1.
McCulloch, G., Woodin, T.: Towards a social history of learners and learning. Oxford Review of Education. 36, 133–140 (2010). https://doi.org/10.1080/03054981003696614.
2.
Delors, J.: 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, (1996). https://doi.org/https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxiYnNtZWRpYXBsYW5uaW5nfGd4OjNlZGJiM2Q0NTEzYmY2YmM.
3.
Dweck, C.S.: Mindset. Robinson, London (2012).
4.
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.
5.
Biesta, G.: Beyond learning: democratic education for a human future. Paradigm, Boulder, Colo (2006).
6.
Biesta, G., SpringerLink (Online service): Learning Democracy in School and Society: Education, Lifelong Learning, and the Politics of Citizenship. SensePublishers, Rotterdam (2011).
7.
Kraftl, P., Mills, S.: Informal education, childhood and youth: geographies, histories, practices. Palgrave Macmillan, Basingstoke (2014).
8.
Kraftl, P., Mills, S.: Informal education, childhood and youth: geographies, histories, practices. Palgrave Macmillan, Basingstoke (2014).
9.
Jarvis, P., Parker, S.: Human learning: an holistic approach. Routledge, London (2005).
10.
Martin, J.: The Selves of Educational Psychology: Conceptions, Contexts, and Critical Considerations. Educational Psychologist. 42, 79–89 (2007). https://doi.org/10.1080/00461520701263244.
11.
Illeris, K.: Contemporary theories of learning: learning theorists - in their own words. Routledge, London (2009).
12.
Lave, J., Wenger, E.: Situated learning: legitimate peripheral participation. Cambridge University Press, Cambridge (1991). https://doi.org/10.1017/CBO9780511815355.
13.
Field, J.: Lifelong learning and the new educational order. Trentham Books, Stoke on Trent (2000).
14.
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. pp. 97–113. Edinburgh University Press, Edinburgh (2015).
15.
Clanchy, M.T.: Introduction. In: From memory to written record: England 1066-1307. pp. 1–2. Wiley-Blackwell, Chichester (2013).
16.
Epstein, S. R. & Prak, M.: Introduction: Guilds, Innovation, and the European Economy, 1400–1800. In: Epstein, S.R. and Prak, M. (eds.) Guilds, Innovation and the European Economy, 1400–1800. pp. 1–24. Cambridge University Press, Cambridge (2008). https://doi.org/10.1017/CBO9780511496738.001.
17.
Lowe, R.: The origins of higher learning: knowledge networks and the early development of universities. Routledge, New York (2017).
18.
Simon, J.: The social origins of English education. Routledge & K. Paul, London (1970).
19.
Hamilton, D.: The beginning of schooling - as we know it? Journal of Curriculum Studies. 47, 577–593 (2015). https://doi.org/10.1080/00220272.2015.1052851.
20.
Cobban, A.B.: English university life in the Middle Ages. UCL P., London (1999).
21.
Saenger, P.H.: Space between words: the origins of silent reading. Stanford University Press, Stanford, Calif (1997).
22.
Porter, R.: Chapter 15: Education: a Panacea? In: Enlightenment: Britain and the creation of the modern world. pp. 339–363. Penguin, London (2001).
23.
Hamilton, D.: On the Origins of the Educational Terms Class and Curriculum’. In: Towards a theory of schooling. pp. 35–55. Falmer, London (1989).
24.
White, J.: The invention of the secondary curriculum. Palgrave Macmillan, New York (2011).
25.
Siskin, C., Warner, W.: This is enlightenment. University of Chicago Press, Chicago (2010).
26.
Todorov, T.: In defence of the enlightenment. Atlantic Books, London (2009).
27.
Simon, B.: The two nations and the educational structure, 1780-1870. Lawrence & Wishart, London (1974).
28.
Anderson, R.D.: Scottish education since the Reformation. Economic & Social History Society of Scotland, Edinburgh (1997).
29.
