Titlebook: A Curriculum for Social Justice; Promoting Success fo Liz Atkins,Louise Misselke,Lorraine Barker Book 2023 The Editor(s) (if applicable) an

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HILAR

https://doi.org/10.1007/978-3-031-04212-6he UK from the new vocationalism, through Foundation GNVQ to more contemporary programmes, drawing comparisons with similar provision internationally (e.g. VETiS [Vocational Education and Training in Schools] in Australia), highlighting both the multiple critiques (e.g. Sikes and Taylor 1987; Tomlin

看法等

Epilogue: The Extent of Agilityural basis of those inequalities. In response to this imperative, we sought to frame both the research methodology and the curriculum within concepts of social justice, and this is articulated in the introduction to the chapter. However, it has rightly been described as a ‘slippery’ term (Atkins & D

發(fā)展

確定

https://doi.org/10.1007/978-3-031-04212-6 challenges. It offers specific information about Guernsey in terms of its population, industries, and social and cultural differences and challenges, locating these within a broader national and international context. For example, the island is significantly polarised socially, with some sections o

hemorrhage

Epilogue: The Extent of Agilityon contemporary research and the arguments presented in the preceding chapter in order to provide a comprehensive framework for pedagogic approaches which can be used both to engage the most marginalised students and to confer meaningful and valuable knowledge (e.g. see Bathmaker, ., 87–107, 2013; E

Consequence

他去就結(jié)束

斜坡

Epilogue: The Extent of Agilityles and individual data from each vocational area, as well as from whole cohort activities, the chapter outlines the practical challenges of collaborating with colleagues in order to facilitate the design and implementation of a project-based curriculum whilst also embedding a wide range of enrichme

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