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An analysis of how knowledge is differentiated in a vocationally based curriculum for a new profession
Inspired by Muller’s (2009) ‘Forms of Knowledge and Curriculum Coherence’ and his theories relating to types of knowledge and curricula differentiation, this study interrogates knowledge in a vocational qualification, asking how it is differentiated in a vocationally based curriculum intended for a...
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| Language: | English |
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School of Education
2015
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