Lawson, J.: Mediaeval education and the Reformation. Routledge and Kegan Paul, London (1967).
30.
Hardcastle, J.: Chapter 3: Hackney Downs. In: English teachers in a postwar democracy: emerging choice in London schools, 1945-1965. pp. 47–78. Palgrave Macmillan, New York (2014).
31.
Wright, S.: Inside the Black Box? Log Books from Late 19th and Early 20th Century English Elementary Schools. In: The black box of schooling: a cultural history of the classroom. pp. 121–138. P.I.E. Peter Lang, Brussels (2011).
32.
Braster, J.F.A., Grosvenor, I., Pozo Andrés, Ma. del M. del: The black box of schooling: a cultural history of the classroom. P.I.E. Peter Lang, Brussels (2011).
33.
Grosvenor, I., Lawn, M., Rousmaniere, K.: Silences and images: the social history of the classroom. Peter Lang, New York (1999).
34.
Rose, J.: The intellectual life of the British working classes. Yale University Press, New Haven, Conn (2010).
35.
Hogan, D.: The Market Revolution and Disciplinary Power: Joseph Lancaster and the Psychology of the Early Classroom System. History of Education Quarterly. 29, (1989). https://doi.org/10.2307/368910.
36.
Burke, C., Dudek, M.: Experiences of learning within a twentieth‐century radical experiment in education: Prestolee School, 1919–1952. Oxford Review of Education. 36, 203–218 (2010). https://doi.org/10.1080/03054981003696705.
37.
Brehony, K.J.: Montessori, Individual Work and Individuality in the Elementary School Classroom. History of Education. 29, (2000).
38.
Hamilton, D., Zufiaurre, B.: Blackboards and Bootstraps: Revisioning Education and Schooling. SensePublishers, Rotterdam (2014).
39.
Manning, J.: Dickens on education. University of Toronto Press, Toronto (1959).
40.
O’Donoghue, D.: Classrooms as installations: a conceptual framework for analysing classroom photographs from the past. History of Education. 39, 401–415 (2010). https://doi.org/10.1080/00467601003764819.
41.
Selwyn, N.: Chapter 3: What Can History Tell Us About Education and Technology? In: Education and technology: key issues and debates. pp. 40–63. Continuum, London (2011).
42.
Aldrich, R.: Education for survival: an historical perspective. History of Education. 39, 1–14 (2010). https://doi.org/10.1080/00467600802331895.
43.
Prensky, M.: Digital Natives, Digital Immigrants.
44.
Myers, K., Grosvenor, I.: Cultural learning and historical memory: A research agenda. Encounters in Theory and History of Education. 15, 3–21 (2014). https://doi.org/10.24908/eoe-ese-rse.v15i0.5285.
45.
Facer, K.: Learning futures: education, technology and social change. Routledge, London (2011).
46.
Cuban, L., Teachers College, Columbia University: Teachers and machines: the classroom use of technology since 1920. Teachers College, Columbia University, New York (1986).
47.
Clanchy, M. T.: Looking Back from the Invention of Printing.
48.
Uricchio, W.: Television’s first seventy-five years: the interpretive flexibility of a medium in transition. In: Kolker, R. (ed.) The Oxford Handbook of Film and Media Studies. Oxford University Press (2008). https://doi.org/10.1093/oxfordhb/9780195175967.001.0001.
49.
Guerin, F.: Radical aspirations historicized: the European commitment to political documentary. In: Kolker, R. (ed.) The Oxford Handbook of Film and Media Studies. Oxford University Press (2008). https://doi.org/10.1093/oxfordhb/9780195175967.001.0001.
50.
Williams, R., Williams, E.: Television: technology and cultural form. Routledge, London (1990).
51.
Jenkins, H.: Convergence culture: where old and new media collide. New York UP, New York (2006).
52.
Chapman, J.: Comparative media history: an introduction : 1789 to the present. Polity, Cambridge (2005).
53.
Briggs, A., Burke, P.: A social history of the media: from Gutenberg to the Internet. Polity, Cambridge (2009).
