Citations (121)
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Kasia Mika-Bresolin. (2024) Pedagogy of scale: Unmastering time, teaching and living through crises. Educational Philosophy and Theory 56:4, pages 328-342.
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Riyad A. Shahjahan. (2024) Re/conceptualizing time in higher education. Discourse: Studies in the Cultural Politics of Education 45:2, pages 291-302.
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José L. López-González. (2023) The resonance approach for non-alienated relationships: beyond slowness in higher education. Ethics and Education 0:0, pages 1-17.
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Zvi Bekerman & MIchalinos Zembylas. (2023) Reflecting on metaphors and the possibilities of ‘language change’ in teaching and teacher education. European Journal of Teacher Education 0:0, pages 1-17.
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Thomas Albright. (2023) A teacher residency’s entanglement with time: ‘We always say we will get to it, but we never do’. Educational Philosophy and Theory 55:13, pages 1487-1500.
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Isaura Castelao-Huerta. (2023) But We Stopped All This: Stopping Practices of Women Full Professors in Neoliberal Times. Journal of Women and Gender in Higher Education 16:4, pages 295-314.
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Natalie Wigg-Stevenson. (2023) Dismantling the Supercrip Prof: Theological Education and Faculty Accessibility. Journal of Disability & Religion 27:4, pages 520-536.
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Maisha N. Cooper, Alexander H. Updegrove, Carlene Y Barnaby, Ahram Cho, Andrekus Dixon & Molly Byrne. (2023) Faculty Perspectives on Teaching a Race and Crime Course: A Replication and Expansion. Journal of Criminal Justice Education 34:4, pages 495-518.
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Jess Rodgers, Ryan Thorneycroft, Peta S. Cook, Elizabeth Humphrys, Nicole L. Asquith, Sally Anne Yaghi & Ashleigh Foulstone. (2023) Ableism in higher education: the negation of crip temporalities within the neoliberal academy. Higher Education Research & Development 42:6, pages 1482-1495.
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Youmna Deiri. (2023) Teaching Arabic to children and youth in the United States: between love and indictment. International Journal of Bilingual Education and Bilingualism 26:7, pages 817-829.
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Gita R. Mehrotra, Kimberly D. Hudson & Eli Hess. (2023) Exploring the intersections of LGBTQ experience and social work education: a scoping review. Social Work Education 0:0, pages 1-20.
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Esther Sayers. (2023) Skateboarding, Time and Ethics: An Auto Ethnographic Adventure of Motherhood and Risk. Sport, Ethics and Philosophy 17:3, pages 306-326.
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Isaura Castelao-Huerta. (2023) Complex reflexivity: practices of women full professors in neoliberalised academia. British Journal of Sociology of Education 44:4, pages 764-781.
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Andrew C. Sparkes. (2023) ‘The second I got the phone call, everything changed.’ Exploring the temporal experiences of the spouses and partners of spinal cord injured sportsmen. Qualitative Research in Sport, Exercise and Health 15:3, pages 313-331.
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Amelia Walker, Debra Wain, Ali Black & Elena Spasovska. (2023) Re-membering oceans, bodies, rhythms and breath: a collective reflection on life/work as we walk-write from different shorelines. New Writing 20:2, pages 167-177.
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Sunčana Laketa & Muriel Côte. (2023) Discomforts in the academy: from ‘academic burnout’ to collective mobilisation. Gender, Place & Culture 30:4, pages 574-587.
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Maria Vlachou & Madina Tlostanova. (2023) The geopolitics of international higher education prior and during Covid-19: a decolonial feminist analysis. Globalisation, Societies and Education 21:2, pages 204-221.
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Xiujuan Sun & John Trent. (2023) Shaping a sustainable doctoral pathway: a critical analysis of reflexive mediation between structure and agency in the PhD experience. Higher Education Research & Development 42:2, pages 468-482.
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Romina S. Peña-Pincheira & Alexandra Allweiss. (2022) Counter-Pedagogies of Cruelty across Abya Yala: A Move with Otherwise Present-Futurities. Educational Studies 58:5-6, pages 581-595.
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Ana Baeza Ruiz. (2022) Towards Sensibilities of Caring with and for Museum Objects in a University Context. Journal of Museum Education 47:4, pages 486-500.
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Carole Leathwood & Barbara Read. (2022) Short-term, short-changed? A temporal perspective on the implications of academic casualisation for teaching in higher education. Teaching in Higher Education 27:6, pages 756-771.
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Kirsten T. Edwards & Riyad A. Shahjahan. (2022) Lessons on love in collaboration: Black and Brown ruminations on global whiteness. International Journal of Qualitative Studies in Education 35:7, pages 764-774.
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Justin A. Coles, Esther O. Ohito, Keisha L. Green & Jamila J. Lyiscott. (2022) Wading through coloniality: critical processes for re/thinking body, place, space, speech, and tongue. Equity & Excellence in Education 55:3, pages 165-168.
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Shona McIntosh, Jim McKinley, Lizzi O. Milligan & Agata Mikolajewska. (2022) Issues of (in)visibility and compromise in academic work in UK universities. Studies in Higher Education 47:6, pages 1057-1068.
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Yuki Imoto. (2022) Towards a contemplative approach to ethnography and education: an ethnography of a contemplative classroom at a North American university. Ethnography and Education 17:2, pages 122-141.
