmatter -- $tContents -- $tSeries Editor?s Preface -- $tAcknowledgements -- $tNotes on Translations -- $tNotes on Sources -- $tIntroduction -- $t1 Central American Modernities 1920?1944 -- $t2 Enduring Militarism 1952?1960 -- $t3 Dependency, Development, and New Roles for Student Movements 1960?1981 -- $t4 Revolution and Civil War 1966?1981 -- $t5 Revolutionary Futures 1976?1983 -- $tConclusion: Contemporary Resistance -- $tIndex 330 $aCollects more than sixty foundational documents from student protest from the frontlines of revolutionFew people know that student protest emerged in Latin America decades before the infamous student movements of Western Europe and the U.S. in the 1960s. Even fewer people know that Central American university students authored colonial agendas and anti-colonial critiques. In fact, Central American students were key actors in shaping ideas of nation, empire, and global exchange. Bridging a half-century of student protest from 1929 to 1983, this source reader contains more than sixty texts from Guatemala, Nicaragua, Honduras, El Salvador, and Costa Rica, including editorials, speeches, manifestos, letters, and pamphlets. Available for the first time in English, these rich texts help scholars and popular audiences alike to rethink their preconceptions of student protest and revolution. The texts also illuminate key issues confronting social movements today: global capitalism, dispossession, privatization, development, and state violence.Key FeaturesMakes available for the first time to English-language readers a diverse archive of more than sixty foundational documents and ephemera accompanied by an introduction, section introductions and further readingExpands the geographic scope of anti-colonial movement scholarship by presenting anti-colonial thought in the most contentious decades of the 20th century from a region peripheral even within anti-colonial and postcolonial studiesAdvances anti-colonial and postcolonial studies by taking urban students as critical actors and so recasting thematics of the peasantry, the rural/urban divide, and religionSuggests a new social movement chronology beyond the so-called Global 1968," or the common notion that student movements peaked in May 1968 in Paris, New York City, Berkeley, and Mexico City" 410 0$aKey texts in anti-colonial thought. 606 $aAnti-imperialist movements$zCentral America$xHistory$y20th century$vSources 606 $aStudent movements$zCentral America$xHistory$y20th century$vSources 607 $aCentral America$2fast 615 0$aAnti-imperialist movements$xHistory 615 0$aStudent movements$xHistory 676 $a378.198109728 700 $aVrana$b Heather, $4aut$4http://id.loc.gov/vocabulary/relators/aut$01713884 702 $aVrana$b Heather A. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910806816403321 996 $aAnti-colonial texts from Central American student movements, 1929-1983$94107206 997 $aUNINA