Items where Subject is "LB Theory and practice of education"

Group by: CreatorsPublication Type
Number of items at this level: 129.


Barker, S. (1994) “But you must learn to know such slanders of the age...” - Literary Theory in the Study of Shakespeare. In: Bridging the Gap: Literary Theory in the Classroom. Locust Hill, Connecticut. ISBN 9780933951600

Barnard, R. C. G. (2000) Non English speaking background learners in the mainstream classroom: a New Zealand case study. Doctoral thesis, University of Southampton; University of Chichester.

Baseley, E. (2021) Music and Autism: Therapy and Learning for the Autistic Musician. Undergraduate thesis, University of Chichester.

Beadle, H. (2015) A Defining Moment in E-working: The Application of an E-working Definition to the Education Context. Turkish Online Journal of Educational Technology, 14 (2). pp. 1-9. ISSN 2146‐7242

Beadle, H. and Boyne, M. (2017) Journal Club: A mechanism for bringing evidence based practice into school? Teacher Education Advancement Network Journal, 9 (2). pp. 14-23. ISSN 2054-5266

Bentham, S. (2018) How to Be a Brilliant Teaching Assistant. Routledge, London. ISBN 9781138059788

Bentham, S. (2011) A Teaching Assistant's Guide to Child Development and Psychology in the Classroom (Second Edition). Routlege, Abingdon, Oxon. ISBN 9780415569224

Bentham, S. and Hutchins, R. (2009) A Teaching Assistant's Guide to Completing NVQ Level 2: Supporting Teaching and Learning in Schools (Second Edition). Routlege, Abingdon, Oxon. ISBN 9780415490177

Bentham, S. and Iles, L. (2018) Utilising motivational profiles in educational settings. Assessment & Development Matters, 10 (4). pp. 2-6. ISSN 2040-4069

Berry, M., Lomax, J. and Hodgson, C. I. (2015) Adventure Sports Coaching. Routledge. ISBN 9780415746021

Borrett, A. (2023) The origins, benefits and challenges. Early Years Educator, 23 (18). pp. 34-35. ISSN 2052-4617

Bowman, S. A. (2008) Here Comes Trouble; A Positive Architecture of Disruptive Education. In: European Conference on E-learning, Jan 2008, Grecian Bay Hotel, Agia Napa, Cyprus.

Brown, G. and Edmunds, S. (2011) Doing pedagogical research in engineering. Engineering Centre for Excellence in Teaching and Learning, Loughborough University, Loughborough. ISBN 9780956509857

Brown, G. and Edmunds, S. (2014) Undertaking pedagogic research using quantitative methods. In: Getting Started in Pedagogic Research within the STEM Disciplines. University of Birmingham STEM Education Centre on behalf of the National HE STEM Programme, Birmingham, pp. 13-20. ISBN 9781909557055

Burkitt, E. and Barrett, M. (2011) The effects of different drawing materials on children’s drawings of positive and negative human figures. Educational Psychology, 31 (4). pp. 459-479. ISSN 1469-5820


Carey, L. (2023) COVID-19: How online learning impacted physiotherapy students on their practice placements. Undergraduate thesis, University of Chichester.

Carroll, P. (2003) 'Race' and citizenship after 2000: Educational policy and practice. Doctoral thesis, University of Southampton; University of Chichester.

Clegg, A. (2010) Creativity in assessment - assessing creativity: A case study of a student-led widening participation activity for local schools. In: Enhancing Learning and Teaching Through Assessment and Feedback Swap Shop, 12 January 2010, University of Chichester. (Unpublished)

Clegg, A. (2010) Embedding sustainability education into curricula design: An example of the destination management handbook. In: All Our Futures Conference 2, September 2010, Centre for Sustainable Futures, University of Plymouth. (Unpublished)

Clegg, A. (2009) Non-written forms of assessment: A case study of a student-led widening participation activity for local schools. In: Geography, Earth and Environmental Science Subject Centre Assessment for Learning Conference, 22 June 2009, University of Manchester Conference Centre, Fallowfield Campus, Manchester. (Unpublished)

Court, S., Andrews, M. and Goodman, D. (2018) Somerstown Stories and the benefits of using a design charette for community engagement. Research for All, 2 (2). pp. 304-312. ISSN 2399-8121

Crisp, P. and Bright, D. (2021) COVID-19, lockdowns, and blended learning: Students’ perceptions, and academics’ reflections, of moving to online sports coaching classes. In: Discovering Learners' and Educators' Experiences and Perceptions. IKSAD Publishing House, Turkey, pp. 19-42. ISBN 9786258007145


Davies, E. (2023) An exploration into the use of diverse picture books in the primary school. Undergraduate thesis, University of Chichester.

