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Willem Boterman, Bowen Paulle & Yannis Tzaninis. (2023) Shared problems, diverging solutions: experts on the Dutch field of education. Scandinavian Journal of Educational Research 0:0, pages 1-15.
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Tony Leach. (2019) Satisfied with what? Contested assumptions about student expectations and satisfaction in higher education. Research in Post-Compulsory Education 24:2-3, pages 155-172.
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Xiao Han. (2019) Cross-field effect and institutional habitus formation: self-reinforcing inequality in Chinese higher education system. Journal of Education Policy 34:2, pages 267-294.
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Joel Windle. (2019) Neoliberalism, imperialism and conservatism: tangled logics of educational inequality in the global South. Discourse: Studies in the Cultural Politics of Education 40:2, pages 191-202.
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Kapil Dev Regmi. (2019) Critical policy sociology: key underlying assumptions and their implications for educational policy research. International Journal of Research & Method in Education 42:1, pages 59-75.
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Jack Tsao, Ian Hardy & Bob Lingard. (2018) Aspirational ambivalence of middle-class secondary students in Hong Kong. British Journal of Sociology of Education 39:8, pages 1094-1110.
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Jessica Gerrard, Glenn C. Savage & Kate O’Connor. (2017) Searching for the public: school funding and shifting meanings of ‘the public’ in Australian education. Journal of Education Policy 32:4, pages 503-519.
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Wilma W. Teviotdale, David Clancy, Roy Fisher & Pat Hill. (2017) Group work and undergraduate accounting students: a Bourdieusian analysis. Research in Post-Compulsory Education 22:3, pages 334-354.
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Jill Blackmore, Cate Gribble & Mark Rahimi. (2017) International education, the formation of capital and graduate employment: Chinese accounting graduates’ experiences of the Australian labour market. Critical Studies in Education 58:1, pages 69-88.
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Leonel Lim. (2016) Globalization, the strong state and education policy: the politics of policy in Asia. Journal of Education Policy 31:6, pages 711-726.
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Cristina Costa. (2016) Double gamers: academics between fields. British Journal of Sociology of Education 37:7, pages 993-1013.
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Kathleen Nolan. (2015) Beyond tokenism in the field? On the learning of a Mathematics teacher educator and faculty supervisor. Cogent Education 2:1.
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Simon N. Leonard. (2015) Stepping outside: collaborative inquiry-based teacher professional learning in a performative policy environment. Professional Development in Education 41:1, pages 5-20.
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Luísa Veloso, Joana S. Marques & Alexandra Duarte. (2014) Changing education through learning spaces: impacts of the Portuguese school buildings’ renovation programme. Cambridge Journal of Education 44:3, pages 401-423.
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David Peacock, Sam Sellar & Bob Lingard. (2014) The activation, appropriation and practices of student-equity policy in Australian higher education. Journal of Education Policy 29:3, pages 377-396.
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Gunnar Stangvik. (2014) Progressive special education in the neoliberal context. European Journal of Special Needs Education 29:1, pages 91-104.
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Carey Philpott. (2013) Policy writers' conceptions of language and communication within one higher education institution. Discourse: Studies in the Cultural Politics of Education 34:5, pages 689-702.
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Julie Rowlands. (2013) Academic boards: less intellectual and more academic capital in higher education governance?. Studies in Higher Education 38:9, pages 1274-1289.
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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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Thomas Popkewitz. (2013) The sociology of education as the history of the present: fabrication, difference and abjection. Discourse: Studies in the Cultural Politics of Education 34:3, pages 439-456.
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Pertti Alasuutari. (2013) Spreading global models and enhancing banal localism: the case of local government cultural policy development. International Journal of Cultural Policy 19:1, pages 103-119.
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Jessica Gerrard & Lesley Farrell. (2013) ‘Peopling’ curriculum policy production: researching educational governance through institutional ethnography and Bourdieuian field analysis. Journal of Education Policy 28:1, pages 1-20.
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Lorenz Lassnigg. (2012) ‘Use of current best evidence’: Promises and illusions, limitations and contradictions in the triangle of research, policy and practice. International Journal of Training Research 10:3, pages 179-203.
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Kathleen Nolan & Margaret Walshaw. (2012) Playing the game: a Bourdieuian perspective of pre-service inquiry teaching. Teaching Education 23:4, pages 345-363.
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Bob Lingard & Shaun Rawolle. (2011) New scalar politics: implications for education policy. Comparative Education 47:4, pages 489-502.
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Tizazu Fetene & Greg Dimitriadis. (2010) Globalization, public policy, and ‘knowledge gap’: Ethiopian youth and the HIV/AIDS pandemic. Journal of Education Policy 25:4, pages 425-441.
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Shaun Rawolle. (2010) Practice chains of production and consumption: mediatized practices across social fields. Discourse: Studies in the Cultural Politics of Education 31:1, pages 121-135.
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Cate Watson. (2010) Educational policy in Scotland: inclusion and the control society. Discourse: Studies in the Cultural Politics of Education 31:1, pages 93-104.
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Greg Dimitriadis, Emily Cole & Adrienne Costello. (2009) The social field(s) of arts education today: living vulnerability in neo-liberal times. Discourse: Studies in the Cultural Politics of Education 30:4, pages 361-379.
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Bob Lingard & Sajid Ali. (2009) Contextualising Education in Pakistan, a White Paper: global/national articulations in education policy. Globalisation, Societies and Education 7:3, pages 237-256.
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Honglin Chen & Beverly Derewianka. (2009) Binaries and beyond: a Bernsteinian perspective on change in literacy education. Research Papers in Education 24:2, pages 223-245.
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Tom Nesbit, Leona English, Donovan Plumb, Meg Maguire, Heather Lynch, Rob Mark, Jaswinder K Dhillon, Kathy Maclachlan, Bob Lingard, Tonic Maruatona & James Avis. (2009) Book reviews. Studies in the Education of Adults 41:1, pages 83-105.
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Piotr Żuk. (2023) The school as a means of changing or reproducing attitudes towards climate protection? Energy education in the context of class differences and “energy habitus”. Journal of Cleaner Production 390, pages 136140.
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Matthew Krehl Edward Thomas, Andrew Skourdoumbis & Ben Whitburn. (2022) Teaching as regulated improvisation. The Australian Educational Researcher.
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Tobias Schroedler. (2019) Mehrsprachigkeit in der Universität: Eine Ressource?The role and value of multilingualism in the educational institution. Zeitschrift für Erziehungswissenschaft 22:S1, pages 169-184.
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Scott Davies & Jessica Rizk. (2017) The Three Generations of Cultural Capital Research: A Narrative Review. Review of Educational Research 88:3, pages 331-365.
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Wendy McGuire. (2016) Cross-Field Effects of Science Policy on the Biosciences: Using Bourdieu’s Relational Methodology to Understand Change. Minerva 54:3, pages 325-351.
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Tony Rossi, Amanda Pavey, Doune Macdonald & Louise McCuaig. (2016) Teachers as health workers: Patterns and imperatives of Australian teachers’ work. British Educational Research Journal 42:2, pages 258-276.
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Ian Hardy. (2015) Curriculum reform as contested: An analysis of curriculum policy enactment in Queensland, Australia. International Journal of Educational Research 74, pages 70-81.
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Tony Bennett, John Frow, Ghassan Hage & Greg Noble. (2013) Antipodean fields. Journal of Sociology 49:2-3, pages 129-150.
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Bob Lingard & Sam Sellar. 2013. Contemporary Debates in the Sociology of Education. Contemporary Debates in the Sociology of Education
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