Citations (75)
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Pat Norman. (2023) Good teachers and counter conduct. Critical Studies in Education 64:4, pages 301-317.
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Hua Huang & Xudong Zhang. (2023) Teachers’ identity work in their social-media-based relationship with parents: A Chinese study. Asia Pacific Journal of Education 0:0, pages 1-15.
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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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Stephen Heimans, Gert Biesta, Keita Takayama & Margaret Kettle. (2023) ChatGPT, subjectification, and the purposes and politics of teacher education and its scholarship. Asia-Pacific Journal of Teacher Education 51:2, pages 105-112.
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Eric Shieh. (2023) How teachers see policy: school context, teacher inquiry, and policy visibility. Journal of Education Policy 38:1, pages 166-188.
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Ciarán Ó Gallchóir & Oliver McGarr. (2023) What is caught rather than taught: messages of professionalism communicated by teacher educators. Journal of Education for Teaching 49:1, pages 5-20.
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Amanda Rigell, Arianna Banack, Amy Maples, Judson Laughter, Amy Broemmel, Nora Vines & Jennifer Jordan. (2022) Overwhelming whiteness: a critical analysis of race in a scripted reading curriculum. Journal of Curriculum Studies 54:6, pages 852-870.
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Tuija Koivunen. (2022) Cruel promises and change in work-related self-help books. International Journal of Lifelong Education 41:4-5, pages 465-475.
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Tingting Liu, Yinan Wang & Zhongxuan Lin. (2022) The cruel optimism of digital dating: heart-breaking mobile romance among rural migrant workers in South China. Information, Communication & Society 25:11, pages 1614-1631.
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Matthew Clarke & Caroline Elbra-Ramsay. (2022) Double indemnity: dualities, tensions and loss in the moral economies of feedback. Asia-Pacific Journal of Teacher Education 50:3, pages 266-281.
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M. Hall & G. Hampden-Thompson. (2022) The teacher as street-level bureaucrat: science teacher’s discretionary decision-making in a time of reform. International Journal of Science Education 44:6, pages 980-999.
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Kirstin Lewis & Sarah Pearce. (2022) High attaining students, marketisation and the absence of care: everyday experiences in an urban academy. Pedagogy, Culture & Society 30:2, pages 261-280.
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Nicole Mockler. (2022) Teacher professional learning under audit: reconfiguring practice in an age of standards. Professional Development in Education 48:1, pages 166-180.
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Aminath Shiyama. (2021) Teacher professional learning in the Maldivian context: Working with congruencies for teacher identity as a socio-cultural identity. PRACTICE 0:0, pages 1-19.
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Corina van Doodewaard & Annelies Knoppers. (2021) Shaping students for inclusion: a gift and a project. Dutch preservice teachers and the complexity of inclusive teaching practices in physical education. International Journal of Inclusive Education 0:0, pages 1-16.
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Jessica Holloway. (2021) Teachers and teaching: (re)thinking professionalism, subjectivity and critical inquiry. Critical Studies in Education 62:4, pages 411-421.
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Achala Gupta. (2021) Teacher-entrepreneurialism: a case of teacher identity formation in neoliberalizing education space in contemporary India. Critical Studies in Education 62:4, pages 422-438.
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Ying Zhang & Shuiyun Liu. (2021) Re-professionalisation or de-professionalisation: how do Chinese high school teachers respond to the new professionalism?. Professional Development in Education 0:0, pages 1-17.
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Ajay Sharma & Elaine Margaret Alvey. (2021) The undercurrents of neoliberal ethics in science curricula: a critical appraisal. Ethics and Education 16:1, pages 122-136.
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Martin Mills, Nicole Mockler, Meghan Stacey & Becky Taylor. (2021) Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education 32:1, pages 77-98.
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Christy Kulz. (2021) Everyday erosions: neoliberal political rationality, democratic decline and the Multi-Academy Trust. British Journal of Sociology of Education 42:1, pages 66-81.
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Chris Wilkins, Brad Gobby & Amanda Keddie. (2021) THE NEO-PERFORMATIVE TEACHER: SCHOOL REFORM, ENTREPRENEURIALISM AND THE PURSUIT OF EDUCATIONAL EQUITY. British Journal of Educational Studies 69:1, pages 27-45.
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Magnus Frostenson & Hans Englund. (2020) Teachers, performative techniques and professional values: how performativity becomes humanistic through interplay mechanisms. Cambridge Journal of Education 50:6, pages 695-710.
