1
Fielding M, Moss P. Chapter One: ‘The state we’re in’. Radical education and the common school: a democratic alternative. London: Routledge 2011.
2
Alexander R. Chapter 7: Children’s development and learning. Children, their world, their education: final report and recommendations of the Cambridge Primary Review. London: Routledge 2010:90–109.
3
Ball SJ. Performativity, Commodification and Commitment: An I-Spy Guide to the Neoliberal University. British Journal of Educational Studies. 2012;60:17–28. doi: 10.1080/00071005.2011.650940
4
Ball SJ, Olmedo A. Global Social Capitalism: using enterprise to solve the problems of the world. Citizenship, Social and Economics Education. 2011;10. doi: 10.2304/csee.2011.10.2.83
5
Beck J. Powerful knowledge, esoteric knowledge, curriculum knowledge. Cambridge Journal of Education. 2013;43:177–93. doi: 10.1080/0305764X.2013.767880
6
Bereiter C. Chapter One: Must we educate? Must we educate?. Englewood Cliffs, N.J: Prentice-Hall 1974:3–20.
7
Bernstein B. Class and Pedagogies: Visible and Invisible. Published Online First: 1975.
8
Bibby T. Chapter 3: Mirror, mirror on the wall: The Lacanian mirror in the classroom. Education, an impossible profession: psychoanalytic explorations of learning and classrooms. London: Routledge 2011.
9
BRANT J. The Case for Values in Economics Education. Citizenship, Social and Economics Education. 2011;10. doi: 10.2304/csee.2011.10.2.117
10
Bourn, D. The Theory and Practice of Global Learning. 2014. http://ucl-primo.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do?tabs=detailsTab&ct=display&fn=search&doc=UCL_EPR_DS1492723&indx=1&recIds=UCL_EPR_DS1492723&recIdxs=0&elementId=0&renderMode=poppedOut&displayMode=full&frbrVersion=&frbg=&&dscnt=0&scp.scps=scope%3A%28UCL%29%2Cprimo_central_multiple_fe&tb=t&mode=Basic&vid=UCL_VU1&srt=rank&tab=local&dum=true&vl(freeText0)=The%20Theory%20and%20Practice%20of%20Global%20Learning%20Bourn&dstmp=1499415267691
11
Bronowski, J. The Reach of Imagination.
12
Canham H. ‘Where do babies come from?’: What makes children want to learn? The learning relationship: psychoanalytic thinking in education. London: Karnac 2006:7–19.
13
Christodoulou D. Seven myths about education. First edition. London: Routledge 2014.
14
Egan K. A very short history of imagination. 2014.
15
Elander J, Harrington K, Norton L, et al. Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria. Assessment & Evaluation in Higher Education. 2006;31:71–90. doi: 10.1080/02602930500262379
16
Egan K. A very short history of imagination. 2014.
17
Firth R. Making geography visible as an object of study in the secondary school curriculum. Curriculum Journal. 2011;22:289–316. doi: 10.1080/09585176.2011.601209
18
Hodgson MGS, Burke E. Chapter 1: The interrelations of societies in history. Rethinking world history: essays on Europe, Islam, and world history. Cambridge: Cambridge University Press 1993.
19
Hyland K, Hyland, Ken. Is there an ‘Academic vocabulary’? TESOL quarterly. 2007;41:235–53.
20
Knight J. Internationalization: Concepts, Complexities and Challenges. International handbook of higher education. Dordrecht: Springer 2007:207–27.
21
Kyriacou C. Chapter 2: ‘Ways of thinking about effective teaching’. Effective teaching in schools: theory and practice. Cheltenham: Nelson Thornes 2009.
22
Lambert D, Hopkin J. A possibilist analysis of the geography national curriculum in England. International Research in Geographical and Environmental Education. 2014;23:64–78. doi: 10.1080/10382046.2013.858446
23
Laurillard D. Open Teaching: The Key to Sustainable and Effective Open Education. Opening up education: the collective advancement of education through open technology, open content, and open knowledge. [California]: Carnegie Foundation for the Advancement of Teaching 2008:319–35.
