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Table of Contents
|Deweyan Thought Refracted Through Time and Space: Studies on the Trans-Continental Dissemination and Culture-Specific Re-Contextualization of Educational Knowledge||p. 1|
|Reading Dewey in the Hispanic American World: Legitimizing Modernization|
|The Readings of John Dewey's Work and the Intersection of Catholicism: The Cases of the Institución Libre de Enseñanza and the Thesis of Father Alberto Hurtado, S.J. on Dewey||p. 23|
|Dewey in Argentina (1916-1946): Tradition, Intention, and Situation in the Production of a Selective Reading||p. 43|
|Ruralizing Dewey: The American Friend, Internal Colonization, and the Action School in Post-Revolutionary Mexico (1921-1940)||p. 59|
|Reception and Appropriation of Dewey's Ideas in East Asia|
|The Chinese Dewey: Friend, Fiend, and Flagship||p. 83|
|Re-Contextualizing Foreign Influence in Japan's Educational History: The (Re)Reception of John Dewey||p. 116|
|Dewey in the Luso-Afro-Brazilian Space|
|Diffusion-Reception Networks of Pedagogical Knowledge: The Circulation of John Dewey's Educational Discourse in the Luso-Afro-Brazilian Space||p. 149|
|Political and Social Contours Framing the Uptaking of Dewey's Ideas in Western and Eastern Europe|
|John Dewey and the Development of Education in Russia Before 1930: Report on a Forgotten Reception||p. 173|
|A "New Republic"? The Debate between John Dewey and Walter Lippmann and Its Reception in Pre- and Postwar Germany||p. 196|
|Afterword: Intersections, Oppositions, and Configurations in the Transnational Readings of Dewey||p. 215|
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