|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Unrefereed|
|Title:||Beyond binaries in curricular discussions: what does it mean to argue for curriculum as at the heart of educational practice?|
|Citation:||Philippou S & Priestley M (2019) Beyond binaries in curricular discussions: what does it mean to argue for curriculum as at the heart of educational practice?. The Curriculum Journal, 30 (3), pp. 217-222. https://doi.org/10.1080/09585176.2019.1635770|
|Rights:||This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in The Curriculum Journal on 03 Jul 2019, available online: http://www.tandfonline.com/10.1080/09585176.2019.1635770|
|Philippou-Priestley-CurriculumJournal-2019.pdf||Fulltext - Accepted Version||405.25 kB||Adobe PDF||Under Embargo until 2021-01-04 Request a copy|
Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact firstname.lastname@example.org providing details and we will remove the Work from public display in STORRE and investigate your claim.