24
Mezirow J. Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education. 1997;1997:5–12. doi: 10.1002/ace.7401
25
Moore A. Being a good teacher - influences and calls. The good teacher: dominant discourses in teaching and teacher education. London: RoutledgeFalmer 2004:3–26.
26
Moore A. Knowledge, Curriculum and Learning: ‘What Did You Learn in School? The SAGE handbook of learning. Los Angeles: SAGE 2015.
27
Newton PE. The multiple purposes of assessment. International encyclopedia of education. Amsterdam: Elsevier 2010.
28
Nussbaum MC. Chapter 3: Narrative imagination. Cultivating humanity: a classical defense of reform in liberal education. Cambridge, Mass. ; London: Harvard UP 1997:85–112.
29
Pring R. Putting persons back into education. Oxford Review of Education. 2012;38:747–60. doi: 10.1080/03054985.2012.744193
30
Pring R. Chapter 2: Aims and Values. Education for all: the future of education and training for 14-19 year olds. London: Routledge 2009.
31
Reiss MJ, White J, University of London. Institute of Education. An aims-based curriculum: the significance of human flourishing for schools. London: IOE Press 2013.
32
Reiss MJ, White J. An aims-based curriculum illustrated by the teaching of science in schools. The Curriculum Journal. 2014;25:76–89. doi: 10.1080/09585176.2013.874953
33
Rogers S, Lapping C. Recontextualising ‘Play’ in Early Years Pedagogy: Competence, Performance and Excess in Policy and Practice. British Journal of Educational Studies. 2012;60:243–60. doi: 10.1080/00071005.2012.712094
34
Rose J. The intellectual life of the British working classes. 2nd ed. New Haven: Yale University Press 2010.
35
Scheunpflug A. Global education and cross-cultural learning: A challenge for a research-based approach to international teacher education. International Journal of Development Education and Global Learning. 2010;3:29–44. doi: 10.18546/IJDEGL.03.3.03
36
Selwyn N. Does Technology Inevitably Change Education? Education and technology: key issues and debates. London: Continuum 2011:20–39.
37
Simon B. Can education change society? The RoutledgeFalmer reader in the history of education. London: Routledge 2005:139–50.
38
Skelton A. Value conflicts in higher education teaching. Teaching in Higher Education. 2012;17:257–68. doi: 10.1080/13562517.2011.611875
39
Education Without Aims? The aims of education. London: Routledge 1999.
40
Stobart G. Chapter 1: Assessing Assessment. Testing times: the uses and abuses of assessment. London: Routledge 2008:13–29.
41
Stobart G. Chapter 7: The Expert School. The expert learner: challenging the myth of ability. Maidenhead: Open University Press 2014.
42
Tooley J. Could for‐profit private education benefit the poor? Some considerations arising from case study research in India. Journal of Education Policy. 2007;22:321–42. doi: 10.1080/02680930701278625
43
Tyack D, Cuban L. Chapter 4: Why the grammar of schooling persists? Tinkering toward utopia: a century of public school reform. Cambridge, Mass. ; London: Harvard UP 1995:85–109.
44
Au W. Fighting with the Text: Contextualising and Recontextualising Freire’s Critical Pedagogy. The Routledge international handbook of critical education. New York: Routledge 2009:83–95.
45
Wells G. Chapter 4: Dialogic Inquiry in Education: Building on the legacy of Vygotsky. Vygotskian perspectives on literacy research: constructing meaning through collaborative inquiry. Cambridge: Cambridge UP 1997:51–85.
46
Young M. What are schools for? Curriculum and the specialization of knowledge: studies in the sociology of education. London: Routledge 2016.
47
Young M. What are schools for? Knowledge, values and educational policy: a critical perspective. London: Routledge 2009.
48
Young MFD. The future of education in a knowledge society: the radical case for a subject-based curriculum. Journal of the Pacific Circle Consortium for Education. 2010;22:21–32.
