Citations (49)
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Felicia Jaremus, Kristina Sincock, Sally Patfield, Leanne Fray, Elena Prieto & Jennifer Gore. (2023) Pressure to attend university: beyond narrow conceptions of pathways to a “good life”. Educational Review 0:0, pages 1-20.
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Glenn C. Savage, Elisa Di Gregorio & Bob Lingard. (2022) Practices of scalecraft and the reassembling of political boundaries: the contested nature of national schooling reform in the Australian federation. Policy Studies 43:5, pages 962-983.
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Kerry McCallum, Tess Ryan & Jo Caffery. (2022) Deficit metrics in Australian Indigenous education: through a media studies lens. Discourse: Studies in the Cultural Politics of Education 43:2, pages 266-281.
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Miriam Madsen. (2021) The configurative agency of metrics in education: a research agenda involving a different engagement with data. Journal of Education Policy 36:1, pages 64-83.
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Sigrid Hartong. (2021) The power of relation-making: insights into the production and operation of digital school performance platforms in the US. Critical Studies in Education 62:1, pages 34-49.
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Lisl Fenwick. (2020) Defining opportunities to engage with the discourses of Australia’s ‘education revolution’. Journal of Educational Administration and History 52:2, pages 178-192.
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Emma Rowe & Laura B. Perry. (2020) Inequalities in the private funding of public schools: parent financial contributions and school socioeconomic status. Journal of Educational Administration and History 52:1, pages 42-59.
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Tebeje Molla & Trevor Gale. (2019) Positional matters: school leaders engaging with national equity agendas. Journal of Education Policy 34:6, pages 858-876.
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Babak Dadvand & Hernán Cuervo. (2019) Pedagogies of performative care and school belonging: lessons from an Australian school. British Journal of Sociology of Education 40:3, pages 378-392.
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Amanda McKay. (2019) The ‘punk rock principal’: a metaphor for rethinking educational leadership. Journal of Educational Administration and History 51:2, pages 117-132.
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Emma E. Rowe & Andrew Skourdoumbis. (2019) Calling for ‘urgent national action to improve the quality of initial teacher education’: the reification of evidence and accountability in reform agendas. Journal of Education Policy 34:1, pages 44-60.
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Maggie Haggerty & Judith Loveridge. (2019) Strengthening early childhood and school sector continuities in producing the lifelong learner in Aotearoa New Zealand. Journal of Education Policy 34:1, pages 83-100.
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Antti Saari. (2019) Out of the box: behaviourism and the mangle of practice. Discourse: Studies in the Cultural Politics of Education 40:1, pages 109-121.
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Elin Sundström Sjödin. (2018) Tracing reading to the dark side: investigating the policy producing reading and readers in detention homes. Discourse: Studies in the Cultural Politics of Education 39:6, pages 887-900.
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Jesper Tinggaard Svendsen & Annemari Munk Svendsen. (2018)
Social life for sale! A critical discourse analysis of the concept of student life on Danish university websites. Discourse: Studies in the Cultural Politics of Education 39:4, pages 642-663.
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Emma E. Rowe & Christopher Lubienski. (2017) Shopping for schools or shopping for peers: public schools and catchment area segregation. Journal of Education Policy 32:3, pages 340-356.
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Angela T. Ragusa & Kellie Bousfield. (2017) ‘It’s not the test, it’s how it’s used!’ Critical analysis of public response to NAPLAN and MySchool Senate Inquiry. British Journal of Sociology of Education 38:3, pages 265-286.
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G. Rezai-Rashti, A. Segeren & W. Martino. (2017) The new articulation of equity education in neoliberal times: the changing conception of social justice in Ontario. Globalisation, Societies and Education 15:2, pages 160-174.
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Nerida Spina. (2017) Governing by numbers: Local effects on students' experiences of writing. English in Education 51:1, pages 14-26.
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Nerida Spina. (2017) Governing by numbers: Local effects on students’ experiences of writing. English in Education 51:1, pages 14-26.