54.
Lawless, K.A.: Educational Technology. Policy Insights from the Behavioral and Brain Sciences. 3, 169–176 (2016). https://doi.org/10.1177/2372732216630328.
55.
Roberts, B.: Introduction: Biographical Research. In: Biographical research. pp. 1–17. Open UP, Buckingham (2002).
56.
Haley, A.: Black History, Oral History and Genealogy. In: Perks, R. and Thomson, A. (eds.) The oral history reader. pp. 22–32. Routledge,Taylor & Francis Group, London (2016).
57.
What is community?, http://infed.org/mobi/community/.
58.
Vincent, D.: Bread, knowledge, and freedom: a study of nineteenth-century working class autobiography. Methuen, London (1982).
59.
Gagnier, R.: Subjectivities: a history of self-representation in Britain, 1832-1920. Oxford University Press, New York (1991).
60.
Humphries, J.: Childhood and child labour in the British industrial revolution. Cambridge University Press, Cambridge (2010). https://doi.org/10.1017/CBO9780511780455.
61.
Burnett, J.: Destiny obscure: autobiographies of childhood, education and family from the 1820s to the 1920s. Allen Lane, London (1982).
62.
Gluck, S.B., Patai, D.: Women’s Words: the feminist Practice of Oral History. Routledge, London (1991).
63.
Goodson, I., Sikes, P.J.: Life history research in educational settings: learning from lives. Open University, Buckingham (2001).
64.
Shorter, E.: The making of the modern family. Basic Books, New York (1975).
65.
Anderson, M., Economic History Society: Approaches to the history of the Western family, 1500-1914. Macmillan Press, London (1980).
66.
McCulloch, G., Woodin, T.: Learning and liberal education: the case of the Simon family, 1912–1939. Oxford Review of Education. 36, 187–201 (2010). https://doi.org/10.1080/03054981003696697.
67.
Davies, R.: Home education: then and now. Oxford Review of Education. 41, 534–548 (2015). https://doi.org/10.1080/03054985.2015.1048119.
68.
Cohen, M.: The pedagogy of conversation in the home: ‘familiar conversation’ as a pedagogical tool in eighteenth and nineteenth-century England. Oxford Review of Education. 41, 447–463 (2015). https://doi.org/10.1080/03054985.2015.1048114.
69.
Crone, R.: Education in the working-class home: modes of learning as revealed by nineteenth-century criminal records. Oxford Review of Education. 41, 482–500 (2015). https://doi.org/10.1080/03054985.2015.1048116.
70.
Professor Rebecca Probert, R. and Callan, S.: History and Family: Setting the Records Straight. A rebuttal to the British Academy pamphlet Happy families? - The Centre for Social Justice, https://www.centreforsocialjustice.org.uk/library/history-family-setting-records-straight-rebuttal-british-academy-pamphlet-happy-families, (2011).
71.
Thane, P.: Happy families? History and family policy | British Academy. British Academy (2011).
72.
Woodin, T.: 'Making writers: more writing than welding’, Chapter 6, Working class writing and social change in the late-twentieth century, pp 111-127. Presented at the (2018).
73.
Hartley, S., Johnson, H.: Learning to Co-operate: Youth Engagement with the Co-operative Revival in Africa. The European Journal of Development Research. 26, 55–70 (2014). https://doi.org/10.1057/ejdr.2013.39.
74.
infed.org | Community participation, community development and non-formal education, http://infed.org/mobi/community-participation-community-development-and-non-formal-education/.
75.
Rose, K.: Where women are leaders: the SEWA movement in India. Zed, London (1992).
76.
Ellsworth, E.: Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. In: Feminisms and critical pedagogy. pp. 90–119. Routledge, New York ; London (1992).
77.
Freire, P.: Pedagogy of the oppressed. Bloomsbury Academic, New York (2000).
78.
Silver, H.: The concept of popular education: a study of ideas and social movements in the early nineteenth century. MacGibbon & Kee, London (1965).
