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This article offers a critical analysis of recent trends in educational policy with particular reference to their assumptions about the knowledge society. It examines the implications of the analysis for the issue of elitism and the promotion of greater educational equality. The article concludes by offering an alternative approach to educational policy based on a social realist theory of knowledge.
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Stored only when both papers are in the corpus — 106 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
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