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Mathias Decuypere. (2016) Diagrams of Europeanization: European education governance in the digital age. Journal of Education Policy 31:6, pages 851-872.
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Brad Gobby. (2016) Obliged to calculate: My School, markets, and equipping parents for calculativeness. Journal of Education Policy 31:4, pages 421-431.
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Arathi Sriprakash, Helen Proctor & Betty Hu. (2016) Visible pedagogic work: parenting, private tutoring and educational advantage in Australia. Discourse: Studies in the Cultural Politics of Education 37:3, pages 426-441.
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Ben Williamson. (2016) Digital education governance: data visualization, predictive analytics, and ‘real-time’ policy instruments. Journal of Education Policy 31:2, pages 123-141.
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Tony Loughland & Arathi Sriprakash. (2016) Bernstein revisited: the recontextualisation of equity in contemporary Australian school education. British Journal of Sociology of Education 37:2, pages 230-247.
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Sara Carlbaum. (2016) Equivalence and performance gaps in Swedish school inspection: context and the politics of blame. Discourse: Studies in the Cultural Politics of Education 37:1, pages 133-148.
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Radhika Gorur & Margaret Wu. (2015) Leaning too far? PISA, policy and Australia's ‘top five’ ambitions. Discourse: Studies in the Cultural Politics of Education 36:5, pages 647-664.
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Jill Koyama. (2015) When things come undone: the promise of dissembling education policy. Discourse: Studies in the Cultural Politics of Education 36:4, pages 548-559.
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Bob Lingard, Sam Sellar & Glenn C. Savage. (2014) Re-articulating social justice as equity in schooling policy: the effects of testing and data infrastructures. British Journal of Sociology of Education 35:5, pages 710-730.
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Sam Sellar, Glenn C. Savage & Radhika Gorur. (2014) The politics of disagreement in critical education policy studies: a response to Morsy, Gulson and Clarke. Discourse: Studies in the Cultural Politics of Education 35:3, pages 462-469.
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Leila Morsy, Kalervo Gulson & Matthew Clarke. (2014) Democracy, ‘sector-blindness’ and the delegitimation of dissent in neoliberal education policy: a response to Discourse 34(2), May 2013. Discourse: Studies in the Cultural Politics of Education 35:3, pages 444-461.
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Keiko Yasukawa. (2014) Literacy and the politics of representation. Studies in Continuing Education 36:1, pages 105-109.
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Raewyn Connell. (2013) Why do market ‘reforms’ persistently increase inequality?. Discourse: Studies in the Cultural Politics of Education 34:2, pages 279-285.
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Margareta Serder. (2023) Knowledge for sale: The construction of desired knowledge and identities in edu-marketing. European Educational Research Journal 23:1, pages 72-86.
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Jennifer Gore, Felicia Jaremus & Andrew Miller. (2021) Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage. The Australian Educational Researcher 49:4, pages 635-656.
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Miriam Madsen. (2020) Competitive/comparative governance mechanisms beyond marketization: A refined concept of competition in education governance research. European Educational Research Journal 21:1, pages 182-199.
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Paul Kidson. 2021. Educational Reform and International Baccalaureate in the Asia-Pacific. Educational Reform and International Baccalaureate in the Asia-Pacific
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Antoni Verger, Clara Fontdevila & Lluís Parcerisa. (2020) EL PAPEL DE LA OCDE EN LA DIFUSIÓN INTERNACIONAL DE POLÍTICAS EDUCATIVAS: EL CASO DE LA AUTONOMÍA ESCOLAR CON RENDICIÓN DE CUENTAS. Journal of Supranational Policies of Education (JoSPoE):11, pages 28-46.
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Nicole Mockler. (2020) Ten years of print media coverage of NAPLAN. Australian Review of Applied Linguistics 43:2, pages 117-144.
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Megan Kimber. 2020. Handbook on Promoting Social Justice in Education. Handbook on Promoting Social Justice in Education
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