Citations (14)
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Read on this site (6)
Jennifer Jones & Catherine McConnell. (2023) Changing mindsets and becoming gritty: Mature students’ learning experiences in a UK university and beyond. Innovations in Education and Teaching International 60:6, pages 883-893.
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Gavin Ward, J. Hill, A. Hardman, D. Scott, Amanda Jones & R. Richards. (2023) Playing by white rules of racial equality: student athlete experiences of racism in British university sport. Sport, Education and Society 0:0, pages 1-17.
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Paul Ian Campbell. (2022) ‘Pray(ing) the person marking your work isn't racist’: racialised inequities in HE assessment practice. Teaching in Higher Education 0:0, pages 1-15.
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Alison Higgs. (2022) The England degree apprenticeship: a lens to consider the national and international context of social work education. Social Work Education 41:4, pages 660-674.
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Stephanie Dryden & Sender Dovchin. (2021) Accentism: English LX users of migrant background in Australia. Journal of Multilingual and Multicultural Development 0:0, pages 1-13.
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Billy Wong, Reham ElMorally & Meggie Copsey-Blake. (2021) ‘Fair and square’: what do students think about the ethnicity degree awarding gap?. Journal of Further and Higher Education 45:8, pages 1147-1161.
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Articles from other publishers (8)
Mike Mimirinis, Annita Ventouris & Elina Wright. (2023) Variation in Black students’ conceptions of academic support. British Educational Research Journal.
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Helen R Watson, Hannah Wisdom, Caryn Michael, Nathan Marshall & Hilary Neve. (2023) Equality pledges: A novel approach to embedding EDI and promoting positive culture change in a UK university. Equity in Education & Society 2:1, pages 110-122.
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Arif Mahmud & Maisha Islam. (2022) Intersectional oppression: A reflexive dialogue between Muslim academics and their experiences of Islamophobia and exclusion in UK Higher Education. Sociology Compass 17:2.
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Stephanie Dryden & Sender Dovchin. (2022) Translingual English discrimination: loss of academic sense of belonging, the hiring order of things, and students from the Global South. Applied Linguistics Review 0:0.
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Richard Race, Dalvir Gill, Emerick Kaitell, Arif Mahmud, Anthony Thorpe & Kelli Wolfe. (2022) Proclamations and provocations: Decolonising curriculum in education research and professional practice. Equity in Education & Society 1:1, pages 82-96.
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Barbara Adewumi, Laura R. Bailey, Emma Mires-Richards, Kathleen M. Quinlan, Evangeline Agyeman, Aisha Alabi, Miriam Jeyasingh, Collins Konadu-Mensah, Wayne Lavinière, Patrice Mighton, Tore Shortridge, Dave S.P. Thomas & Nain Wassamba-Wabelua. (2022) Cross-disciplinary, collaborative and student-led: developing a change process for diversifying reading lists. London Review of Education 20:1.
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Melissa R. Cronin, Suzanne H. Alonzo, Stephanie K. Adamczak, D. Nevé Baker, Roxanne S. Beltran, Abraham L. Borker, Arina B. Favilla, Remy Gatins, Laura C. Goetz, Nicole Hack, Julia G. Harenčár, Elizabeth A. Howard, Matthew C. Kustra, Rossana Maguiña, Lourdes Martinez-Estevez, Rita S. Mehta, Ingrid M. Parker, Kyle Reid, May B. Roberts, Sabrina B. Shirazi, Theresa-Anne M. Tatom-Naecker, Kelley M. Voss, Ellen Willis-Norton, Bee Vadakan, Ana M. Valenzuela-Toro & Erika S. Zavaleta. (2021) Anti-racist interventions to transform ecology, evolution and conservation biology departments. Nature Ecology & Evolution 5:9, pages 1213-1223.
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Kate M. Turetsky, Stacey Sinclair, Jordan G. Starck & J. Nicole Shelton. (2021) Beyond students: how teacher psychology shapes educational inequality. Trends in Cognitive Sciences 25:8, pages 697-709.
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