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This essay critically reviews the application of Invitational Education (IE)1 beyond classrooms and schools by examining the activities of an educational volunteer program (The Atherton Gardens Homework Support Program). The authors advocate that in order to have a meaningful effect, IE needs to be implemented along with principles of other pedagogical approaches such as cognitive, social, and behavioural, and to take into serious consideration the social and political context in which it is applied.

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Journal Article

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