Book chapter 2023

Recognising the unrecognised: Work-based learning pedagogy as tempered radicalism

WA
Walsh, Anita
 PP
Powell, Philip L.
 DM
de Matos-Powell, Sara Leal
Intersectionality and Creative Business Education: Inclusive and Diverse Cultures in Pedagogy
Journal · pp. 47-65
Abstract

This chapter explores the concept of intersectionality. It investigates social class as a disadvantage in higher education and how this interacts with other forms of disadvantage, especially as a barrier to widening participation. The chapter assesses the role of work-based learning as a potential mitigator and introduces the concept of tempered radicalism. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023.

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Author Affiliations
Birkbeck, University of London, London, United Kingdom
Business School for the Creative Industries, University for the Creative Arts, Farnham, Surrey, United Kingdom
University College London, London, United Kingdom
Funding & Acknowledgements
No funding information
References 10 References
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8 Boud, David J., Re-thinking continuing professional development through changing metaphors and location in professional practices, Studies in Continuing Education, 34, 1, pp. 17-30, (2012)
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10 Knowledge Work and Learning Conference Proceedings of the Work Based Learning Network of the Universities Association for Lifelong Learning, (2003)
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