79.
Studies in the Education of Adults: Vol 43, No 2.
80.
Putnam, R.D.: Bowling alone: the collapse and revival of American community.
81.
Skocpol, T.: Diminished democracy: from membership to management in American civic life. University of Oklahoma Press, Norman (2003).
82.
Thompson, E.P.: Education or Experience. In: The romantics: England in a revolutionary age. pp. 4–32. Merlin Press, Suffolk (1997).
83.
Rose, K.: Chapter 3: Independence. In: Where women are leaders: the SEWA movement in India. pp. 58–83. Zed, London (1992).
84.
Rose, J.: The Whole Contention Concerning the Workers’ Educational Association’. In: Where women are leaders: the SEWA movement in India. pp. 256–297. Zed, London (1992).
85.
Rose, J.: The History of Education as the History of Reading*. History of Education. 36, 595–605 (2007). https://doi.org/10.1080/00467600701496922.
86.
Steele, T.: Enlightened publics: Popular education movements in Europe, their legacy and promise. Studies in the Education of Adults. 42, 107–123 (2010). https://doi.org/10.1080/02660830.2010.11661592.
87.
Welton, M.: Social Revolutionary Learning: The New Social Movements As Learning Sites. Adult Education Quarterly. 43, 152–164 (1993). https://doi.org/10.1177/0741713693043003002.
88.
Thomas, E.: The outcomes and impacts of everyday learning. International Journal of Lifelong Education. 36, 308–323 (2017). https://doi.org/10.1080/02601370.2016.1249971.
89.
Tuckett, A.: The rise and fall of life-wide learning for adults in England. International Journal of Lifelong Education. 36, 230–249 (2017). https://doi.org/10.1080/02601370.2017.1274546.
90.
Brewis, G.: 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. pp. 13–34. Palgrave Macmillan, New York (2014).
91.
Jacobs, A., Leach, C., Spencer, S.: Learning lives and alumni voices. Oxford Review of Education. 36, 219–232 (2010). https://doi.org/10.1080/03054981003696721.
92.
Dyhouse, C.: Students: a gendered history. Routledge, London (2006).
93.
Brown, C.G., McIvor, A., Rafeek, N., University of Strathclyde: The university experience 1945-1975: an oral history of the University of Strathclyde. Edinburgh Univeristy Press in association with the University of Strathclyde, Edinburgh (2004).
94.
Lowe, R.: The history of higher education: major themes in education. Routledge, London (2009).
95.
Silver, H.: Higher education and opinion making in twentieth-century England. Woburn Press, London (2003).
96.
Ashby, E., Anderson, M.: The rise of the student estate in britain. Macmillan, London (1970).
97.
Todd, S.: Chapter 5: Work Culture. In: Young women, work, and family in England, 1918-1950. pp. 145–165. Oxford University Press, Oxford (2005).
98.
Strangleman, T.: Work Identity in Crisis? Rethinking the Problem of Attachment and Loss at Work. Sociology. 46, 411–425 (2012). https://doi.org/10.1177/0038038511422585.
99.
Snell, K.D.M.: The apprenticeship system in British history: the fragmentation of a cultural institution. History of Education. 25, 303–321 (1996). https://doi.org/10.1080/0046760960250401.
100.
Illeris, K.: The fundamentals of workplace learning: understanding how people learn in working life. Routledge, London (2011).
101.
Cooley, M.: Architect or bee?: the human/technology relationship. Langley Technical Services, Slough (1980).
102.
Humphries, J.: Childhood and child labour in the British industrial revolution. Cambridge University Press, Cambridge (2010). https://doi.org/10.1017/CBO9780511780455.
103.
Strangleman, T.: Work Identity in Crisis? Rethinking the Problem of Attachment and Loss at Work. Sociology. 46, 411–425 (2012). https://doi.org/10.1177/0038038511422585.
104.
Todd, S.: Young women, work, and family in England, 1918-1950. Oxford University Press, Oxford (2005).
