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Ashby, Eric, and Mary Anderson, The Rise of the Student Estate in Britain (London: Macmillan, 1970)
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Biesta, Gert and SpringerLink (Online service), Learning Democracy in School and Society: Education, Lifelong Learning, and the Politics of Citizenship (Rotterdam: SensePublishers, 2011) <http://dx.doi.org.libproxy.ucl.ac.uk/10.1007/978-94-6091-512-3>
Braster, Johannes Franciscus Anthony, Ian Grosvenor, and Ma. del Mar del Pozo Andrés, The Black Box of Schooling: A Cultural History of the Classroom (Brussels: P.I.E. Peter Lang, 2011) <https://www.peterlang.com/document/1044086>
Brehony, Kevin J., ‘Montessori, Individual Work and Individuality in the Elementary School Classroom.’, History of Education, 29.2 (2000) <https://www-tandfonline-com.libproxy.ucl.ac.uk/doi/abs/10.1080/004676000284409>
Brewis, Georgina, ‘Chapter 2: A New Era in Social Service? Student Associational Culture and the Settlement Movement’, in A Social History of Student Volunteering: Britain and beyond, 1880-1980 (New York: Palgrave Macmillan, 2014), Historical studies in education, 13–34 <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1779831>
Briggs, Asa, and Peter Burke, A Social History of the Media: From Gutenberg to the Internet, 3rd ed (Cambridge: Polity, 2009)
Brown, Callum G., Arthur McIvor, Neil Rafeek, and University of Strathclyde, The University Experience 1945-1975: An Oral History of the University of Strathclyde (Edinburgh: Edinburgh Univeristy Press in association with the University of Strathclyde, 2004)
Burke, Catherine, and Mark Dudek, ‘Experiences of Learning within a Twentieth‐century Radical Experiment in Education: Prestolee School, 1919–1952’, Oxford Review of Education, 36.2 (2010), 203–18 <https://doi.org/10.1080/03054981003696705>
Burnett, John, Destiny Obscure: Autobiographies of Childhood, Education and Family from the 1820s to the 1920s (London: Allen Lane, 1982)
‘Carol Dweck: The Power of Believing That You Can Improve | TED Talk | TED.Com’ <https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve>
Chapman, Jane, Comparative Media History: An Introduction : 1789 to the Present (Cambridge: Polity, 2005)
Clanchy, M. T., ‘Introduction’, in From Memory to Written Record: England 1066-1307, 3rd ed (Chichester: Wiley-Blackwell, 2013), pp. 1–2 <https://contentstore.cla.co.uk/secure/link?id=f3e9efd5-dbf9-e611-80c9-005056af4099>
Clanchy, M. T., ‘Looking Back from the Invention of Printing’ <https://www.jstor.org/stable/29781944>
Cobban, Alan B., English University Life in the Middle Ages (London: UCL P., 1999)
Cohen, Michèle, ‘The Pedagogy of Conversation in the Home: “Familiar Conversation” as a Pedagogical Tool in Eighteenth and Nineteenth-Century England’, Oxford Review of Education, 41.4 (2015), 447–63 <https://doi.org/10.1080/03054985.2015.1048114>
Cooley, Mike, Architect or Bee?: The Human/Technology Relationship (Slough: Langley Technical Services, 1980), Hand and brain
Crone, Rosalind, ‘Education in the Working-Class Home: Modes of Learning as Revealed by Nineteenth-Century Criminal Records’, Oxford Review of Education, 41.4 (2015), 482–500 <https://doi.org/10.1080/03054985.2015.1048116>
Cuban, Larry and Teachers College, Columbia University, Teachers and Machines: The Classroom Use of Technology since 1920 (New York: Teachers College, Columbia University, 1986)
Curran, K., ‘"Through the Keyhole of the Monastic Library Door”: Learning and Education in Scottish Medieval Monasteries’’, in The Edinburgh History of Education in Scotland (Edinburgh: Edinburgh University Press, 2015), pp. 97–113 <https://ucl-new-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_jstor_books_chapj.ctt1g09w9t.7&context=PC&vid=UCL_VU2&lang=en_US&search_scope=CSCOP_UCL&adaptor=primo_central_multiple_fe&tab=local&query=any,contains,Through%20the%20keyhole%20of%20the%20monastic%20library%20door&offset=0>
Davies, Richard, ‘Home Education: Then and Now’, Oxford Review of Education, 41.4 (2015), 534–48 <https://doi.org/10.1080/03054985.2015.1048119>
