Conceptualising knowledge for access in the sciences: academic development from a social realist perspective
Whilst arguing from a social realist perspective that knowledge matters in academic development (AD) curricula, this paper addresses the question of what knowledge types and practices are necessary for enabling epistemological access. It presents a single, in-depth, qualitative case study in which t...
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| Format: | Article |
| Language: | English |
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2017
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| Online Access: | http://hdl.handle.net/10962/59863 https://doi.org/10.1007/s10734-016-0085-x |