Citations (36)
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Aliza Segal & Galia Plotkin Amrami. (2024) Therapeutic discourse in teacher professional discourse: on multidimensionality and elasticity of psychology-based reasoning. Research Papers in Education 39:2, pages 206-228.
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Kristiina Brunila & Daniel Nehring. (2023) Precision education governance and the high risks of fabrication of future-oriented learning human kinds. Research Papers in Education 38:5, pages 727-742.
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Rachael Dobson. (2022) Complex needs in homelessness practice: a review of ‘new markets of vulnerability’. Housing Studies 37:7, pages 1147-1173.
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Sally Hester, Lisa Moran & Elizabeth Richards. (2022) Reimagining Children's Behaviour and Behaviour Management “Otherwise”: A Critical Commentary on the English Early Years Foundation Stage (EYFS). Child Care in Practice 28:3, pages 305-320.
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Melanie Baak, Garth Stahl, Samantha Schulz & Ben Adams. (2022) ‘We have to be really careful’: policy intermediaries preventing violent extremism in an era of risk. Journal of Education Policy 37:3, pages 461-481.
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Daniel Leyton. (2022) Neoliberalising working-class subjectification through affirmative action policies: managerial leadership and ontological coaching in higher education. Journal of Education Policy 37:3, pages 358-378.
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Donald Simpson & Seán F. Murphy. (2022) ‘So we beat on, boats against the current, borne back ceaselessly into the past’: legacy, care leavers and university study. Journal of Youth Studies 25:2, pages 259-274.
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Nis Langer Primdahl. (2022) When the ‘mindfulness wars’ enter the classroom: making sense of the critique of school-based mindfulness. Oxford Review of Education 48:1, pages 112-129.
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Galia Plotkin Amrami. (2021) Exploring the educational turn in resilience discourse in Israel: three moments of frame alignment. Journal of Education Policy 36:5, pages 671-690.
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Arita Holmberg. (2021) Swedish teachers’ views of security in schools: narratives disconnected from the national security discourse. Critical Studies on Security 9:3, pages 226-240.
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Clare Rawdin. (2021) Towards neuroparenting? An analysis of the discourses underpinning social and emotional learning (SEL) initiatives in English schools. Educational Review 73:3, pages 279-296.
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Ben Williamson. (2021) Psychodata: disassembling the psychological, economic, and statistical infrastructure of ‘social-emotional learning’. Journal of Education Policy 36:1, pages 129-154.
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Konstanze Spohrer & Patrick L.J. Bailey. (2020) Character and resilience in English education policy: social mobility, self-governance and biopolitics. Critical Studies in Education 61:5, pages 561-576.
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Galia Plotkin Amrami & Gita Kiper. (2020) ‘Good residents’ for themselves: psychological screening and cultural imagination of future citizenship in contemporary Israel. Citizenship Studies 24:1, pages 111-129.
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Christine Winter & China Mills. (2020) The Psy-Security-Curriculum ensemble: British Values curriculum policy in English schools. Journal of Education Policy 35:1, pages 46-67.
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J. Rose, R. McGuire-Snieckus, L. Gilbert & K. McInnes. (2019) Attachment Aware Schools: the impact of a targeted and collaborative intervention. Pastoral Care in Education 37:2, pages 162-184.
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Clare Rawdin. (2019) Critical realism with a ‘small-c’: using domain theory to conceptualize therapeutic education. Journal of Critical Realism 18:2, pages 123-141.
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Lynn Revell. (2019) Teacher practice and the pre-crime space: prevent, safeguarding and teacher engagement with extremism and radicalisation. PRACTICE 1:1, pages 21-36.
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Konstanze Spohrer, Garth Stahl & Tamsin Bowers-Brown. (2018) Constituting neoliberal subjects? ‘Aspiration’ as technology of government in UK policy discourse. Journal of Education Policy 33:3, pages 327-342.
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Martin Galvin & Geraldine Mooney Simmie. (2017) Theorising participation in urban regeneration partnerships: an adult education perspective. Journal of Education Policy 32:6, pages 809-831.
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Galia Plotkin Amrami & José Brunner. (2017) Constructing the resilient subject in Israeli classrooms: professional interventions, culture and politics in a protracted conflict. Pedagogy, Culture & Society 25:3, pages 417-430.
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Clare Rawdin & Sunny Dhillon. Confronting well-being and mental health in the ‘therapeutic university’: implications for educators, students and the curriculum. Studies in Higher Education 0:0, pages 1-12.
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Lauren Stentiford, George Koutsouris, Tricia Nash & Alexandra Allan. Mental health and gender discourses in school: “Emotional” girls and boys “at risk”. Educational Review 0:0, pages 1-19.
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Ezequiel Aleman. (2023) Exploring alternative discourses about datafication in a speculative youth participatory action research curriculum. Information and Learning Sciences 125:3/4, pages 190-208.
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