Delors, Jacques, ‘Learning: The Treasure within. Report to UNESCO of the International Commission on Education for the Twenty-First-Century, Paris UNESCO 1996’, Internationales Jahrbuch Der Erwachsenenbildung, 24.1 (1996) <https://doi.org/https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxiYnNtZWRpYXBsYW5uaW5nfGd4OjNlZGJiM2Q0NTEzYmY2YmM>
Dweck, Carol S., Mindset (London: Robinson, 2012) <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3439631900004761&institutionId=4761&customerId=4760>
Dyhouse, Carol, Students: A Gendered History (London: Routledge, 2006) <https://doi.org/10.4324/9780203004289>
Ellsworth, E., ‘Why Doesn’t This Feel Empowering? Working through the Repressive Myths of Critical Pedagogy’, in Feminisms and Critical Pedagogy (New York ; London: Routledge, 1992), pp. 90–119
Epstein, S. R. & Prak, M., ‘Introduction: Guilds, Innovation, and the European Economy, 1400–1800’, in Guilds, Innovation and the European Economy, 1400–1800, ed. by S. R. Epstein and Maarten Prak (Cambridge: Cambridge University Press, 2008), pp. 1–24 <https://doi.org/10.1017/CBO9780511496738.001>
Facer, Keri, Learning Futures: Education, Technology and Social Change (London: Routledge, 2011) <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3439617690004761&institutionId=4761&customerId=4760>
Field, John, Lifelong Learning and the New Educational Order (Stoke on Trent: Trentham Books, 2000)
Freire, Paulo, Pedagogy of the Oppressed, 30th anniversary ed (New York: Bloomsbury Academic, 2000)
Gagnier, Regenia, Subjectivities: A History of Self-Representation in Britain, 1832-1920 (New York: Oxford University Press, 1991)
Gluck, Sherna Berger, and Daphne Patai, Women’s Words: The Feminist Practice of Oral History (London: Routledge, 1991)
Goodson, Ivor, and Patricia J. Sikes, Life History Research in Educational Settings: Learning from Lives (Buckingham: Open University, 2001), Doing qualitative research in educational settings
Grosvenor, Ian, Martin Lawn, and Kate Rousmaniere, Silences and Images: The Social History of the Classroom (New York: Peter Lang, 1999), History of schools and schooling
Guerin, F., ‘Radical Aspirations Historicized: The European Commitment to Political Documentary’, in The Oxford Handbook of Film and Media Studies, ed. by Robert Kolker (Oxford University Press, 2008) <https://doi.org/10.1093/oxfordhb/9780195175967.001.0001>
Haley, A., ‘Black History, Oral History and Genealogy’, in The Oral History Reader, ed. by Robert Perks and Alistair Thomson, Third edition (London: Routledge,Taylor & Francis Group, 2016), Routledge readers in history, 22–32 <https://ucl-new-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_informaworld_s10_1093_ohr_1_1_1&context=PC&vid=UCL_VU2&lang=en_US&search_scope=CSCOP_UCL&adaptor=primo_central_multiple_fe&tab=local&query=any,contains,Black%20History,%20Oral%20History%20and%20Genealogy&offset=0>
Hamilton, David, ‘On the Origins of the Educational Terms Class and Curriculum’’, in Towards a Theory of Schooling (London: Falmer, 1989), Deakin studies in education series, 35–55 <https://contentstore.cla.co.uk/secure/link?id=67e5e239-def9-e611-80c9-005056af4099>
———, ‘The Beginning of Schooling - as We Know It?’, Journal of Curriculum Studies, 47.5 (2015), 577–93 <https://doi.org/10.1080/00220272.2015.1052851>
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Hardcastle, J., ‘Chapter 3: Hackney Downs’, in English Teachers in a Postwar Democracy: Emerging Choice in London Schools, 1945-1965 (New York: Palgrave Macmillan, 2014), Secondary education in a changing world, 47–78 <https://ucl-new-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=UCL_LMS_DS51233170940004761&context=L&vid=UCL_VU2&lang=en_US&search_scope=CSCOP_UCL&adaptor=Local%20Search%20Engine&isFrbr=true&tab=local&query=any,contains,English%20teachers%20in%20a%20postwar%20democracy:%20emerging%20choice%20in%20London%20schools&sortby=rank&facet=frbrgroupid,include,809414588&offset=0>
