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Au, W. (2009b). Fighting with the Text: Contextualising and Recontextualising Freire’s Critical Pedagogy. In The Routledge international handbook of critical education (pp. 83–95). Routledge. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-07T12%3A52%3A49IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=The%20Routledge%20international%20handbook%20of%20critical%20education&rft.aulast=Apple&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9780415958615&rft.isbn=9780203882993&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://www.routledgehandbooks.com/doi/10.4324/9780203882993&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002717004%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
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Bernstein, B. (1975a). Class and Pedagogies: Visible and Invisible. https://eric.ed.gov/?id=ED124278
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Bibby, T. (2011). Chapter 3: Mirror, mirror on the wall: The Lacanian mirror in the classroom. In Education, an impossible profession: psychoanalytic explorations of learning and classrooms: Vol. Foundations and futures of education. Routledge. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-05T17%3A59%3A19IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Education%20an%20%27impossible%20profession%27?%20:%20psychoanalytic%20explorations%20of%20learning%20and%20classrooms&rft.aulast=Bibby&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Bibby,%20Tamara&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=0415552656&rft.isbn=9780203844458&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://www.tandfebooks.com.libproxy.ucl.ac.uk/isbn/9780203844458&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002693216%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
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Brooker, L. (2002). ‘Five on the First of December!’: What can We Learn from Case Studies of Early Childhood Literacy? Journal of Early Childhood Literacy, 2(3), 291–313. https://doi.org/10.1177/14687984020023003
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Dr Claudia Lapping - Pedagogic Identities. (n.d.). https://mediacentral.ucl.ac.uk/Login.aspx?returnUrl=%2FPlay%2F5753
Dr Jacek Brant - Changing values in Education. (n.d.). https://mediacentral.ucl.ac.uk/Login.aspx?returnUrl=%2FPlay%2F1668
Dr Tom Woodin: Adult education and social change - exploring alternatives. (n.d.). https://mediacentral.ucl.ac.uk/Account/Logon
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Education Without Aims? (1999b). In The aims of education: Vol. Routledge international studies in the philosophy of education. Routledge. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-07T12%3A43%3A36IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=The%20aims%20of%20education&rft.aulast=Marples&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=0415157390&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203003985&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002445512%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
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Skelton, A. (2012b). Value conflicts in higher education teaching. Teaching in Higher Education, 17(3), 257–268. https://doi.org/10.1080/13562517.2011.611875
Stobart, G. (2008a). Chapter 1: Assessing Assessment. In Testing times: the uses and abuses of assessment (pp. 13–29). Routledge. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-07T12%3A44%3A49IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Testing%20times%20:%20the%20uses%20and%20abuses%20of%20assessment&rft.aulast=Stobart&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Stobart,%20Gordon&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9780415404747&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203930502&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002616364%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
Stobart, G. (2008b). Chapter 1: Assessing Assessment. In Testing times: the uses and abuses of assessment (pp. 13–29). Routledge. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-07T12%3A44%3A49IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Testing%20times%20:%20the%20uses%20and%20abuses%20of%20assessment&rft.aulast=Stobart&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Stobart,%20Gordon&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9780415404747&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203930502&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002616364%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
Stobart, G. (2014). Chapter 7: The Expert School. In The expert learner: challenging the myth of ability. Open University Press. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-07T12%3A46%3A21IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=The%20Expert%20Learner%20Challenging%20the%20Myth%20of%20Ability&rft.aulast=Stobart&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Stobart,%20Gordon&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9780335247301&rft.isbn=9780335247318&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://ucl.eblib.com/patron/FullRecord.aspx?p=1630542&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002686114%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
The purpose of teacher education (Dr Clare Brooks). (8 C.E.). https://www.youtube.com/watch?v=nlzRbqaiHWo&feature=youtu.be
Tizard, B., & Hughes, M. (1984). Young children learning: talking and thinking at home and at school. Fontana Press. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-20T14%3A45%3A13IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Young%20children%20learning&rft.aulast=Tizard&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Tizard,%20Barbara&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9780470774328&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://dx.doi.org/10.1002/9780470774328&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E001938316%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
