Citations (36)
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Giuliana Mandich. (2023) Turning to character: teachers’ narratives of youth futurity and educational responsibility. Discourse: Studies in the Cultural Politics of Education 44:4, pages 495-508.
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Vivienne Anderson, Alejandra Ortiz-Ayala & Sayedali Mostolizadeh. (2023) Schools and teachers as brokers of belonging for refugee-background young people. International Journal of Inclusive Education 0:0, pages 1-15.
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Christopher T. McCaw & Jessica Gerrard. (2023) Post-secular affective labours of teaching: contemplative practices and the ‘belaboured self’. Critical Studies in Education 64:2, pages 134-150.
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Mary Purcell. (2023) Affective enactments: the pedagogy and cultural politics of reading in an Australian classroom. Discourse: Studies in the Cultural Politics of Education 44:1, pages 133-146.
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Babak Dadvand. (2022) Performative pedagogies of care and the emerging geographies of school exclusion for students with disability. International Journal of Inclusive Education 26:13, pages 1243-1257.
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Garth Stahl. (2022) Supporting Fiamalu’s education: a case study of affective alliances and Pacific Islander masculinity. Gender and Education 34:3, pages 362-377.
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Nis Langer Primdahl. (2022) When the ‘mindfulness wars’ enter the classroom: making sense of the critique of school-based mindfulness. Oxford Review of Education 48:1, pages 112-129.
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Garry Argent, Seth Brown & Peter Kelly. (2022) The responsibilisation of learners in the Australian Foundation Skills apparatus: making up motivated, choice-making customers. Discourse: Studies in the Cultural Politics of Education 43:1, pages 48-60.
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Gerry Redmond, Jennifer Skattebol, Myra Hamilton, Sabine Andresen & Richard Woodman. (2022) Projects-of-self and projects-of-family: young people’s responsibilisation for their education and responsibility for care. British Journal of Sociology of Education 43:1, pages 84-103.
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Rob Loren Hill & Sapna Naik. (2021) How Neoliberal Response to Sexual Violence Fails: The Case of Michigan State University. Journal of Women and Gender in Higher Education 14:3, pages 265-282.
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Richard Watermeyer, Kalpana Shankar, Tom Crick, Cathryn Knight, Fiona McGaughey, Joanna Hardman, Venkata Ratnadeep Suri, Roger Chung & Dean Phelan. (2021) ‘Pandemia’: a reckoning of UK universities’ corporate response to COVID-19 and its academic fallout. British Journal of Sociology of Education 42:5-6, pages 651-666.
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Steven A. Stolz. (2021) A NARRATIVE APPROACH EXPLORING NOTIONS OF JUSTICE IN EDUCATION. British Journal of Educational Studies 69:4, pages 415-435.
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Babak Dadvand & Helen Cahill. (2021) Structures for care and silenced topics: accomplishing gender-based violence prevention education in a primary school. Pedagogy, Culture & Society 29:2, pages 299-313.
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Babak Dadvand & Hernan Cuervo. (2020) Pedagogies of care in performative schools. Discourse: Studies in the Cultural Politics of Education 41:1, pages 139-152.
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Michalinos Zembylas. (2019) Encouraging shared responsibility without invoking collective guilt: exploring pedagogical responses to portrayals of suffering and injustice in the classroom. Pedagogy, Culture & Society 27:3, pages 403-417.
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Peter Churchward & Jill Willis. (2019) The pursuit of teacher quality: identifying some of the multiple discourses of quality that impact the work of teacher educators. Asia-Pacific Journal of Teacher Education 47:3, pages 251-264.
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Silvia Grinberg. (2019) Self-made school and the everyday making in Buenos Aires slums. British Journal of Sociology of Education 40:4, pages 560-577.
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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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David Hodgson. (2018) Disciplining the conduct of young people in compulsory education policy and practice. Discourse: Studies in the Cultural Politics of Education 39:1, pages 1-14.
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Stephen Chatelier & Sophie Rudolph. (2018) Teacher responsibility: shifting care from student to (professional) self?. British Journal of Sociology of Education 39:1, pages 1-15.
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Articles from other publishers (16)
Mati Keynes, Jessica Gerrard, Glenn C. Savage & Amanda Freeborn. (2023) Schools as public things: Parents and the affective relations of schooling. The Sociological Review.
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Uzair Shah, Dermot O’Reilly & Bejan Analoui. (2022) Who is responsible for responsible business education? Insights into the dialectical inter-relations of dimensions of responsibility. Management Learning 54:4, pages 445-467.
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Susie Weller. (2022) Fostering habits of care: Reframing qualitative data sharing policies and practices. Qualitative Research 23:4, pages 1022-1041.
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Anna Conolly, Emma Rowland, Ruth Abrams, Ruth Harris, Daniel Kelly, Bridie Kent & Jill Maben. (2023) ‘Pretty cathartic actually’: Reflections on the attempt to reduce re‐traumatization of researchers and nurses taking part in a longitudinal interview study. Journal of Advanced Nursing.
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Aaron Payne, Helen Proctor & Ilektra Spandagou. (2022) The hope and burden of early intervention: Parents' educational planning for their deaf children in post-1960s Australia. History of Education Review 52:1, pages 69-83.
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Maia Milena Acuña, Silvia Mariela Grinberg & José Ignacio Rivas-Flores. (2023) Hacer es reinventar: el suelo escolar en contextos de pobreza urbana. Revista Colombiana de Educación:88, pages 74-95.
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Brian King & Andrea Rishworth. (2022) HIV responsibilisation: Stigma, disclosure, and care in the age of 90‐90‐90. Transactions of the Institute of British Geographers 47:2, pages 499-513.
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Rebecca English. (2021) Getting a risk-free trial during COVID: Accidental and deliberate home educators, responsibilisation and the growing population of children being educated outside of school. Journal of Pedagogy 12:1, pages 77-98.
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Bruce Macfarlane. (2021) The conceit of activism in the illiberal university. Policy Futures in Education 19:5, pages 594-606.
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Garth D. Stahl. (2020) Corporate practices and ethical tensions: Researching social justice values and neoliberal paradoxes in a ‘no excuses’ charter school. British Educational Research Journal 46:4, pages 878-893.
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Inge Van de Putte, Elisabeth De Schauwer, Geert Van Hove & Bronwyn Davies. (2019) Violent Life in an Inclusive Classroom: Come on, Read, Peter! Moving From Moral Judgment to an Onto-Epistemological Ethics. Qualitative Inquiry 26:1, pages 60-70.
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Johannes Ntshilagane Mampane. 2019. Gender Issues in Technical and Vocational Education Programs. Gender Issues in Technical and Vocational Education Programs
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