| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Activist in (teacher) training: Educator training programs need to do their part
|
Haywood-Bird, Eden
|
|
2019
|
|
2 |
p. 163-174
|
artikel
|
| 2 |
Affirmative actions in terms of special rights: Confronting structural violence in Brazilian higher education
|
Silva, Guilherme Henrique Gomes da
|
|
2019
|
|
2 |
p. 204-220
|
artikel
|
| 3 |
Against reconciliation: Constituent power, ethics, and the meaning of democratic education
|
De Lissovoy, Noah
|
|
2018
|
|
2 |
p. 125-138
|
artikel
|
| 4 |
A horizon of freedom: Using Foucault to think differently about education and learning
|
Ball, Stephen J
|
|
2019
|
|
2 |
p. 132-144
|
artikel
|
| 5 |
‘A touch of power’: Agents, dynamics and multiple perspectives in running a research project
|
Mæland, Kjellfrid
|
|
2017
|
|
2 |
p. 85-100
|
artikel
|
| 6 |
Breaking the silence: Providing authentic opportunities for parents to be heard
|
Solvason, Carla
|
|
2019
|
|
2 |
p. 191-203
|
artikel
|
| 7 |
Democracy and education: ‘In spite of it all’
|
Clarke, Matthew
|
|
2018
|
|
2 |
p. 112-124
|
artikel
|
| 8 |
Democracy in the classroom
|
Leach, Tony
|
|
2018
|
|
2 |
p. 181-194
|
artikel
|
| 9 |
Democratic parent engagement: Relational and dissensual
|
Lyon, Charlotte Haines
|
|
2018
|
|
2 |
p. 195-208
|
artikel
|
| 10 |
Employability: The missing voice: How student and graduate views could be used to develop future higher education policy and inform curricula
|
Higdon, Rachel Delta
|
|
2016
|
|
2 |
p. 176-195
|
artikel
|
| 11 |
English language: A ‘tool’ for social connectedness: A study of native teens in Botswana
|
Mibenge, Catherine
|
|
2016
|
|
2 |
p. 196-202
|
artikel
|
| 12 |
Global capitalism’s Trojan Horse: Consumer power and the National Student Survey in England
|
Holligan, Chris
|
|
2017
|
|
2 |
p. 114-128
|
artikel
|
| 13 |
Grant Banfield, Critical realism for Marxist sociology of education
|
Wrigley, Terry
|
|
2018
|
|
2 |
p. 209-212
|
artikel
|
| 14 |
Learning as changing participation: Identity investment in the discursive practice of a peer feedback activity
|
Zheng, Chunxian
|
|
2019
|
|
2 |
p. 221-240
|
artikel
|
| 15 |
Learning democracy in a new secondary school
|
Simó-Gil, Núria
|
|
2018
|
|
2 |
p. 166-180
|
artikel
|
| 16 |
Notes towards a Nietzschean pedagogy of the city
|
Moran, Paul A
|
|
2016
|
|
2 |
p. 111-123
|
artikel
|
| 17 |
Rethinking democracy and education: Alternatives to capitalist reproduction or writing the poetry of the future?
|
Clarke, Matthew
|
|
2018
|
|
2 |
p. 107-111
|
artikel
|
| 18 |
Solidarity, dark solidarity, the commons and the university
|
Moroz, Jacek
|
|
2017
|
|
2 |
p. 145-158
|
artikel
|
| 19 |
The power of creative learning through the arts: Economic imperative or social good?
|
Southern, Alex
|
|
2019
|
|
2 |
p. 175-190
|
artikel
|
| 20 |
The problem of reductionism in educational theory: Complexity, causality, values
|
Wrigley, Terry
|
|
2019
|
|
2 |
p. 145-162
|
artikel
|
| 21 |
The realities of being young, unemployed and poor in post-industrial Britain
|
Russell, Lisa
|
|
2016
|
|
2 |
p. 160-175
|
artikel
|
| 22 |
The researcher as cognitive activist and the mutually useful conversation
|
Earl, Cassie
|
|
2017
|
|
2 |
p. 129-144
|
artikel
|
| 23 |
The special measures school and the ‘c’ word: A case study of the role of conformity, compliance chimera, and the power of community and context in a special measures secondary school in northern England
|
Hanson, Diann
|
|
2017
|
|
2 |
p. 101-113
|
artikel
|
| 24 |
Towards a society of equals: Dewey, Lippmann, the co-operative movement and radical democracy undermining neo-liberal forms of schooling
|
Schostak, John
|
|
2018
|
|
2 |
p. 139-165
|
artikel
|
| 25 |
Using metaphors to understand how educators in faith-based schools view professional learning
|
Scott, John Trevitt
|
|
2016
|
|
2 |
p. 140-159
|
artikel
|
| 26 |
Zygmunt Bauman: On what it means to be included
|
Best, Shaun
|
|
2016
|
|
2 |
p. 124-139
|
artikel
|
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