49
Young M. Overcoming the crisis in curriculum theory: a knowledge-based approach. Journal of Curriculum Studies. 2013;45:101–18. doi: 10.1080/00220272.2013.764505
50
Young M. What are schools for? Curriculum and the specialization of knowledge: studies in the sociology of education. London: Routledge 2016.
51
Young M. 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. 2013;43:195–8. doi: 10.1080/0305764X.2013.776356
52
Young MFD, Lambert D, Roberts CR, et al. Knowledge and the future school: curriculum and social justice. London: Bloomsbury 2014.
53
Fielding M, Moss P. Chapter One: ‘The state we’re in’. Radical education and the common school: a democratic alternative. London: Routledge 2011.
54
Mezirow J. Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education. 1997;1997:5–12. doi: 10.1002/ace.7401
55
Jalongo MR. Finding our voices as teachers. Creating learning communities: the role of the teacher in the 21st century. Bloomington: National Educational Service 1991.
56
Pring R. Putting persons back into education. Oxford Review of Education. 2012;38:747–60. doi: 10.1080/03054985.2012.744193
57
Schiro M. Curriculum theory: conflicting visions and enduring concerns. 2nd ed. Los Angeles: SAGE 2013.
58
Young M. What are schools for? Curriculum and the specialization of knowledge: studies in the sociology of education. London: Routledge 2016.
59
Young MFD, Lambert D, Roberts CR, et al. Knowledge and the future school: curriculum and social justice. London: Bloomsbury 2014.
60
Bernstein B. Vertical and Horizontal Discourse: An essay. British Journal of Sociology of Education. 1999;20:157–73. doi: 10.1080/01425699995380
61
Beck J. Powerful knowledge, esoteric knowledge, curriculum knowledge. Cambridge Journal of Education. 2013;43:177–93. doi: 10.1080/0305764X.2013.767880
62
Young M. 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. 2013;43:195–8. doi: 10.1080/0305764X.2013.776356
63
Letter to a Teacher by The School of Barbiana.
64
Professor Michael Young - What are schools for? https://mediacentral.ucl.ac.uk/Login.aspx?returnUrl=%2FPlay%2F1675
65
Pring R. Chapter 2: Aims and Values. Education for all: the future of education and training for 14-19 year olds. London: Routledge 2009.
66
Skelton A. Value conflicts in higher education teaching. Teaching in Higher Education. 2012;17:257–68. doi: 10.1080/13562517.2011.611875
67
Jacek Wiktor Brant. What’s Wrong With Secondary School Economics and How Teachers Can Make it Right - Methodological Critique and Pedagogical Possibilities. JSSE - Journal of Social Science Education. 2016;14:7–16. doi: 10.2390/jsse-v14-i4-1391
68
Brant J, Panjwani F. School Economics and the Aims of Education: Critique and Possibilities. Journal of Critical Realism. 2015;14:306–24. doi: 10.1179/1572513815Y.0000000004
69
Dr Jacek Brant - Changing values in Education.
70
Bereiter C. Chapter One: Must we educate? Must we educate?. Englewood Cliffs, N.J: Prentice-Hall 1974:3–20.
71
Education Without Aims? The aims of education. London: Routledge 1999.
72
Bailey R. The philosophy of education: an introduction. London: Continuum 2010.
73
Blake N. The Blackwell guide to the philosophy of education. Oxford: Blackwell 2003.
74
Curren RR. A companion to the philosophy of education. Malden, Mass: Blackwell 2003.
75
Feinberg J. The Child’s Right to an Open Future. Philosophy of education: an anthology. Malden, Mass: Blackwell 2007:112–23.
76
Feinberg J. Freedom and fulfillment: philosophical essays. Princeton, N.J: Princeton University Press 1992.
77
Bernstein B. Class and Pedagogies: Visible and Invisible. Published Online First: 1975.
