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Hjelde, Katrine, FLΔG Collective (2014) FLΔG Collective: Praxis between the educational turn and the art school. Art, Design & Communication in Higher Education, 13 (1). pp. 57-71. ISSN 1474-273X
Reynolds, Richard (2016) Psychogeography and its relevance to inclusive teaching and learning development: why it matters where students choose to sit. Journal of Learning Development in Higher Education (10). ISSN 1759-667X
Thomas, Lisa and Briggs, Pam and Hart, Andrew and Kerrigan, Finola (2017) Understanding social media and identity work in young people transitioning to university. Computers in Human Behavior, 76. pp. 541-553. ISSN 0747-5632
Eden, Michael (2018) What the Dickens! The End of the Social Climber? Trebuchet Magazine.
Alexander, Lucy and Meara, Timothy (2019) Central Saint Martins Foundation: Key Lessons in Art and Design. Ilex, London. ISBN 978-1-78157-599-4
May, Sarah and Chalmers, Nic (2020) Pattern and Process: A score for Movement-Based Teaching. In: Leap into Action Companion: Critical Performative pedagogies in Art and Design Education. Peter Lang, New York, pp. 63-69. ISBN 9781433166402
Antonopoulou, Alexandra and Dare, Eleanor (2020) Non-immersive media: collaborating in an ‘immertical’ virtual world. In: Besides the Sceen: Materialities / Networks / Remediation / Migration, 21-22 May 2020, CIAC-ISMAI, Porto, Portugal.
Caldwell, Cath and Singh, Gurnam (2022) Decolonising learning: Towards authentic non-performative education. In: EdEx 2022, 11-12 July 2022, Online.
Bradfield, Marsha and Cremona, Cinzia and McDonnell, Amy and Cummings, Neil and Phillips, Andrea and Szreder, Kuba and Quinn, Malcolm and Lang, Andreas and Rosamond, Emily and Temple, Nicholas and Sajovic, Eva and Shukaitis, Stevphen (2023) Transacting as Art, Design and Architecture: A Non-Commercial Market. Intellect, Bristol and Chicago. ISBN 9781789384437