De León Huertas, C., González López, I. and Melara Gutiérrez, F. J. (2014) What expectations does the education community have of school counselling departments? In: TEEM '14 Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality. International Conference Proceedings Series (14). Association for Computing Machinery (ACM), New York, NY, USA, pp. 503-506. ISBN 9781450328968


Earle, L. and Rickard, C. (2017) Formal methods for division: Evaluating the benefits of pre-teaching mathematics using a ‘flipped classroom’ approach. BSRLM Proceedings online, 37 (2).

Edmunds, S. and Brown, G. (2010) Effective small group learning: AMEE Guide No. 48. Medical Teacher: An International Journal of Education in the Health Sciences, 32 (9). pp. 715-726. ISSN 0142-159X

Edmunds, S. and Brown, G. (2014) Undertaking pedagogic research using qualitative methods. In: Getting Started in Pedagogic Research within the STEM Disciplines. University of Birmingham STEM Education Centre on behalf of the National HE STEM Programme, Birmingham, pp. 21-28. ISBN 9781909557055

Edwards, B. and Lyndon, S. (2021) From adversity to university - the transformational power of a bespoke bridging module to support those affected by homelessness into higher education. Widening Participation and Lifelong Learning, 23 (1). pp. 102-122. ISSN 1466-6529

Elias, T., Ritchie, L., Gevalt, G. and Bowles, K. (2020) A Pedagogy of “Small”: Principles and Values in Small, Open, Online Communities. In: Open(ing) education: Theory and practice. Koninklijke Brill NV, Leiden, The Netherlands,, pp. 364-389. ISBN 9789004422988

Everley, S. (2014) Mirrors of the mind – an introduction to mindful ways of thinking education. British Educational Research Journal, 40 (5). pp. 914-916. ISSN 1469-3518

Everley, S. (2013) Narrative pedagogy: Life history and learning. British Educational Research Journal, 39 (5). pp. 950-952. ISSN 0141-1926

Everley, S. (2015) Sport Pedagogy and Initial Teacher Education in England. In: Congreso Internacional de Formativo’, July 7th-10th 2015, Bogota, Colombia. (Unpublished)

Everley, S. (2021) Using Creative Arts-Based Research Methods in School Settings: Understanding and Empowering Children and Young People. Routledge, London. ISBN 9781138089440

Everley, S. and Boniface, M. (2012) Developing Creativity in Learning - Linking Cultural Forms; Olympic Inspiration for Raising Standards in Art Education. In: British Education Research Association Annual Conference, 4-6 Sep 2012, University of Manchester. (Unpublished)

Everley, S. and Macfadyen, T. (2017) ‘I like playing on my trampoline; it makes me feel alive.’ Valuing physical activity: perceptions and meanings for children and implications for primary schools. Education 3-13, 45 (2). pp. 151-175. ISSN 0300-4279


Hale, B. J. (2011) Reaching out to the sports science setting: The impact of academic practice on student learning. In: 2011 IASE Satellite Conference: Statistics Education and Outreach, 18-19 Aug 2011, Dublin. (Submitted)

Harper, C. (2017) Building Bridges. In: The Association of National Teaching Fellows Conference, May 2017, Leeds Beckett.

Hawkins, S. (2016) Outstanding primary teaching and learning: a journey through your early teaching career. Open University Press, Maidenhead. ISBN 9780335263660

Hickman, D. (2020) Developing the wider, professional role of the teacher. In: Mentoring English Teachers in the Secondary School A Practical Guide. Mentoring Trainee and Early Career Teachers . Routledge, London, pp. 116-145. ISBN 9781138591363

Hickman, D. and Gooda, T. (2020) What knowledge, skills and understanding do beginning teachers need? In: Mentoring English Teachers in the Secondary School A Practical Guide. Mentoring Trainee and Early Career Teachers, 1 . Routledge, London, pp. 70-79. ISBN 9781138591363

Hickman, D. (2022) A grounded theory study of secondary pupils’ and teachers’ perceptions and conceptualisations of reading and reader identity, and the influence of policy and place. Doctoral thesis, University of Reading.

