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DeRosa, R. (2022). A foreword to toward a critical instructional design. In J. Quinn, M. Burtis, S. Jhangiani, & R. DeRosa (Eds.), Towards a critical instructional design. Pressbook.
Fawns, T. (2022). An entangled pedagogy: Looking beyond the pedagogy – technology dichotomy. Postdigital Science and Education, 4(3), 711–728.
Gachago, D., Bali, M., & Pallitt, N. (2023a). Changing from within: Narratives of resistance from equity-oriented learning designer. The Journal of Applied Instructional Design (JAID), 12(2).
Gachago, D., Bali, M., & Pallitt, N. (2023b). Equity-oriented learning design: An entangled future. Postdigital Science and Education. https://doi.org/10.1007/s42438-023-00420-w
Gachago, D., Bali, M., & Pallitt, N. (2022). Compassionate learning design as a critical approach to instructional design. In Quinn. J, Burtis, M., Jhangiani, S. & Walji, S. (Eds.), Toward a critical instructional design. Hybrid Pedagogy Inc. https://criticalinstructionaldesign.pressbooks.com/chapter/compassionate-learning-design-as-a-critical-approach-to-instructional-design/
Pallitt, N., Bali, M., & Gachago, D. (2022). Academic development as compassionate learning design: Cases from South Africa and egypt. In T. Jaffer, S. Govender, & L. Czerniewicz (Eds.), Learning design voices. Advance preprint: https://doi.org/10.25375/uct.20028431
Whitchurch, C. (2008). Shifting identities and blurring boundaries: The emergence of third space professionals in UK higher education. Higher Education Quarterly, 62(4), 377–396.
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