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1

Blythe, Mark. Resistance to commodification in further education: A case study. Wolverhampton: University of Wolverhampton, 1997.

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2

Tom, Giberson, and Giberson Greg, eds. The knowledge economy: Academic and the commodification of higher eduction. Cresskill, NJ: Hampton Press, 2009.

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3

Walker, Patricia. The commodification of British higher education: International student curriculum initiatives. Oxford: Oxford Brookes University, 1997.

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4

College for sale: A critique of the commodification of higher education. London: Falmer Press, 1997.

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5

Kneen, Brewster. Free Knowledge: Confronting the Commodification of Human Discovery. Edited by Patricia W. Elliott and Daryl H. Hepting. Regina, Canada: University of Regina Press, 2015.

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6

1955-, Herrmann Peter, ed. New modes of reasoning in the age of commodification: The cases of third-level-education and research. New York: Nova Science Publishers, Inc., 2008.

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7

Dying for Victorian medicine: English anatomy and its trade in the dead poor, c.1834-1929. Houndsmill, Basingstoke, Hampshire: Palgrave Macmillan, 2011.

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8

Gorman, Helen. Skills, knowledge and continuing education for complex care management: A critical evaluation of the roles, tasks and skills of care managers in a context of changing professional identities and the commodification of welfare. Birmingham: University of Central England in Birmingham, 1999.

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9

Symposium, International Council for Traditional Music Study Group on Performing Arts of Southeast Asia. (Re)producing Southeast Asian performing arts & Southeast Asian bodies, music, dance, and other movement arts: Local identity, tourism and commodification & institutionalizing Southeast Asian performing arts traditions in modern multi-cultural music education movement arts and the Southeast Asian body movement arts, music, ritual and theatre new research, proceedings of the 2nd Symposium of the ICTM Study Group on Performing Arts of Southeast Asia. Manila: Philippine Women's University, 2013.

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10

Brewer, T. Jameson, and Wm Gregory Harman. Commodification of American Education: Persistent Threats and Paths Forward. Myers Education Press, 2021.

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11

Brewer, T. Jameson, and Wm Gregory Harman. Commodification of American Education: Persistent Threats and Paths Forward. Myers Education Press, 2021.

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12

Harman, William Gregory, and T. Jameson Brewer. Commodification of American Education: Persistent Threats and Paths Forward. Myers Education Press, 2021.

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13

Brewer, T. Jameson, and Wm Gregory Harman. Commodification of American Education: Persistent Threats and Paths Forward. Myers Education Press, 2021.

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14

Researching the Global Education Industry: Commodification, the Market and Business Involvement. Palgrave Macmillan, 2019.

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15

Preston, John. Artificial Intelligence in the Capitalist University: Academic Labour, Commodification, and Value. Taylor & Francis Group, 2021.

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16

Artificial Intelligence in the Capitalist University: Academic Labour, Commodification, and Value. Routledge, 2021.

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17

Preston, John. Artificial Intelligence in the Capitalist University: Academic Labour, Commodification, and Value. Taylor & Francis Group, 2021.

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18

Preston, John. Artificial Intelligence in the Capitalist University: Academic Labour, Commodification, and Value. Taylor & Francis Group, 2021.

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19

Adrião, Theresa, Teise Garcia, Raquel Fontes Borghi, Regiane Helena Bertagna, Gustavo Paiva, and Salomão Ximenes. Private systems of education in brazilian public education: consequences of commodification for the right to education. Pedro & João Editores, 2022. http://dx.doi.org/10.51795/9786558699699.

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20

Shumar, Wesley. College for Sale: A Critique of the Commodification of Higher Education. Taylor & Francis Group, 2013.

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21

Shumar, Wesley. College for Sale: A Critique of the Commodification of Higher Education. Taylor & Francis Group, 2013.

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22

Shumar, Wesley. College for Sale: A Critique of the Commodification of Higher Education. Taylor & Francis Group, 2013.

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23

Shumar, Wesley. College for Sale: A Critique of the Commodification of Higher Education. Taylor & Francis Group, 2013.

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24

Elliott, Patricia W., and Daryl H. Hepting. Free Knowledge: Confronting the Commodification of Human Discovery. University of Regina, 2015.

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25

Knowledge economy: The commodification of knowledge and information in the global academic system. Cresskill, NJ: Hampton Press, 2009.

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26

Allen, Chris, and Rob Imrie. Knowledge Business: The Commodification of Urban and Housing Research. Taylor & Francis Group, 2016.

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27

Allen, Chris, and Rob Imrie. Knowledge Business: The Commodification of Urban and Housing Research. Taylor & Francis Group, 2016.

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28

Knowledge Business: The Commodification of Urban and Housing Research. Taylor & Francis Group, 2010.

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29

Allen, Chris, and Rob Imrie. Knowledge Business: The Commodification of Urban and Housing Research. Taylor & Francis Group, 2016.

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30

Relaño-Pastor, Ana María. Bilingual Education Policy and Neoliberal Content and Language Integrated Learning Practices. Edited by James W. Tollefson and Miguel Pérez-Milans. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190458898.013.13.

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This chapter presents an overview of Content and Language Integrated Learning (CLIL) policy and practice in Europe to shed light on the neoliberalization and commodification processes involved in the global spread of English. The first part surveys the key issues of CLIL research in Europe by offering a summary of the major trends in policy and practice. The second section advocates for approaching CLIL as policy and practice from an ethnographic, political economy perspective to understand the complex relationships between bilingual language policy, stakeholders’ circulating discourses about bilingualism, and bilingual classroom practices. The third section briefly illustrates the case of bilingual programs in the central-south autonomous community of Castilla–La Mancha, Spain, attending to the social hierarchization processes involved in the implementation of CLIL programs in this region. The chapter’s final section advocates for the need to incorporate the ethnographic turn in future research on CLIL in Europe and beyond.
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