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Vidal Lizama, M. (PhD, 2014) Theorising Popular Education as a Knowledge Practice: The case of Chile, Faculty of Arts and Social Sciences, UTS, Australia.
Vahed, A. (D.Tech, 2014) Ensuring Quality Pedagogy through Games in Dental Technology at a Selected University of Technology, Durban University of Technology, South Africa.
Moncayo, V.A.L. (PhD, 2014) A Sustainability Cosmology: An analysis of a “green” company’s sustainability report, Universidade Federal de Santa Catarina, Brazil.
Matruglio, E. (PhD, 2014) Humanities’ Humanity: Construing the social in HSC Modern and Ancient History, Society and Culture, and Community and Family Studies, University of Technology Sydney, Australia.
McPherson, J. (PhD, 2014) Comparing ‘Apples with Apples’: Professional accounting practices in university classroom discourse, Faculty of Education and Social Work, University of Sydney, Australia.
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Georgiou, H. (PhD, 2014) Doing Positive Work: On student understanding of thermodynamics, Faculty of Science, University of Sydney, Australia
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Clarence, S. (PhD, 2014) Enabling Cumulative Learning Through Teaching: A Legitimation Code Theory analysis of pedagogic practice in law and political science, Rhodes University, South Africa.
Blickem, C. (PhD, 2014). The Recontextualisation of Architecture and Accounting Education: Views from the academy and the professions, University of Waikato, New Zealand.
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Lambrinos, E. (Master, 2014) The Dancer’s Code: Physicality, philosophy and pedagogy, Department of Gender and Cultural Studies, University of Sydney, Australia.
Behardien, I. (MPhil, 2014) ‘Who They Are’ or ‘What and How they Know’: An investigation by a fine art lecturer into the basis of her own legitimacy, School of Education, University of Cape Town, South Africa.
Lilliedahl, J. (2014). Musik i läroplanen & Läroplanen i musik [Music in curriculum & curriculum in music], in: Varkøy, Ø. & Söderman, J. (eds) Musik för alla: Filosofiska och didaktiska perspektiv på musik, bildning och samhälle (pp. 95–106), Lund: Studentlitteratur. See chapter here.
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Schudel, I. (2014) Exploring a knowledge-focused trajectory for researching environmental learning in the South African curriculum, Southern African Journal of Environmental Education, 30: 96–117.
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