Hartley, Sally, and Hazel Johnson, ‘Learning to Co-Operate: Youth Engagement with the Co-Operative Revival in Africa’, The European Journal of Development Research, 26.1 (2014), 55–70 <https://doi.org/10.1057/ejdr.2013.39>
Hogan, David, ‘The Market Revolution and Disciplinary Power: Joseph Lancaster and the Psychology of the Early Classroom System’, History of Education Quarterly, 29.3 (1989) <https://doi.org/10.2307/368910>
Humphries, Jane, Childhood and Child Labour in the British Industrial Revolution (Cambridge: Cambridge University Press, 2010), Cambridge studies in economic history. Second series <https://doi.org/10.1017/CBO9780511780455>
———, Childhood and Child Labour in the British Industrial Revolution (Cambridge: Cambridge University Press, 2010) <https://doi.org/10.1017/CBO9780511780455>
Illeris, Knud, Contemporary Theories of Learning: Learning Theorists - in Their Own Words (London: Routledge, 2009) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780203870426>
———, The Fundamentals of Workplace Learning: Understanding How People Learn in Working Life (London: Routledge, 2011) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780203836521>
‘Infed.Org | Community Participation, Community Development and Non-Formal Education’ <http://infed.org/mobi/community-participation-community-development-and-non-formal-education/>
Jacobs, Andrea, Camilla Leach, and Stephanie Spencer, ‘Learning Lives and Alumni Voices’, Oxford Review of Education, 36.2 (2010), 219–32 <https://doi.org/10.1080/03054981003696721>
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Kraftl, Peter, and Sarah Mills, Informal Education, Childhood and Youth: Geographies, Histories, Practices (Basingstoke: Palgrave Macmillan, 2014) <https://link-springer-com.libproxy.ucl.ac.uk/book/10.1057/9781137027733>
———, Informal Education, Childhood and Youth: Geographies, Histories, Practices (Basingstoke: Palgrave Macmillan, 2014) <https://ucl-new-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=UCL_LMS_DS51233162040004761&context=L&vid=UCL_VU2&search_scope=CSCOP_UCL&isFrbr=true&tab=local&lang=en_US>
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———, The Origins of Higher Learning: Knowledge Networks and the Early Development of Universities (New York: Routledge, 2017)
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———, ‘Towards a Social History of Learners and Learning’, Oxford Review of Education, 36.2 (2010), 133–40 <https://doi.org/10.1080/03054981003696614>
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Putnam, Robert D., Bowling Alone: The Collapse and Revival of American Community
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———, ‘The Whole Contention Concerning the Workers’ Educational Association’’, in Where Women Are Leaders: The SEWA Movement in India (London: Zed, 1992), pp. 256–97
Rose, Kalima, ‘Chapter 3: Independence’, in Where Women Are Leaders: The SEWA Movement in India (London: Zed, 1992), pp. 58–83 <https://contentstore.cla.co.uk/secure/link?id=87912cb6-e4f9-e611-80c9-005056af4099>
———, Where Women Are Leaders: The SEWA Movement in India (London: Zed, 1992)
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Selwyn, Neil, ‘Chapter 3: What Can History Tell Us About Education and Technology?’, in Education and Technology: Key Issues and Debates (London: Continuum, 2011), pp. 40–63 <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=661054>
Shorter, Edward, The Making of the Modern Family (New York: Basic Books, 1975)
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———, The Concept of Popular Education: A Study of Ideas and Social Movements in the Early Nineteenth Century (London: MacGibbon & Kee, 1965), Studies in society
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Todd, Selina, ‘Chapter 5: Work Culture’, in Young Women, Work, and Family in England, 1918-1950 (Oxford: Oxford University Press, 2005), pp. 145–65 <https://ucl-new-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=UCL_LMS_DS51231171270004761&context=L&vid=UCL_VU2&search_scope=CSCOP_UCL&tab=local&lang=en_US>
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