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Jasmin ‘Ofamo’oni & Nicholas Rowe. (2022) The Māfana Framework: how Pacific students are using collaborative tasks to decolonize their learning. Higher Education Research & Development 41:2, pages 496-510.
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Kirsten T. Edwards & Riyad A. Shahjahan. (2021) Navigating student resistance towards decolonizing curriculum and pedagogy (DCP): a temporal proposal. Teaching in Higher Education 26:7-8, pages 1122-1129.
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Nicola F. Johnson. (2021) Digital labour and temporal priorities within a secondary school. Technology, Pedagogy and Education 30:5, pages 659-671.
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Lisette E. Torres. (2021) Sobreviviendo Sin Sacrificando (Surviving without Sacrificing)– An intersectional DisCrit Testimonio from a tired mother-scholar of color. Race Ethnicity and Education 24:5, pages 623-636.
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Agnes Bosanquet. (2021) Details Optional: An Account of Academic Promotion Relative to Opportunity. Life Writing 18:3, pages 429-442.
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Christine Morley & Kate Stenhouse. (2021) Educating for critical social work practice in mental health. Social Work Education 40:1, pages 80-94.
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Hilary Povey, Mark Boylan & Gill Adams. (2021) Regulated time and expansive time in primary school mathematics. Pedagogy, Culture & Society 29:1, pages 119-136.
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Keita Takayama. (2020) Japanese nightingales (uguisu) and the ‘margins’ of learning: rethinking the futurity of university education in the post-pandemic epoch. Higher Education Research & Development 39:7, pages 1342-1345.
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Riyad A. Shahjahan. (2020) On ‘being for others’: time and shame in the neoliberal academy. Journal of Education Policy 35:6, pages 785-811.
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Agnes Bosanquet, Lilia Mantai & Vanessa Fredericks. (2020) Deferred time in the neoliberal university: experiences of doctoral candidates and early career academics. Teaching in Higher Education 25:6, pages 736-749.
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Kelly W. Guyotte. (2020) Toward a Philosophy of STEAM in the Anthropocene. Educational Philosophy and Theory 52:7, pages 769-779.
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Dawn Garbett & Lynn Thomas. (2020) Developing inter-collegial friendships to sustain professional wellbeing in the academy. Teachers and Teaching 26:3-4, pages 295-306.
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Spirit D. Brooks, Allyson S. Dean, Asilia Franklin-Phipps, Emily Mathis, Courtney L. Rath, Nadia Raza, Laura E. Smithers & Krystal Sundstrom. (2020) Becoming-academic in the neoliberal academy: A collective biography. Gender and Education 32:3, pages 281-300.
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Jeremy Rappleye & Hikaru Komatsu. (2020) Towards (comparative) educational research for a finite future. Comparative Education 56:2, pages 190-217.
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Christina W. Yao & Ginny Jones Boss. (2020) “A Hard Space to Manage”: The Experiences of Women of Color Faculty Teaching Online. Journal of Women and Gender in Higher Education 13:1, pages 1-15.
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Keita Takayama. (2020) An invitation to ‘negative’ comparative education. Comparative Education 56:1, pages 79-95.
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Stephanie L. Curley, Luis Fernando Macías, Jeong-eun Rhee, Binaya Subedi & Sharon Subreenduth. (2019) An Epilogue to Editing. Educational Studies 55:6, pages 587-591.
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Brenda Leibowitz & Vivienne Bozalek. (2018) Towards a Slow scholarship of teaching and learning in the South. Teaching in Higher Education 23:8, pages 981-994.
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Kristin Smith, Donna Jeffery & Kim Collins. (2018) Slowing things down: taming time in the neoliberal university using social work distance education. Social Work Education 37:6, pages 691-704.
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Dirk J. Rodricks. (2018) Access through the shadows: lessons from applied performance practice research at the borderlands. Research in Drama Education: The Journal of Applied Theatre and Performance 23:3, pages 389-405.
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Ruth Emond, Laura Steckley & Autumn Roesch-Marsh. (2018) Parallel processes: getting it write?. Journal of Social Work Practice 32:3, pages 351-363.
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Liam Grealy & Timothy Laurie. (2017) Higher degree research by numbers: beyond the critiques of neo-liberalism. Higher Education Research & Development 36:3, pages 458-471.
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Heather McLean. (2016) Performing and Resisting a Drag and Drop/Plug and Play World. Performance Research 21:1, pages 140-142.
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Richard C. Mitchell & Shannon A. Moore. (2015) Muse, Ruse, Subterfuge: Transdisciplinary Praxis in Ontario's Post-Secondary Bricolage?. Review of Education, Pedagogy, and Cultural Studies 37:5, pages 393-413.
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Anne E. Wagner & Riyad A. Shahjahan. (2015) Centering embodied learning in anti-oppressive pedagogy. Teaching in Higher Education 20:3, pages 244-254.
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Lisa (Leigh) Patel. (2014) Countering Coloniality in Educational Research: From Ownership to Answerability. Educational Studies 50:4, pages 357-377.
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Alison Willis, Catherine Thiele, Robyn Fox, Amanda Miller, Natalie McMaster & Stephanie Menzies. Educators unplugged: working and thinking in natural environments. Journal of Adventure Education and Outdoor Learning 0:0, pages 1-14.
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