Democratic citizenship, critical literacy and educational policy in England : a conceptual paradox?
| dc.contributor.author | Ashbridge, Chloe | |
| dc.contributor.author | Clarke, Matthew | |
| dc.contributor.author | Bell, Beth T. | |
| dc.contributor.author | Sauntson, Helen | |
| dc.contributor.author | Walker, Emma | |
| dc.contributor.institution | University of Aberdeen.Education Other | en |
| dc.contributor.institution | University of Aberdeen.Education | en |
| dc.date.accessioned | 2022-05-24T11:04:02Z | |
| dc.date.available | 2022-05-24T11:04:02Z | |
| dc.date.issued | 2022 | |
| dc.description.status | Peer reviewed | en |
| dc.format.extent | 18 | |
| dc.format.extent | 762757 | |
| dc.identifier | 215618248 | |
| dc.identifier | b8ca9a45-1190-4c29-b558-7ef33edfe1bd | |
| dc.identifier | 85116625258 | |
| dc.identifier.citation | Ashbridge, C, Clarke, M, Bell, B T, Sauntson, H & Walker, E 2022, 'Democratic citizenship, critical literacy and educational policy in England : a conceptual paradox?', Cambridge Journal of Education, vol. 52, no. 3. https://doi.org/10.1080/0305764x.2021.1977781 | en |
| dc.identifier.doi | 10.1080/0305764x.2021.1977781 | |
| dc.identifier.iss | 3 | en |
| dc.identifier.issn | 0305-764X | |
| dc.identifier.other | ORCID: /0000-0003-4693-248X/work/113329735 | |
| dc.identifier.uri | https://hdl.handle.net/2164/18622 | |
| dc.identifier.vol | 52 | en |
| dc.language.iso | eng | |
| dc.relation.ispartof | Cambridge Journal of Education | en |
| dc.subject | SDG 4 - Quality Education | en |
| dc.subject | Critical literacy | en |
| dc.subject | media literacy | en |
| dc.subject | digital literacy | en |
| dc.subject | Neoliberalism | en |
| dc.subject | democracy | en |
| dc.subject | teacher agency | en |
| dc.subject | L Education | en |
| dc.subject.lcc | L | en |
| dc.title | Democratic citizenship, critical literacy and educational policy in England : a conceptual paradox? | en |
| dc.type | Journal article | en |
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