Citations (38)
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Eleni Patoulioti & Claes Nilholm. (2023) What is meant by ‘community’ in different theoretical traditions? An analysis of influential educational research. European Journal of Special Needs Education 38:6, pages 751-765.
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Ilana Finefter-Rosenbluh. (2022) Discipline lessons from American faith-based autonomous schools: a narrative of power and ‘mini-public’ ideology. Journal of Education Policy 37:2, pages 308-333.
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Bob Lingard. (2021) Multiple temporalities in critical policy sociology in education. Critical Studies in Education 62:3, pages 338-353.
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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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Craig Skerritt. (2019) Privatization and ‘destatization’: school autonomy as the ‘Anglo neoliberalization’ of Irish education policy. Irish Educational Studies 38:2, pages 263-279.
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Alexander Hew Dale Crooke. (2019) Appropriating school music for economic goals: Exploring evidence of neo-social ideology in music advocacy. Arts Education Policy Review 120:1, pages 19-32.
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James Craske. (2018) ‘You can’t show impact with a new pair of shoes’: negotiating disadvantage through Pupil Premium. Journal of Education Policy 33:4, pages 526-557.
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Meghan Stacey. (2017) The teacher ‘problem’: an analysis of the NSW education policy Great Teaching, Inspired Learning. Discourse: Studies in the Cultural Politics of Education 38:5, pages 782-793.
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Amanda Keddie & Bob Lingard. (2015) Navigating the demands of the English schooling context: problematics and possibilities for social equity. International Journal of Inclusive Education 19:11, pages 1117-1125.
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Jessica Gerrard. (2014) Counter-narratives of educational excellence: free schools, success, and community-based schooling. British Journal of Sociology of Education 35:6, pages 876-894.
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Greg Thompson & Ian Cook. (2014) Education policy-making and time. Journal of Education Policy 29:5, pages 700-715.
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Bob Lingard, Sam Sellar & Glenn C. Savage. (2014) Re-articulating social justice as equity in schooling policy: the effects of testing and data infrastructures. British Journal of Sociology of Education 35:5, pages 710-730.
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Matthew Clarke. (2014) The sublime objects of education policy: quality, equity and ideology. Discourse: Studies in the Cultural Politics of Education 35:4, pages 584-598.
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Matthew Clarke. (2014) Dialectics and dilemmas: psychosocial dimensions of ability grouping policy. Critical Studies in Education 55:2, pages 186-200.
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Sam Sellar, Glenn C. Savage & Radhika Gorur. (2014) The politics of disagreement in critical education policy studies: a response to Morsy, Gulson and Clarke. Discourse: Studies in the Cultural Politics of Education 35:3, pages 462-469.
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Glenn C. Savage. (2013) Tailored equities in the education market: flexible policies and practices. Discourse: Studies in the Cultural Politics of Education 34:2, pages 185-201.
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Glenn C. Savage, Sam Sellar & Radhika Gorur. (2013) Equity and marketisation: emerging policies and practices in Australian education. Discourse: Studies in the Cultural Politics of Education 34:2, pages 161-169.
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Jack Keating, Glenn
C. Savage & John Polesel. (2013) Letting schools off the hook? Exploring the role of Australian secondary schools in the COAG Year 12 attainment agenda. Journal of Education Policy 28:2, pages 268-286.
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Jenny Chesters & Louise Watson. (2013) Understanding the persistence of inequality in higher education: evidence from Australia. Journal of Education Policy 28:2, pages 198-215.
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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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Matthew Clarke. (2012) The (absent) politics of neo-liberal education policy. Critical Studies in Education 53:3, pages 297-310.
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Matthew Clarke. (2012) Talkin’ ‘bout a revolution: the social, political, and fantasmatic logics of education policy. Journal of Education Policy 27:2, pages 173-191.
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Julie McLeod. (2012) Vulnerability and the neo-liberal youth citizen: a view from Australia. Comparative Education 48:1, pages 11-26.
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Articles from other publishers (15)
Andy Markwick & Michael J. Reiss. (2024) Reconceptualising the school curriculum to address global challenges: Marrying aims‐based and ‘powerful knowledge’ approaches. The Curriculum Journal.
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Eleni Patoulioti & Claes Nilholm. (2023) Being Heard?. Confero: Essays on Education, Philosophy and Politics 9:2, pages 42-82.
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Babak Dadvand. (2023) Navigating the paradox of excellence and equity in school leadership. The Australian Educational Researcher.
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Scott Eacott. (2023) Schooling for equitable excellence: principles of systemic design. Journal of Educational Administration 61:3, pages 304-321.
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Ilana Finefter-Rosenbluh & Raqib Chowdhury. 2022. The Palgrave Handbook of Educational Leadership and Management Discourse. The Palgrave Handbook of Educational Leadership and Management Discourse
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Margaret Baguley, Martin Kerby, John O’Toole, Margaret S. Barrett, Elizabeth Grierson, Michael Dezuanni & Jeff Meiners. (2021) In their own voice: The role of the Shape of the Australian Curriculum: The Arts Paper Writers in ensuring equitable access to quality Arts education in Australia. The Australian Educational Researcher 48:5, pages 795-818.
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Ilana Finefter-Rosenbluh & Raqib Chowdhury. 2020. The Palgrave Handbook of Educational Leadership and Management Discourse. The Palgrave Handbook of Educational Leadership and Management Discourse
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Jenny Chesters. (2014) Within-generation social mobility in Australia: The effect of returning to education on occupational status and earnings. Journal of Sociology 51:2, pages 385-400.
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Sam Sellar. (2015) ‘Unleashing aspiration’: The concept of potential in education policy. The Australian Educational Researcher 42:2, pages 201-215.
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Nicole Mockler. (2014) Simple solutions to complex problems: moral panic and the fluid shift from ‘equity’ to ‘quality’ in education. Review of Education 2:2, pages 115-143.
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