Abstract
Presents a view of learning development as socio-political practice. Argues for the emancipatory potential of learning development and describes how their work with three Centres for Excellence in Teaching and Learning focused on empowering students to be actively involved in all aspects of learning.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Paper version not known
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
