Citations (49)
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Sara Carlbaum & Linda Rönnberg. (2024) “We help Germany create greater equality.” Logics and rationales in exporting ‘Scandinavian’ early childhood education and care. Education Inquiry 15:1, pages 11-29.
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Benjamin Hawkins & May CI van Schalkwyk. (2024) Politics and fantasy in UK alcohol policy: a critical logics approach. Critical Policy Studies 18:1, pages 5-24.
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Amanda French, Stephen Griffin & Louise Lambert. (2023) Teachers’ creative, critical, and agentic professional learning in liminal spaces. Professional Development in Education 49:4, pages 693-706.
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Matthew Clarke. (2023) The subordination of teacher identity: ethical risks and potential lines of flight. Teachers and Teaching 29:3, pages 241-258.
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Ov Cristian Norocel & Ionela Băluță. (2023) Retrogressive Mobilization in the 2018 “Referendum for Family” in Romania. Problems of Post-Communism 70:2, pages 153-162.
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Janine Oldfield. (2022) Racing neoliberalism and remote Indigenous education in the Northern Territory of Australia: a critical analysis of contemporary Indigenous education language policy and practice. Language and Intercultural Communication 22:6, pages 694-708.
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Ov Cristian Norocel & Katarina Pettersson. (2022) Imbrications of gender and religion in Nordic radical right populism. Identities 29:4, pages 429-446.
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Thomas Jacobs. (2021) Operationalizing heterogeneity in poststructuralist discourse theory: the heterogeneous logics of international trade politics. Critical Discourse Studies 18:6, pages 602-618.
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Mikael Quennerstedt, Louise McCuaig & Andreas Mårdh. (2021) The fantasmatic logics of physical literacy. Sport, Education and Society 26:8, pages 846-861.
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Boran Ali Mercan & Altuğ Yalçıntaş. (2021) Deconstructing the Discourse of Self-Corrective Intellectual Property Markets. Rethinking Marxism 33:2, pages 281-303.
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Elise Hunkin. (2021) Devastating impacts? Investigating ‘edu-quality’ discourse in early childhood policy and its implications. Journal of Education Policy 36:2, pages 196-210.
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Prudence R. Brown. (2020) Understanding barriers to new approaches – a case study from Australian remote indigenous policy. Critical Policy Studies 14:4, pages 408-425.
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Matthew Clarke. (2020) Eyes wide shut: the fantasies and disavowals of education policy. Journal of Education Policy 35:2, pages 151-167.
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Matthew Clarke. (2019) Education beyond reason and redemption: a detour through the death drive. Pedagogy, Culture & Society 27:2, pages 183-197.
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Sajad Kabgani, Richard Niesche & Kalervo N. Gulson. (2018) Psycho-politicising educational subjectivity: A posthumanist consideration of Rancière and Lacan. Educational Philosophy and Theory 50:13, pages 1259-1270.
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Elise Remling. (2018) Logics, assumptions and genre chains: a framework for poststructuralist policy analysis. Critical Discourse Studies 15:1, pages 1-18.
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Ciaran Sugrue & Sefika Mertkan. (2017) Professional responsibility, accountability and performativity among teachers: the leavening influence of CPD?. Teachers and Teaching 23:2, pages 171-190.
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Alex Moore & Matthew Clarke. (2016) ‘Cruel optimism’: teacher attachment to professionalism in an era of performativity. Journal of Education Policy 31:5, pages 666-677.
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Lotem Perry-Hazan. (2015) Court-led educational reforms in political third rails: lessons from the litigation over ultra-religious Jewish schools in Israel. Journal of Education Policy 30:5, pages 713-746.
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Benjamin Hawkins. (2015) Fantasies of subjugation: a discourse theoretical account of British policy on the European Union. Critical Policy Studies 9:2, pages 139-157.
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Lawrence Angus. (2015) School choice: neoliberal education policy and imagined futures. British Journal of Sociology of Education 36:3, pages 395-413.
