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Citations (34)
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Alexander J. Means. (2024) Beyond epistemic exodus in educational studies: a response to Jordi Collet-Sabé and Stephen J. Ball. Journal of Education Policy 39:3, pages 480-489.
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Weiqi Jiang, Eisuke Saito, Hongzhi Zhang & Peter Waterhouse. (2024) ‘Being-well-in-relationships’: re-conceptualising students’ wellbeing in secondary education. Discourse: Studies in the Cultural Politics of Education 0:0, pages 1-14.
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Linus Bylund. (2024) Education for sustainable development among rich and poor: didactical responses to biopolitical differentiation. Environmental Education Research 30:3, pages 419-431.
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Ryan Ziols & Christopher Kirchgasler. (2024) Being and Becoming Well in the Most Transparent of Times: The Limits of Racialized Healing Strategies in Educational Research. Educational Studies 60:2, pages 135-155.
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Tuija Kasa, Kristiina Brunila & Reetta Toivanen. (2024) Reproducing inequality through ambivalence, ignorance, and innocence – Revisiting practices of equality and human rights in Finnish teacher education. Educational Review 76:1, pages 145-165.
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Felipe Acuña & Francisca Corbalán. (2023) Giving space to the subject’s potential present: Zemelman’s contributions to Sociology of Education. British Journal of Sociology of Education 44:8, pages 1304-1320.
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Jordi Collet-Sabé. (2023) Pre-modern epistemes inspiring a new Global Sociology of Education Imagination. British Journal of Sociology of Education 44:8, pages 1249-1266.
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Jordi Collet-Sabé & Stephen J. Ball. (2023) Beyond School. The challenge of co-producing and commoning a different episteme for education. Journal of Education Policy 38:6, pages 895-910.
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Dion Rüsselbæk Hansen & Anne M. Phelan. (2023) Comic absurdity and profane acts in education. Discourse: Studies in the Cultural Politics of Education 44:6, pages 901-912.
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Haira E. Gandolfi & Martin Mills. (2023) Teachers for social justice: exploring the lives and work of teachers committed to social justice in education. Oxford Review of Education 49:5, pages 569-587.
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Melinda Lemke & Kate Rogers. (2023) A feminist critical heuristic for educational policy analysis: U.S. social emotional learning policy. Journal of Education Policy 38:5, pages 803-828.
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Ian McGimpsey, David Rousell & Frances Howard. (2023) A double bind: youth activism, climate change, and education. Educational Review 75:1, pages 1-8.
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Marie Brennan, Tony Carusi, Matthew Clarke, Deborah Heck, Stephen Heimans, Jo-Anne Reid & Parlo Singh. (2022) What has been “missing” or “missed” over the last 50 years in APJTE?. Asia-Pacific Journal of Teacher Education 50:3, pages 233-248.
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Noah Romero. (2021) Kalayaan, katarungan, karangalan and kapwa: a provisional exploration of children’s responses to the Covid-19 pandemic through Philippine virtue ethics. Pastoral Care in Education 39:3, pages 221-235.
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Charlie Moreno-Romero, Ülly Enn, Stamatia Savvani & Alekos Pantazis. Educational commons facilitating student voice: an ethnographic approach. Education 3-13 0:0, pages 1-20.
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Rosanna Wilson, Edward Sellman & Stephen Joseph. Wellbeing and the importance of going “out of the realm of the classroom”: secondary school teachers’ perspectives. Educational Review 0:0, pages 1-21.
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Jordi Collet-Sabé & Stephen J. Ball. Without School: Education as Common(ing) Activities in Local Social Infrastructures – An Escape from Extinction Ethics. British Journal of Educational Studies 0:0, pages 1-16.
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Articles from other publishers (17)
Neil Selwyn. (2023) The modern classroom chair: Exploring the ‘coercive design’ of contemporary schooling. Power and Education 16:1, pages 63-77.
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Patrick Alexander, Susannah Wright, David Aldridge & Annie Haight. (2024) Remembrance and ritual in English schools. Children & Society.
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Leanne Higham. (2024) Attending to slow violence: From Pride to Stand Out. The Australian Educational Researcher.
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Ryan Ziols & Kathryn L. Kirchgasler. (2024) Slow emergencies of racism in mathematics education. Educational Studies in Mathematics.
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Lawrence Meda, Efthymia Efthymiou, Muna AlHammadi, Cara Williams & Mohamed Fteiha. (2023) Conceptualizing and Reimagining the Future of Inclusive Education in the UAE. Open Education Studies 5:1.
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Ali Durham Greey. (2023) Boys, girls, and everyone else: Ontario public school board responses to gender diversity. Canadian Review of Sociology/Revue canadienne de sociologie 60:4, pages 686-707.
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Amanda Keddie, Katrina MacDonald, Jill Blackmore, Ruth Boyask, Scott Fitzgerald, Mihajla Gavin, Amanda Heffernan, David Hursh, Susan McGrath-Champ, Jorunn Møller, John O’Neill, Karolina Parding, Maija Salokangas, Craig Skerritt, Meghan Stacey, Pat Thomson, Andrew Wilkins, Rachel Wilson, Cathy Wylie & Ee-Seul Yoon. (2022) What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education?. The Australian Educational Researcher 50:5, pages 1571-1597.
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Valentina Migliarini & Brent C. ElderValentina Migliarini & Brent C. Elder. 2023. The Future of Inclusive Education. The Future of Inclusive Education
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Claire Goodley & Jane Perryman. (2022) Beyond the ‘terrors of performativity’: dichotomies, identities and escaping the panopticon. London Review of Education 20:1.
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Martyn Hammersley. (2022) Karl Mannheim and Jean Floud: a false start for the sociology of education in Britain?. London Review of Education 20:1.
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Christian Ydesen, Alison L. Milner, Tali Aderet-German, Ezequiel Gomez Caride & Youjin RuanChristian Ydesen, Alison L. Milner, Tali Aderet-German, Ezequiel Gomez Caride & Youjin Ruan. 2022. Educational Assessment and Inclusive Education. Educational Assessment and Inclusive Education
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Jesús Soldevila-Pérez, Mila Naranjo & Jordi Collet. 2022. Global Inclusive Education. Global Inclusive Education
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Julie Allan & Valerie HarwoodJulie Allan & Valerie Harwood. 2022. On the Self: Discourses of Mental Health and Education. On the Self: Discourses of Mental Health and Education
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David Channing, Lyn Kerkham & Barbara Comber. 2022. Arts-based Practices with Young People at the Edge. Arts-based Practices with Young People at the Edge
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Belinda MacGill, Jenni Carter & Deborah Price. 2022. Arts-based Practices with Young People at the Edge. Arts-based Practices with Young People at the Edge
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P. Taylor Webb & Petra Mikulan. 2022. Bioinformational Philosophy and Postdigital Knowledge Ecologies. Bioinformational Philosophy and Postdigital Knowledge Ecologies
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Donna Carlyle & Kay Sidebottom. (2021) Deleuze Becoming-Mary Poppins: Re-Imagining the Concept of Becoming-Woman and Its Potential for Challenging Current Notions of Parenting, Gender and Childhood. Humanities 10:4, pages 113.
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