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Angela Pickard. (2022) Young, talented dancers in contemporary dance training: widening participation and fair access, rhetoric or reality?. Research in Dance Education 23:4, pages 485-503.
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Richard Waters. (2017) Symbolic non-violence in the work of teachers in alternative education settings. Teaching Education 28:1, pages 27-40.
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Rob Higham. (2014) Free schools in the Big Society: the motivations, aims and demography of free school proposers. Journal of Education Policy 29:1, pages 122-139.
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Naomi Flynn. (2013) Encountering migration: English primary school teachers’ responses to Polish children. Pedagogies: An International Journal 8:4, pages 336-351.
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Michael Grenfell. (2010) Being critical: the practical logic of Bourdieu's metanoia. Critical Studies in Education 51:1, pages 85-99.
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HelenM. Gunter & Gillian Forrester. (2010) New Labour and the logic of practice in educational reform. Critical Studies in Education 51:1, pages 55-69.
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Pat Thomson. (2010) Headteacher autonomy: a sketch of a Bourdieuian field analysis of position and practice. Critical Studies in Education 51:1, pages 5-20.
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Helen Gunter & Pat Thomson. (2009) The makeover: a new logic in leadership development in England. Educational Review 61:4, pages 469-483.
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Ian Hardy. (2009) The politics of educational policy studies: a preliminary analysis of leading educational policy journal publications. Critical Studies in Education 50:2, pages 173-185.
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Julie Byrd Clark. (2008) So why do you want to teach French? Representations of multilingualism and language investment through a reflexive critical sociolinguistic ethnography. Ethnography and Education 3:1, pages 1-16.
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PhilipA. Woods, GlenysJ. Woods & Helen Gunter. (2007) Academy schools and entrepreneurialism in education. Journal of Education Policy 22:2, pages 237-259.
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Simon Warren & Sue Webb. (2007) Challenging lifelong learning policy discourse: Where is structure in agency in narrative-based research?. Studies in the Education of Adults 39:1, pages 5-21.
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Lynne Bradbury & Helen Gunter. (2006) Dialogic identities: the experiences of women who are headteachers and mothers in English primary schools. School Leadership & Management 26:5, pages 489-504.
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Ronni Laursen. (2022) Struggle as a precondition for changes in educational policy: A Bourdieusian text analysis of a conflict between legislators and the Danish teachers’ union. Journal of Educational Change 25:1, pages 43-70.
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Helena Hinke Dobrochinski Candido, Piia Seppänen & Martin Thrupp. (2023) Business as the new doxa in education? An analysis of edu-business events in Finland. European Educational Research Journal 23:1, pages 48-71.
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