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Please use this identifier to cite or link to this item: https://hdl.handle.net/2440/132056
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dc.contributor.authorWanner, T.K.-
dc.contributor.authorWanner, S.L.-
dc.contributor.editorJones, A.-
dc.contributor.editorOlds, A.-
dc.contributor.editorLisciandro, J.-
dc.date.issued2020-
dc.identifier.citationTransitioning Students into Higher Education:- Philosophies, Pedagogies and Practice, 2020 / Jones, A., Olds, A., Lisciandro, J. (ed./s), Ch.12, pp.127-136-
dc.identifier.isbn0367233371-
dc.identifier.isbn9780367233372-
dc.identifier.urihttps://hdl.handle.net/2440/132056-
dc.description.statementofresponsibilityThomas Wanner and Sarah Wanner-
dc.language.isoen-
dc.publisherAbingdon, Oxon; United Kingdom-
dc.rights© 2020 selection and editorial matter, Angela Jones, Anita Olds and Joanne G. Lisciandro; individual chapters, the contributors-
dc.source.urihttps://www.taylorfrancis.com/books/e/9780429279355-
dc.titleThe tensions between philosophies of education and critical pedagogies in neoliberal higher education: implications for learning and teaching practices-
dc.typeBook chapter-
dc.identifier.doi10.4324/9780429279355-17-
dc.publisher.placeLondon, United Kingdom-
pubs.publication-statusPublished-
dc.identifier.orcidWanner, T.K. [0000-0003-1066-1454]-
Appears in Collections:Anthropology & Development Studies publications

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