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Remy Yi Siang Low. (2015) Raised parental expectations towards higher education and the double bind. Higher Education Research & Development 34:1, pages 205-218.
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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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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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Scott Eacott & Judith Norris. (2014) Managerial Rhetoric, Accountability, and School Leadership in Contemporary Australia. Leadership and Policy in Schools 13:2, pages 169-187.
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Giedre Kligyte & Simon Barrie. (2014) Collegiality: leading us into fantasy – the paradoxical resilience of collegiality in academic leadership. Higher Education Research & Development 33:1, pages 157-169.
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Matthew Clarke & Alex Moore. (2013) Professional standards, teacher identities and an ethics of singularity. Cambridge Journal of Education 43:4, pages 487-500.
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Greg Thompson & Ian Cook. (2013) The Logics of Good Teaching in an Audit Culture: A Deleuzian analysis. Educational Philosophy and Theory 45:3, pages 243-258.
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Jason Glynos & Ewen Speed. (2012) Varieties of co-production in public services: time banks in a UK health policy context. Critical Policy Studies 6:4, pages 402-433.
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Chris McMillan. Inclusivity, diversity, and the absent presence of class: a logics approach to England and Wales cricket Board (ECB) policy discourse. Sport in Society 0:0, pages 1-20.
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Articles from other publishers (18)
Orit Schwarz-Franco & Linor L. Hadar. (2024) Teachers’ appreciation of autonomy as a personal interpretation of professional reality. Teaching and Teacher Education 141, pages 104501.
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May C.I. van Schalkwyk, Benjamin Hawkins & Mark Petticrew. (2022) The politics and fantasy of the gambling education discourse: An analysis of gambling industry-funded youth education programmes in the United Kingdom. SSM - Population Health 18, pages 101122.
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Greg Thompson, Nicole Mockler & Anna Hogan. (2021) Making work private: Autonomy, intensification and accountability. European Educational Research Journal 21:1, pages 83-104.
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Paul Cairney & Sean Kippin. (2022) The future of education equity policy in a COVID-19 world: a qualitative systematic review of lessons from education policymaking. Open Research Europe 1, pages 78.
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Paul Cairney & Sean Kippin. (2021) The future of education equity policy in a COVID-19 world: a qualitative systematic review of lessons from education policymaking. Open Research Europe 1, pages 78.
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Nicole Mockler. (2020) Ten years of print media coverage of NAPLAN. Australian Review of Applied Linguistics 43:2, pages 117-144.
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Osíris Luís da Cunha Fernandes, Fernando Gomes de Paiva Júnior, Nelson da Cruz Monteiro Fernandes & Marconi Freitas da Costa. (2020) The phantasmatic logic of e-government and the discourse of innovation in Cape Verde. Revista de Administração Pública 54:2, pages 266-284.
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Osíris Luís da Cunha Fernandes, Fernando Gomes de Paiva Júnior, Nelson da Cruz Monteiro Fernandes & Marconi Freitas da Costa. (2020) A lógica fantasmática do e-government e o discurso da inovação em Cabo Verde. Revista de Administração Pública 54:2, pages 266-284.
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Greg Thompson, Anna Hogan & Mark Rahimi. (2019) Private funding in Australian public schools: a problem of equity. The Australian Educational Researcher 46:5, pages 893-910.
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Alice Casimiro Lopes & Hugo Heleno Camilo Costa. (2018) School Subject Community in Times of Death of the Subject. Policy Futures in Education 17:2, pages 105-121.
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Elise Hunkin. (2016) Deploying Foucauldian genealogy: Critiquing ‘quality’ reform in early childhood policy in Australia. Power and Education 8:1, pages 35-53.
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Greg Thompson & Ian Cook. (2014) The Eternal Return of Teaching in the Time of the Corporation. Deleuze Studies 8:2, pages 280-298.
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Lotem Perry-Hazan. (2014) Court-Led Educational Reforms in Political Third Rails: The Cases of Israeli Haredi Schools' Curricula and Admission Policies. SSRN Electronic Journal.
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