Music Education Assessment and Social Justice: Resisting Hegemony Through Formative Assessment
Fautley, Martin (2015) Music Education Assessment and Social Justice: Resisting Hegemony Through Formative Assessment. In: The Oxford Handbook of Social Justice in Music Education. Oxford University Press, pp. 513-524. ISBN 9780199356157
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Official URL: http://www.oxfordhandbooks.com/view/10.1093/oxford...
| Item Type: | Book Section | ||||
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| Identification Number: | https://doi.org/10.1093/oxfordhb/9780199356157.001.0001 | ||||
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| Subjects: | CAH25 - design, and creative and performing arts > CAH25-02 - performing arts > CAH25-02-02 - music CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education |
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| Divisions: | Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE) | ||||
| Depositing User: | Users 18 not found. | ||||
| Date Deposited: | 02 Mar 2017 16:28 | ||||
| Last Modified: | 03 Mar 2022 17:02 | ||||
| URI: | https://www.open-access.bcu.ac.uk/id/eprint/3903 |
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