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Elizabeth J. Done & Mandy J. Andrews. (2020) How inclusion became exclusion: policy, teachers and inclusive education. Journal of Education Policy 35:4, pages 447-464.
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Margie Appel. (2020) Performativity and the demise of the teaching profession: the need for rebalancing in Australia. Asia-Pacific Journal of Teacher Education 48:3, pages 301-315.
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Michaela J. Harrison, C. Davies, H. Bell, C. Goodley, S. Fox & B. Downing. (2020) (Un)teaching the ‘datafied student subject’: perspectives from an education-based masters in an English university. Teaching in Higher Education 25:4, pages 401-417.
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Rupert Knight. (2020) The tensions of innovation: experiences of teachers during a whole school pedagogical shift. Research Papers in Education 35:2, pages 205-227.
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Alice Bradbury. (2019) Taking the ‘early yearsy’ route: resistance and professionalism in the enactment of assessment policy in early childhood in England. Education 3-13 47:7, pages 819-830.
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Craig Skerritt. (2019) Irish migrant teachers’ experiences and perceptions of autonomy and accountability in the English education system. Research Papers in Education 34:5, pages 569-596.
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Hans Englund, Magnus Frostenson & Kristina S. Beime. (2019) Performative Technology Intensity and Teacher Subjectivities. Scandinavian Journal of Educational Research 63:5, pages 725-743.
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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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Felicitas Macgilchrist. (2019) Cruel optimism in edtech: when the digital data practices of educational technology providers inadvertently hinder educational equity. Learning, Media and Technology 44:1, pages 77-86.
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Sarah Pearce & Kirstin Lewis. (2019) Changing attitudes to cultural difference: perceptions of Muslim families in English schools. Cambridge Journal of Education 49:1, pages 1-14.
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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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Joan Gaynor Mowat. (2018) Closing the attainment gap – a realistic proposition or an elusive pipe-dream?. Journal of Education Policy 33:2, pages 299-321.
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Ian Hardy. (2018) Governing teacher learning: understanding teachers’ compliance with and critique of standardization. Journal of Education Policy 33:1, pages 1-22.
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Elizabeth J. Done & Mike Murphy. (2018) The responsibilisation of teachers: a neoliberal solution to the problem of inclusion. Discourse: Studies in the Cultural Politics of Education 39:1, pages 142-155.
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Joni S. Kolman. (2017) Situated teacher quality: a case study of an experienced elementary school teacher. Pedagogy, Culture & Society 25:4, pages 501-514.
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William Terrell Wright. Digital remix as a pedagogical platform intervention. Learning, Media and Technology 0:0, pages 1-14.
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Erik Straume Bussesund, Bård Ketil Engen & Oliver McGarr. Digital compliance or professional competence? Representations of teachers and digital futures in the Norwegian Qualification Framework. Learning, Media and Technology 0:0, pages 1-14.
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Kirsty Hemingway, Joanne Butt, Christopher Spray, Peter Olusoga & Liane Beretta De Azevedo. Exploring students experiences of secondary school Physical Education in England. Physical Education and Sport Pedagogy 0:0, pages 1-16.
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Linda Walz, Charlotte Haines Lyon, Graham Bright, Joan Walton & Kalen Reid. (2023) Unlocking education through relationship building: Identity and agency in English educational institutions during Covid‐19. British Educational Research Journal 49:4, pages 711-730.
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Lee Fullwood & Martin Levinson. (2023) Fifty years on – and still no resolution: Deaf education, ideology, policy and the cost of resistance. Teaching and Teacher Education 129, pages 104145.
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Elizabeth R Miller & Christina Gkonou. (2023) Exploring Teacher Caring as a “Happy Object” in Language Teacher Accounts of Happiness. Applied Linguistics 44:2, pages 328-346.
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Geo Saura, Enrique Javier Díez Gutiérrez & Pablo Rivera Vargas. (2021) Innovación Tecno-Educativa “Google”. Plataformas Digitales, Datos y Formación Docente. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación 19:4.
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Jonathan Savage. (2020) The policy and practice of music education in England, 2010–2020. British Educational Research Journal 47:2, pages 469-483.
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Lynn Downes, Margaret Kettle, Peter O'Brien & Gordon Tait. (2021) Responsibilisation and acceptable verbal behaviour in schools: Teachers and leaders arbitrating the boundaries of swearing. Linguistics and Education 61, pages 100898.
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Mark Pulsford. (2019) Go into school, get a cushy job, move to a better area: Male primary school teachers and neoliberal regimes of value. Power and Education 11:3, pages 346-363.
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