Source: Camara , J N N 2023 , ' Funds of knowledge: Towards an asset-based approach to refugee education and family engagement in England ' , British Educational Research

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Moral education and the challenge of pre-service professional formation for teachers

Authors : Orchard, Janet L

Subjects: /dk/atira/pure/core/keywords/centre_for_knowledge_culture_and_society; name=SoE Centre for Knowledge; Culture

Source: Orchard , J L 2020 , ' Moral education and the challenge of pre-service professional formation for teachers ' , Journal of Moral

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Transitions from rural contexts to and through Higher Education in South Africa:negotiating misrecognition

Authors : Mgqwashu, Emmanuel, M.; Timmis, Sue; De Wet, Thea

Subjects: /dk/atira/pure/core/keywords/centre_for_knowledge_culture_and_society; SoE Centre for Knowledge; Culture

Source: Mgqwashu , E M , Timmis , S , De Wet , T & Madondo , N E 2020 , ' Transitions from rural contexts to and through Higher Education in South Africa : negotiating

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Myths about students in higher education:separating fact from folklore

Authors : Macfarlane, Bruce J

Subjects: /dk/atira/pure/core/keywords/centre_for_knowledge_culture_and_society; SoE Centre for Knowledge; Culture

Source: Macfarlane , B J 2020 , ' Myths about students in higher education : separating fact from folklore ' , Oxford Review of Education , vol.

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‘You have to change, the curriculum stays the same’:decoloniality and curricular justice in South African higher education

Authors : Naidoo, Kibashini; Trahar, Sheila M; Lucas, Lisa

Subjects: /dk/atira/pure/core/keywords/centre_for_knowledge_culture_and_society; name=SoE Centre for Knowledge; Culture

Source: Naidoo , K , Trahar , S M , Lucas , L , Muhuro , P & Wisker , G 2020 , ' ‘You have to change, the curriculum stays the same’ : decoloniality and curricular justice in South African higher

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Philosophy, Critical Reflection and the Development of Teacher Leadership in Teacher Education, East Meets West

Authors : Orchard, Janet; Wan, Sally; Peters, Michael

Subjects: /dk/atira/pure/core/keywords/centre_for_knowledge_culture_and_society; SoE Centre for Knowledge; Culture

Source: Orchard , J & Wan , S 2019 , Philosophy, Critical Reflection and the Development of Teacher Leadership in Teacher Education, East Meets West . in M Peters (ed.) ,

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Encounters with coloniality:Students’ experiences of transitions from rural contexts into higher education in South Africa

Authors : Timmis, Sue; Mgqwashu, Emmanuel Mfanafuthi; Naidoo, Kibbie

Subjects: /dk/atira/pure/core/keywords/centre_for_knowledge_culture_and_society; SoE Centre for Knowledge; Culture

Source: Timmis , S , Mgqwashu , E M , Naidoo , K , Muhuro , P , Trahar , S M , Lucas , L , Wisker , G & de Wet , T 2019 , ' Encounters with coloniality : Students’ experiences of transitions from rural

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De-coding or de-colonising the technocratic university?:Rural students’ digital transitions to South African higher education.

Authors : Timmis, Sue; Muhuro, Patricia

Subjects: /dk/atira/pure/core/keywords/centre_for_knowledge_culture_and_society; SoE Centre for Knowledge; Culture

Source: Timmis , S & Muhuro , P 2019 , ' De-coding or de-colonising the technocratic university? Rural students’ digital transitions to South African higher education. ' ,

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Gatekeeping the interactional order:Field access and linguistic ideologies in CLIL-type bilingual education programs in Spanish secondary schools

Authors : Poveda, David; Giampapa, Frances; Relano Pastor, Ana Maria

Subjects: /dk/atira/pure/core/keywords/centre_for_knowledge_culture_and_society; SoE Centre for Knowledge; Culture

Source: Poveda , D , Giampapa , F & Relano Pastor , A M 2020 , ' Gatekeeping the interactional order : Field access and linguistic ideologies in CLIL-type bilingual education

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Climate Change:How Should Public Education Respond?

Authors : Facer, Keri

Subjects: /dk/atira/pure/core/keywords/centre_for_knowledge_culture_and_society; SoE Centre for Knowledge; Culture

Source: Facer , K 2019 , ' Climate Change : How Should Public Education Respond? ' , Forum , vol. 61 , no. 2 , pp. 175-182 . https://doi.org/10.15730/forum.2019.61.2.207

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