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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Item Type: Book Section
Identification Number: https://doi.org/10.1093/oxfordhb/9780199356157.001.0001
Dates:
DateEvent
December 2015Published
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
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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