Hobday, M. (2019) Learning from the Lion : is Disney’s the Lion King an effective teaching tool for Christianity? Undergraduate thesis, University of Chichester.


Jennings, C. T. (2022) To what extent does the vocabulary gap impact on individual children’s in class engagement and overall attainment? Undergraduate thesis, University of Chichester.


Kampson, P. (2023) Is The Zones of Regulation Program Effective in Teaching Children How to Recognise and Regulate Their Emotions? Undergraduate thesis, University of Chichester.

Khan, T. and Mikuska, E. (2021) The first three weeks of lockdown in England: The challenges of detecting safeguarding issues amid nursery and primary school closures due to COVID-19. Social Sciences and Humanities Open, 3 (1). p. 100099. ISSN 2590-2911

Knowles, G. and Lander, V. (2011) Diversity, Equality and Achievement in Education. SAGE Publishers. ISBN 9781849206006

Kurowski, A. A. (2022) COVID, home schooling and inequalities. Lublin Pedagogical Yearbook, 41 (2). pp. 41-53. ISSN 0137-6136

Kurowski, A. A. (2020) The language of dissent – how school leaders adjust to policy change. Educational Role of Language Journal, 2020-1 (3). pp. 43-61. ISSN 2657-9774


Lander, V. (2012) Book Review: 'Education policy, practice and the professional' by Jane Bates, Sue Lewis and Andy Pickard. Journal of Education Policy, 27 (5). pp. 693-694. ISSN 0268-0939

Lander, V. (2012) British untouchables: A study of 'Dalit Identity and Education' by Paul A. Singh Ghuman. British Journal of Educational Studies, 60 (2). pp. 198-200. ISSN 0007-1005

Laxton, D. and Horn, A. (2023) An early years model of transformative leadership: Becoming a change agent. Early Years Educator, 23 (21). pp. 20-21. ISSN 2052-4617

Laxton, D., Cooper, L., Younie, S. and Shresth, P. (2020) Translational research to support early childhood education in crisis settings: A case study of collaborative working with Rohingya refugees in Cox’s Bazar. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 49 (181318). pp. 1-19. ISSN 0300-4279

Leseure, M. (2019) Teaching operations planning at the undergraduate level. Sage Open, 9 (2). pp. 1-13. ISSN 2158-2440

Little, B. (2021) A comparison study regarding the impact of healthy eating on the early years sector: looking at the opinions of parents and practitioners. Undergraduate thesis, University of Chichester.

Liu, L., Donbavand, S., Hoskins, B., Janmaat, J. G. and Kavadias, D. (2021) Measuring and Evaluating the Effectiveness of Active Citizenship Education Programmes to Support Disadvantaged Youth. MDPI, Basel, Switzerland.

Livings, M. (2022) ‘Are farmers engineers?’: An investigation into primary aged girls’ attitudes towards engineering careers. Undergraduate thesis, University of Chichester.

Luter, J. (2022) Double Disadvantage’: How is Funding Being Allocated to Improve the Attainment of Children with Special Educational Needs and Disabilities, Who Are Also Eligible for Pupil Premium? Undergraduate thesis, University of Chichester.

Lyndon, S. and Moss, H. (2021) Meaning-making in an intergenerational project: a dialogic narrative analysis of young children’s interactions with older adults. International Journal of Early Years Education. ISSN 0966-9760

Lyndon, S. (2019) Early Years Practitioners' narratives of poverty in early childhood. Doctoral thesis, University of Sussex.

