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Brooke, Mark ORCID: https://orcid.org/0000-0002-3071-6806 (2019) Guiding teacher talk in the Content and Language Integrated Learning classroom using Semantics from Legitimation Code Theory. Teaching in Higher Education, 25 (7). pp. 812-824. doi:10.1080/13562517.2019.1598968

Brooke, Mark ORCID: https://orcid.org/0000-0002-3071-6806, Monbec, Laetitia and Tilakaratna, Namala (2019) The analytical lens: developing undergraduate students’ critical dispositions in undergraduate EAP writing courses. Teaching in Higher Education, 24 (3). pp. 428-443. doi:10.1080/13562517.2018.1534822

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Jester, Natalie ORCID: https://orcid.org/0000-0002-7995-3028 (2018) Representation within higher education curricula: contextualising and advocating for feminist digital activism. Teaching in Higher Education, 23 (5). pp. 606-618. doi:10.1080/13562517.2018.1465036

Jones, Demelza ORCID: https://orcid.org/0000-0002-5985-1972 (2017) Considering (auto)biography in teaching and learning about race and racism in a diverse university. Teaching in Higher Education, 22 (7). pp. 867-878. doi:10.1080/13562517.2017.1319807

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Lambert, Cath, Parker, Andrew ORCID: https://orcid.org/0000-0001-6842-3067 and Neary, Michael (2007) Entrepreneurialism and critical pedagogy: reinventing the higher education curriculum. Teaching in Higher Education, 12 (4). pp. 525-537. doi:10.1080/13562510701415672

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Middleton, Tristan ORCID: https://orcid.org/0000-0001-8111-3856, Shafi, Adeela ORCID: https://orcid.org/0000-0002-6265-5024, Millican, Richard ORCID: https://orcid.org/0000-0001-7423-6428 and Templeton, Sian ORCID: https://orcid.org/0000-0002-0962-6531 (2020) Developing Effective Assessment Feedback: Academic buoyancy and the relational dimensions of feedback. Teaching in Higher Education. doi:10.1080/13562517.2020.1777397