Tooley, J. (2007). Could for‐profit private education benefit the poor? Some                              considerations arising from case study research in India. Journal of Education Policy, 22(3), 321–342. https://doi.org/10.1080/02680930701278625
Tyack, D., & Cuban, L. (1995). Chapter 4: Why the grammar of schooling persists? In Tinkering toward utopia: a century of public school reform (pp. 85–109). Harvard UP. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-07T12%3A49%3A18IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-dawson&rft_val_fmt=info:ofi/fmt:kev:mtx:&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Tinkering%20toward%20utopia&rft.aulast=&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Tyack,%20David%20B&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=0674892836&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3Cdawson%3E9780674044524%3C/dawson%3E%3Curl%3E%3C/url%3E&rft.eisbn=9780674044524&rft_id=info:oai/&req.language=eng
Wells, G. (1997). Chapter 4: Dialogic Inquiry in Education: Building on the legacy of Vygotsky. In Vygotskian perspectives on literacy research: constructing meaning through collaborative inquiry: Vol. Learning in doing (pp. 51–85). Cambridge UP. https://contentstore.cla.co.uk/secure/link?id=c395bfb0-926c-e711-80cb-005056af4099
Woodin, T. (2007). Working‐class Education and Social Change in Nineteenth‐ and Twentieth‐century Britain. History of Education, 36(4–5), 483–496. https://doi.org/10.1080/00467600701496740
Young, M. (2009). What are schools for? In Knowledge, values and educational policy: a critical perspective: Vol. Critical perspectives on education. Routledge. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-07T12%3A57%3A56IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Knowledge,%20values%20and%20educational%20policy%20a%20critical%20perspective&rft.aulast=Daniels&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9780415491198&rft.isbn=9780203378595&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://www.tandfebooks.com.libproxy.ucl.ac.uk/isbn/9780203378595&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002693324%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
Young, M. (2013a). Overcoming the crisis in curriculum theory: a knowledge-based approach. Journal of Curriculum Studies, 45(2), 101–118. https://doi.org/10.1080/00220272.2013.764505
Young, M. (2013b). Overcoming the crisis in curriculum theory: a knowledge-based approach. Journal of Curriculum Studies, 45(2), 101–118. https://doi.org/10.1080/00220272.2013.764505
Young, M. (2013c). Powerful knowledge: an analytically useful concept or just a ‘sexy sounding term’? A response to John Beck’s ‘Powerful knowledge, esoteric knowledge, curriculum knowledge’. Cambridge Journal of Education, 43(2), 195–198. https://doi.org/10.1080/0305764X.2013.776356
Young, M. (2013d). Powerful knowledge: an analytically useful concept or just a ‘sexy sounding term’? A response to John Beck’s ‘Powerful knowledge, esoteric knowledge, curriculum knowledge’. Cambridge Journal of Education, 43(2), 195–198. https://doi.org/10.1080/0305764X.2013.776356
Young, M. (2016a). What are schools for? In Curriculum and the specialization of knowledge: studies in the sociology of education. Routledge. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-07T12%3A56%3A35IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Curriculum%20and%20the%20specialization%20of%20knowledge%20:%20studies%20in%20the%20sociology%20of%20education&rft.aulast=Young&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Young,%20Michael,%201934-,%20author&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9781138814912&rft.isbn=9781138814912&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://dx.doi.org/10.4324/9781315747132&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002301268%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
Young, M. (2016b). What are schools for? In Curriculum and the specialization of knowledge: studies in the sociology of education. Routledge. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-07T13%3A01%3A33IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Curriculum%20and%20the%20specialization%20of%20knowledge%20:%20studies%20in%20the%20sociology%20of%20education&rft.aulast=Young&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Young,%20Michael,%201934-,%20author&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9781138814912&rft.isbn=9781138814912&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://dx.doi.org/10.4324/9781315747132&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002301268%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
Young, M. (2016c). What are schools for? In Curriculum and the specialization of knowledge: studies in the sociology of education. Routledge. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-07T12%3A56%3A35IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Curriculum%20and%20the%20specialization%20of%20knowledge%20:%20studies%20in%20the%20sociology%20of%20education&rft.aulast=Young&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Young,%20Michael,%201934-,%20author&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9781138814912&rft.isbn=9781138814912&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://dx.doi.org/10.4324/9781315747132&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002301268%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
Young, M. F. D. (2010). The future of education in a knowledge society: the radical case for a subject-based curriculum. Journal of the Pacific Circle Consortium for Education, 22(1), 21–32. http://pacificcircleconsortium.org/uploads/PAE_22__1__final_10.pdf
Young, M. F. D., Lambert, D., Roberts, C. R., & Roberts, M. D. (2014a). Knowledge and the future school: curriculum and social justice. Bloomsbury.
Young, M. F. D., Lambert, D., Roberts, C. R., & Roberts, M. D. (2014b). Knowledge and the future school: curriculum and social justice. Bloomsbury.