Lyndon, S. (2016) Key questions in education: historical and contemporary perspectives. Journal of Education for Teaching, 43 (1). pp. 122-124. ISSN 0260-7476

Lyndon, S. and Hale, B. J. (2014) Evaluation of how the blended use of a Virtual Learning Environment (VLE) can impact on learning and teaching in a specific module. ELiSS, 6 (1). ISSN 1756-848X


Mackinney, R. (2024) The considerations for effective verbal feedback in physical education. Physical Education Matters, 19 (1). pp. 19-21. ISSN 1751-0988 (In Press)

Mantle, M. (2017) Assessment of reflective writing (should we?). The difficulties of assessing reflective writing. In: University of Chichester - learning and teaching conference, 7th June 2017, University of Chichester. (Unpublished)

Mantle, M. (2016) Reflective writing is an important component of reflective learning but should the written work be graded, assessed or even considered as part of formative assessment? In: Learning and Teaching Conference, June 2016, University of chichester. (Unpublished)

McLoughlin, S., Tyndall, I. and Pereira, A. (2018) Piloting a Brief Relational Operant Training Program: Analyses of Response Latencies and Intelligence Test Performance. European Journal of Behaviour Analysis. ISSN 1502-1149

Melara Gutiérrez, F. J. (2015) Sobre la formación del profesorado en el marco de las políticas lingüísticas andaluzas. About teacher training within the framework of Andalusia’s language policies. Revista Andalucia Educativa, 85. pp. 1-9. ISSN 2171-8768

Melara Gutiérrez, F. J. and Gonzalez Lopez, I. (2018) Effective teaching in the sphere of bilingual education: profile of teaching competences. In: New perspectives in bilingual education: research and innovation. University of Granada, Granada, Spain, pp. 309-314. ISBN 9788433863423

Melara Gutiérrez, F. J. and González López, I. (2016) Sketching the figure of a bilingual teacher: designing a profile of competencies. Revista Espanola de Pedagogia, 74 (264). pp. 357-380. ISSN 2174-0909

Mikuska, E. (2021) Emotional labour and the democratic ECEC. In: European Circular Economy Research Alliance EECERA online festival, 1-14 September 2021, Zagreb, Croatia.

Mikuska, E. (2021) The Importance of Early Childhood Education and Care for Hungarian Ethnic Minority Groups in Romania, Slovak Republic and Serbia. In: The SAGE Handbook of Global Childhoods. Sage, London, pp. 383-397. ISBN 9781529717815

Mikuska, E. (2023) "Knowledge production in academic spaces. Disturbing conferences and composing events". Journal of Posthumanism, 3 (1). pp. 73-74. ISSN 2634-3576

Mikuska, E. (2022) Narrative approach to investigate experiences of kindergarten pedagogues in Serbia. In: International Conference - Narrative ISSN, 28-30 June 2022, University of Chichester.

Mikuska, E. (2023) Paradigm Shift in Qualitative Inquiry: Impact of Higher Education on students studying Early Childhood Studies (ECS) Degree in SE England and Isle of Wight. In: International Conference; European Network for Qualitative Enquiry ENQI, 10th to 13th January 2023, Portsmouth, UK.

Mikuska, E. (2016) Deconstructing the ‘voice’ of students studying early childhood education and care (ECEC) that informs the teaching and learning strategies in higher education in the uk context (Hangdekonstrukció az óvónőképzésben: óvodapedagógiai módszertan az egyesült királyságban) Book of selected papers. In: 10th International Methodological Conference, 2016, Subotica, Serbia.

Mikuska, E. (2017) Embodied emotionality in teaching and researching in higher education. Módszertani Közlöny, 7 (1). pp. 190-199. ISSN 2217-4540

Mikuska, E. (2013) Emotions as a specific aspect of Higher Education. In: CNR-NOVELLA research day - To think is to experiment, 1 May 2013, University of East London. (Unpublished)

Mikuska, E. (2020) Nursery workers’ narratives: what makes a ‘good’ nursery worker? Doctoral thesis, London Metropolitan University.

Mikuska, E. and Fairchild, N. (2020) Working with (post)theories to explore embodied and unrecognised emotional labour in English Early Childhood Education and Care (ECEC). Global Education Review, 7 (2). pp. 75-89. ISSN 2325-663X

Mikuska, E., Khan, T. and Kurowski, A. A. (2021) Home-schooling during the lockdown in England. Journal of Applied Technical and Educational Sciences, 11 (3). pp. 1-18. ISSN 2560-5429

Mikuska, E. and Kurowski, A. A. (2014) Mature students’ stories: a study investigating the complexity of interpretation. In: To Think is to Experiment, 30 April 2014, Centre for Narrative Research (CNR), in collaboration with NOVELLA (Narratives of Varied Everyday Lives and Linked Approaches), University of East London.

