Citations (27)
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Fride Haram Klykken. (2024) The teaching apparatus: A material-discursive entanglement of tasks and friendship in the upper-secondary classroom. Critical Studies in Education 65:1, pages 1-19.
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Christian Lundahl & Margareta Serder. (2023) Figures fighting figures – unpacking state authority's mis/trust in PISA statistics. Discourse: Studies in the Cultural Politics of Education 44:6, pages 829-843.
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Peter Keogh. (2023) Recovering political knowledge in public health: learning from sexual and reproductive health work. Critical Public Health 33:5, pages 828-837.
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Nini C. Ebeltoft & Eevi E. Beck. (2023) Breakdowns and breakthroughs. Handling challenging moments in university teaching. Studies in Higher Education 48:9, pages 1399-1410.
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Verneri Valasmo, Antti Paakkari & Fritjof Sahlström. (2023) The device on the desk – a sociomaterial analysis of how Snapchat adapts to and participates in the classroom. Learning, Media and Technology 48:3, pages 429-443.
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Oshie Nishimura-Sahi. (2023) Assembling educational standards: following the actors of the CEFR-J project. Globalisation, Societies and Education 21:3, pages 392-404.
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Kenneth Horvath, Mario Steinberg & Andrea Isabel Frei. (2023) Bridging inquiry and critique: a neo-pragmatic perspective on the making of educational futures and the role of social research. Learning, Media and Technology 48:2, pages 280-293.
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Radhika Gorur & Ben Arnold. (2022) Regulating private sector schooling in the global south: the case of India. Compare: A Journal of Comparative and International Education 52:3, pages 345-361.
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Glenn C. Savage, Jessica Gerrard, Trevor Gale & Tebeje Molla. (2021) The politics of critical policy sociology: mobilities, moorings and elite networks. Critical Studies in Education 62:3, pages 306-321.
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Keita Takayama & Bob Lingard. (2021) How to achieve a ‘revolution’: assembling the subnational, national and global in the formation of a new, ‘scientific’ assessment in Japan. Globalisation, Societies and Education 19:2, pages 228-244.
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Karmijn van de Oudeweetering & Mathias Decuypere. (2021) In between hyperboles: forms and formations in Open Education. Learning, Media and Technology 46:1, pages 60-77.
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D. Brent Edwards$suffix/text()$suffix/text(), Jeaná Morrison & Stephanie Hall. (2020) The suspect statistics of best practices: a triple critique of knowledge production and mobilisation in the global education policy field. Globalisation, Societies and Education 18:2, pages 125-148.
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Gita Steiner-Khamsi, Berit Karseth & Chanwoong Baek. (2020) From science to politics: commissioned reports and their political translation into White Papers. Journal of Education Policy 35:1, pages 119-144.
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Britta Acksel. 2024. Städte auf dem Weg zur Nachhaltigkeit. Städte auf dem Weg zur Nachhaltigkeit.
Maria Eidenskog, Ola Leifler, Johanna Sefyrin, Ericka Johnson & Mikael Asplund. (2023) Changing the world one engineer at a time – unmaking the traditional engineering education when introducing sustainability subjects. International Journal of Sustainability in Higher Education 24:9, pages 70-84.
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Ivan Matovich & Prachi Srivastava. (2023) The G20 and the Think 20 as new global education policy actors? Discursive analysis of roles and policy ideas. Journal of International Cooperation in Education 25:1, pages 4-20.
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Radhika Gorur & Joyeeta Dey. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Mathias Decuypere, Samira Alirezabeigi, Emiliano Grimaldi, Sigrid Hartong, Svea Kiesewetter, Paolo Landri, Jan Masschelein, Nelli Piattoeva, Helene Ratner, Maarten Simons, Lanze Vanermen & Pieter Vanden Broeck. (2022) Laws of Edu-Automation? Three Different Approaches to Deal with Processes of Automation and Artificial Intelligence in the Field of Education. Postdigital Science and Education 5:1, pages 44-55.
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Mathias Decuypere, Sigrid Hartong & Karmijn van de Oudeweetering. (2022) Introduction―Space-and time-making in education: Towards a topological lens. European Educational Research Journal 21:6, pages 871-882.
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Lea Taragin-Zeller, Yael Rozenblum & Ayelet Baram-Tsabari. (2022) “We think this way as a society!”: Community-level science literacy among ultra-Orthodox Jews. Public Understanding of Science 31:8, pages 1012-1028.
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Liliana Valladares. (2021) Post-Truth and Education. Science & Education 31:5, pages 1311-1337.
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Lise Camilla Ruud, Jorunn Spord Borgen & Gunn Helene Engelsrud. (2022) «Relevant for livet og skolekvardagen». En analyse av relevansbegrepets inntog i Den kulturelle skolesekken. Nordisk kulturpolitisk tidsskrift 25:1, pages 95-112.
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Sarah Young. (2021) Organizational Change and Security Clearance Reform: From the January 2021 Capitol Insurrection to a Future with Artificial Intelligence. Journal of Information Policy 11, pages 350-375.
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Milan M. Ćirković. (2021) Planetary science through an ethnographic telescope. Metascience 30:2, pages 263-268.
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Joselle Dagnes, Domenico Carbone, Eduardo Barberis & Nico Bazzoli. (2021) Decision-making processes, conflict and coordination in Italian schools in the era of distance education. STUDI ORGANIZZATIVI:1, pages 51-78.
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Viktor Swillens, Mathias Decuypere, Joke Vandenabeele & Joris Vlieghe. (2021) Place-Sensing through Haptic Interfaces: Proposing an Alternative to Modern Sustainability Education. Sustainability 13:8, pages 4204.
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Ali Khadivar, Mahmoud Samaie & Moussa Ahmadian. (2020) Ideology in positivist research articles on issues of teaching English as a foreign language. Journal of Argumentation in Context 9:2, pages 283-301.
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