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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/30129
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dc.contributor.authorPhilippou, Stavroulaen_UK
dc.contributor.authorPriestley, Marken_UK
dc.date.accessioned2019-09-20T00:06:03Z-
dc.date.available2019-09-20T00:06:03Z-
dc.date.issued2019en_UK
dc.identifier.urihttp://hdl.handle.net/1893/30129-
dc.language.isoenen_UK
dc.publisherInforma UK Limiteden_UK
dc.relationPhilippou 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/10.1080/09585176.2019.1635770en_UK
dc.rightsThis 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/10.1080/09585176.2019.1635770en_UK
dc.subjectEducationen_UK
dc.titleBeyond binaries in curricular discussions: what does it mean to argue for curriculum as at the heart of educational practice?en_UK
dc.typeEditorialen_UK
dc.rights.embargodate2021-01-04en_UK
dc.rights.embargoreason[Philippou-Priestley-CurriculumJournal-2019.pdf] Publisher requires embargo of 18 months after formal publication.en_UK
dc.identifier.doi10.1080/09585176.2019.1635770en_UK
dc.citation.jtitleCurriculum Journalen_UK
dc.citation.issn1469-3704en_UK
dc.citation.issn0958-5176en_UK
dc.citation.volume30en_UK
dc.citation.issue3en_UK
dc.citation.spage217en_UK
dc.citation.epage222en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedUnrefereeden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.author.emailm.r.priestley@stir.ac.uken_UK
dc.citation.date03/07/2019en_UK
dc.contributor.affiliationCyprus Universityen_UK
dc.contributor.affiliationEducationen_UK
dc.identifier.isiWOS:000478075300001en_UK
dc.identifier.scopusid2-s2.0-85068596544en_UK
dc.identifier.wtid1445361en_UK
dc.contributor.orcid0000-0001-8276-7771en_UK
dc.date.accepted2019-06-20en_UK
dcterms.dateAccepted2019-06-20en_UK
dc.date.filedepositdate2019-09-16en_UK
rioxxterms.apcnot requireden_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionAMen_UK
local.rioxx.authorPhilippou, Stavroula|en_UK
local.rioxx.authorPriestley, Mark|0000-0001-8276-7771en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2021-01-04en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||2021-01-03en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/all-rights-reserved|2021-01-04|en_UK
local.rioxx.filenamePhilippou-Priestley-CurriculumJournal-2019.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source1469-3704en_UK
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