Mikuska, E. and Lyndon, S. (2018) Embodied professional early childhood education and care teaching practices. In: Conversations on Embodiment Across Higher Education. Routledge Research in Higher Education . Routledge, Abingdon. ISBN 9781138290044

Mikuska, E., Raffai, J. and Vukov Raffai, E. (2022) Secondary analysis of qualitative data: Hungarian minority kindergarten pedagogues’ perspectives of the new Curriculum Framework in Serbia. Journal of Childhood, Education & Society, 3 (3). pp. 259-269. ISSN 2717-638X

Mukadam, Y. and Mikuska, E. (2016) Developing the practice of staff in partnership with employers. In: The Early Years Handbook for Students and Practitioners. Routledge, Oxon, pp. 43-60. ISBN 978-1-138-776395


Needham, L. (2022) How school context and personal factors can play a pivotal role in primary teachers’ attitudes and enthusiasm towards teaching STEM as an integrated subject. Undergraduate thesis, University of Chichester.


Parsons, J. (2023) A case study of the perceptions of students and teachers of financial literacy in year 11 in one secondary school. Undergraduate thesis, University of Chichester.

Pulling, C., Eldridge, D. and Warner, J. (2018) Teacher perceptions of sports performance analysis methods within physical education. Physical Education Matters. ISSN 1751-0988


Rayner, L., Laxton, D. and Horn, A. (2023) Helicopter stories to support children's development. Early Years Educator, 23 (18). pp. 38-39. ISSN 2052-4617

Rickard, C. (2010) Algebra homework. Mathematics Teaching, 219. p. 14.

Rickard, C. (2008) Algebra: How is it for you? Mathematics Teaching Incorportaing Micromath, 206. pp. 11-13.

Rickard, C. (2008) Developing beliefs about the teaching of primary mathematics. BSRLM Proceedings online, 28 (2). pp. 85-90.

Rickard, C. (2010) Do students’ beliefs relating to the teaching of primary mathematics match their practices in school? BSRLM Proceedings online: Vol 29 No 3 Loughborough University, 29 (3). pp. 109-114.

Rickard, C. (2013) Essential Primary Mathematics. Essential Primary series . Open University Press: McGraw Hill Education, Maidenhead. ISBN 9780335247028

Rickard, C. (2007) Misunderstanding of Fractions! Mathematics Teaching Incorporating Micromath, 205. pp. 32-33.

Rickard, C. (2007) A Salutary Tale... Mathematics Teaching Incorporating Micromath, 204. p. 8.

Ritchie, L. (2023) Practice of praxis. Journal of Adult Learning, Knowledge and Innovation, 6 (1). pp. 14-22. ISSN 2631-1348

Ritchie, L. (2017) California Dreaming. Effic Research Limited, London. ISBN 9781999794316

Ritchie, L. (2015) Creating a curriculum: Embracing open learning in music. Innovative Pedagogies Series: Creating a Curriculum. pp. 1-14.

Ritchie, L. (2020) Images of Learning through Music: The Sounds of Cognition. International Journal of Management and Applied Research (IJMAR), 7 (3). pp. 257-266. ISSN 2056-757X

Ritchie, L. (2018) Opening the Curriculum through Open Educational Practices: International Experience. Open Praxis, 10 (2). pp. 201-208. ISSN 2304-070X


Sabine, A., Barton, S., Mikuska, E. and Fairchild, N. (2023) Research into trainees: perception of graduate and undergraduate trainees in the early years sector. Early Years Educator, 23 (19). pp. 33-34. ISSN 1465-931X

Scott-Conaty, T. (2022) “I just wish there was more time”: An exploration of the space and place for creative writing in the primary school. Undergraduate thesis, University of Chichester.

Seach, D. (2010) Children with autism and Asperger's syndrome. In: Supporting Inclusive Practice (2nd Edition). Routlege, Abingdon, Oxon, pp. 79-97. ISBN 9780415579001

Shelton, C. (2016) Beyond lesson recipes: first steps towards a repertoire for teaching primary computing. In: Constructionism 2016, 1-5 February 2016, Bangkok, Thailand.

Shelton, C. (2018) An ecological model for university faculty members’ thinking about technology. Journal of Computing in Higher Education, 30. pp. 279-297. ISSN 1042-1726

Smith, H. J. and Lander, V. (2012) Collusion or collision: Effects of teacher ethnicity in the teaching of critical whiteness. Race Ethnicity and Education, 15 (3). pp. 331-351. ISSN 1361-3324

Spence, J. and Fleet, L. (2017) Chapter 12: Primary education. Discussion Paper. GuildHE, London, UK.