78
Brooker L. ‘Five on the First of December!’: What can We Learn from Case Studies of Early Childhood Literacy? Journal of Early Childhood Literacy. 2002;2:291–313. doi: 10.1177/14687984020023003
79
Moss G. Literacy and Pedagogy in Flux: Constructing the object of study from a Bernsteinian perspective. British Journal of Sociology of Education. 2002;23:549–58. doi: 10.1080/0142569022000038404
80
Rogers S, Lapping C. Recontextualising ‘Play’ in Early Years Pedagogy: Competence, Performance and Excess in Policy and Practice. British Journal of Educational Studies. 2012;60:243–60. doi: 10.1080/00071005.2012.712094
81
Tizard B, Hughes M. Young children learning: talking and thinking at home and at school. London: Fontana Press 1984.
82
Dr Claudia Lapping - Pedagogic Identities.
83
Reiss MJ, White J. An aims-based curriculum illustrated by the teaching of science in schools. The Curriculum Journal. 2014;25:76–89. doi: 10.1080/09585176.2013.874953
84
Young M. Overcoming the crisis in curriculum theory: a knowledge-based approach. Journal of Curriculum Studies. 2013;45:101–18. doi: 10.1080/00220272.2013.764505
85
Christodoulou D. Seven myths about education. First edition. London: Routledge 2014.
86
Professor Michael Reiss - What should be the aims of the school curriculum? http://mediacentral.ucl.ac.uk/Play/1674
87
Duffy G, Elwood J. The perspectives of ‘disengaged’ students in the 14–19 phase on motivations and barriers to learning within the contexts of institutions and classrooms. London Review of Education. 2013;11:112–26. doi: 10.1080/14748460.2013.799808
88
Rogers L. Chapter 3: Secondary School. Disengagement from education. London: Institute of Education Press, University College London 2015:26–38.
89
Labaree, David F. The Trouble with Ed Schools. The Journal of Educational Foundations. ;10.
90
Ellis V, McNicholl J. Chapter 1: Teacher Education as a Policy Problem. Transforming teacher education: reconfiguring the academic work. London: Bloomsbury 2015:13–32.
91
The purpose of teacher education (Dr Clare Brooks). 8 AD.
92
Newton PE. The multiple purposes of assessment. International encyclopedia of education. Amsterdam: Elsevier 2010.
93
Broadfoot P. Chapter 1: Introducing assessment. An introduction to assessment. London: Continuum 2007:3–15.
94
Stobart G. Chapter 1: Assessing Assessment. Testing times: the uses and abuses of assessment. London: Routledge 2008:13–29.
95
Woodin T. Working‐class Education and Social Change in Nineteenth‐ and Twentieth‐century Britain. History of Education. 2007;36:483–96. doi: 10.1080/00467600701496740
96
Rose J. The intellectual life of the British working classes. 2nd ed. New Haven: Yale University Press 2010.
97
Dr Tom Woodin: Adult education and social change - exploring alternatives.
98
Scheunpflug A. Global education and cross-cultural learning: A challenge for a research-based approach to international teacher education. International Journal of Development Education and Global Learning. 2010;3:29–44. doi: 10.18546/IJDEGL.03.3.03
99
Bourn, D. The Theory and Practice of Global Learning. 2014. http://ucl-primo.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do?tabs=detailsTab&ct=display&fn=search&doc=UCL_EPR_DS1492723&indx=1&recIds=UCL_EPR_DS1492723&recIdxs=0&elementId=0&renderMode=poppedOut&displayMode=full&frbrVersion=&frbg=&&dscnt=0&scp.scps=scope%3A%28UCL%29%2Cprimo_central_multiple_fe&tb=t&mode=Basic&vid=UCL_VU1&srt=rank&tab=local&dum=true&vl(freeText0)=The%20Theory%20and%20Practice%20of%20Global%20Learning%20Bourn&dstmp=1499415267691
100
Au W. Fighting with the Text: Contextualising and Recontextualising Freire’s Critical Pedagogy. The Routledge international handbook of critical education. New York: Routledge 2009:83–95.