Stamatiou, E. (2020) Stepping Forward: An Exploration of Devised Theatre’s Democratic Designs in an Actor-Training Setting. In: International Federation of Theatre Research, Political Performance Working Group, Volume 2. Brill. (In Press)

Stamatiou, E., Kildow, E., Spearing, F., Nodding, G. and Price, J.-P. (2022) Developing the Critical Verbatim Theater Artist during the Pandemic: A Transatlantic Collaboration. ArtsPraxis, 9 (1). pp. 13-33. ISSN 1552-5236

Stevens, C. (2023) How effective is Outdoor Learning on pupils’ learning and should Outdoor Learning be a mandatory subject within the National Curriculum? Undergraduate thesis, University of Chichester.

Stevens, K. (2010) Imagination & authority. In: Creative Writing in Education: NAWE Autumn Conference 2010, 12-14 Nov 2010, Cheltenham Park Hotel, Gloucestershire. (Submitted)

Student, A. (2018) Does setting by ability have an impact on students' in mathematics? Undergraduate thesis, University of Chichester.

Student, A. (2020) Pre-service teachers' preparedness to use EdTech in practice: preparation for teaching under the Education Inspection Framework. Undergraduate thesis, University of Chichester.

Student, A. (2020) What is being done in school to raise children’s science capital? Undergraduate thesis, University of Chichester.

Student, A. (2021) The correlation between SEND and self-esteem; with a specific focus on children with autistic spectrum disorders, dyslexia and speech, language and communication Needs. Undergraduate thesis, University of Chichester.

Student, A. (2020) The earlier the better? A case study into the perceived benefits of and/or barriers to learning and additional language in KS1. Undergraduate thesis, University of Chichester.

Student, A. (2018) An examination of how manipulatives were used in a primary mathematics setting. Undergraduate thesis, University of Chichester.

Student, A. (2018) An exploration of mathematics anxiety. Undergraduate thesis, University of Chichester.

Student, A. (2018) A small scale study on the engagement and enjoyment of students when teaching mathematics in a context. Undergraduate thesis, University of Chichester.

Student, A. (2018) A small scale study to investigate how prevalent mathematics anxiety is within a secondary school. Undergraduate thesis, University of Chichester.

Student, A. (2019) A small-scale action research project examining the gender differences in confidence and enjoyment of mathematics. Undergraduate thesis, University of Chichester.

Student, A. (2018) A small-scale study to identify factors which can influence mathematics anxiety. Undergraduate thesis, University of Chichester.

Student,, A. (2021) Does music hold the key to unlock your potential? A pilot study to explore the association between music lessons and self-regulated learning. Undergraduate thesis, University of Chichester.

Sullivan, M. (2022) How might gender stereotypes, as seen in children’s self-direct be play, be influenced? Undergraduate thesis, University of Chichester.


Thompson, B. (2013) Policy, Practice and Principles: Narrative accounts from women in Higher Education. @ I don't care what you think, just do it'. In: Gender and Education Conference, April 2013, Southbank University London. (Unpublished)

Thompson, B. (2010) Re-assessing gender issues in the primary classroom. In: Supporting Inclusive Practice (2nd Edition). Routlege, Abingdon, Oxon, pp. 46-62. ISBN 9780415579001

Turner, D. (2017) Review of :The learning wheel: a model of digital pedagogy by Deborah Kellsey and Amanda Taylor- Beswick. Social Work Education, 36 (8). pp. 959-960. ISSN 1470-1227

Turner, D. and Low, K. (2023) ‘A significant positive impact’: Delivering the End Point Assessment for the Social Work Degree Apprenticeship. Social Work Education. pp. 1-17. ISSN 1470-1227

Twining, P., Butler, D., Fisser, P., Leahy, M., Shelton, C., Forget-Dubois, N. and Lacasse, M. (2020) Developing a quality curriculum in a technological era. Educational Technology Research and Development. ISSN 1042-1629


Wilcock, N. (2019) The critical citizen: a method through Rousseau, Dewey and Freire. Doctoral thesis, University of Chichester.

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