Citations (80)
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Usama Darwish, Caroline Davies, Claire Goodley & Linda Hammersley-Fletcher. (2023) The outsider looking in: developing deeper understandings of the complexities in ‘leading’ professional learning in schools as ‘the knowledgeable other’. Professional Development in Education 49:6, pages 1022-1035.
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Lisl Fenwick. (2020) Defining opportunities to engage with the discourses of Australia’s ‘education revolution’. Journal of Educational Administration and History 52:2, pages 178-192.
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Sally Power. (2019) A tribute to Geoff Whitty: a special kind of policy scholar. Journal of Education Policy 34:1, pages 1-5.
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Katharine Burn & Ann Childs. (2016) Responding to poverty through education and teacher education initiatives: a critical evaluation of key trends in government policy in England 1997-2015. Journal of Education for Teaching 42:4, pages 387-403.
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Emma Smith. (2015) What happened to the Beacon schools? Policy reform and educational equity. Oxford Review of Education 41:3, pages 367-386.
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Kasim Husain. (2014) ‘Bling-bling economics’ and the cultural politics of masculinity in Gautam Malkani’s Londonstani. South Asian History and Culture 5:4, pages 551-568.
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Philipp Knodel, Kerstin Martens & Dennis Niemann. (2013) PISA as an ideational roadmap for policy change: exploring Germany and England in a comparative perspective. Globalisation, Societies and Education 11:3, pages 421-441.
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Manuel Souto-Otero. (2013) Neo-liberalism and continuing vocational training governance in the UK: an examination of three theoretical accounts. Educational Review 65:1, pages 20-35.
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John Furlong. (2013) Globalisation, Neoliberalism, and the Reform of Teacher Education in England. The Educational Forum 77:1, pages 28-50.
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Emma Wainwright, Elodie Marandet, Susan Buckingham & Fiona Smith. (2011) The training-to-work trajectory: pressures for and subversions to participation in the neoliberal learning market in the UK. Gender, Place & Culture 18:5, pages 635-654.
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Lorna
Christine Hamilton. (2010) Teachers, narrative identity and ability constructs: exploring dissonance and consensus in contrasting school systems. Research Papers in Education 25:4, pages 409-431.
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David Hagen Cameron. (2010) Implementing a large‐scale reform in secondary schools: the role of the consultant within England’s Secondary National Strategy. Journal of Education Policy 25:5, pages 605-624.
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Anthony Kelly. (2009) Globalisation and education: a review of conflicting perspectives and their effect on policy and professional practice in the UK. Globalisation, Societies and Education 7:1, pages 51-68.
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Nick Stevenson. (2009) EUROPEAN DEMOCRATIC SOCIALISM, MULTICULTURALISM AND THE THIRD WAY. Cultural Studies 23:1, pages 48-69.
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Ingrid Lunt. (2008) Beyond tuition fees? The legacy of Blair’s government to higher education. Oxford Review of Education 34:6, pages 741-752.
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Neil Selwyn. (2008) Realising the potential of new technology? Assessing the legacy of New Labour’s ICT agenda 1997–2007. Oxford Review of Education 34:6, pages 701-712.
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John Furlong, Olwen McNamara, Anne Campbell, John Howson & Sarah Lewis. (2008) Partnership, policy and politics: initial teacher education in England under New Labour. Teachers and Teaching 14:4, pages 307-318.
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Ian Menter. (2008) Tradition, culture and identity in the reform of teachers’ work in Scotland and England: some methodological considerations. Pedagogy, Culture & Society 16:1, pages 57-69.
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Kaori Okumoto. (2008) Lifelong learning in England and Japan: three translations. Compare: A Journal of Comparative and International Education 38:2, pages 173-188.
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Gareth Rees, Sally Power & Chris Taylor. (2007) The governance of educational inequalities: The limits of area-based initiatives. Journal of Comparative Policy Analysis: Research and Practice 9:3, pages 261-274.
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Geoff Whitty & Emma Wisby. (2007) Whose voice? An exploration of the current policy interest in pupil involvement in school decision‐making. International Studies in Sociology of Education 17:3, pages 303-319.
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Hilary Radnor, Valsa Koshy & Alexis Taylor. (2007) Gifts, talents and meritocracy. Journal of Education Policy 22:3, pages 283-299.
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Angela Oría, Alejandra Cardini, Stephen Ball, Eleni Stamou, Magda Kolokitha, Sean Vertigan & Claudia Flores‐Moreno. (2007) Urban education, the middle classes and their dilemmas of school choice. Journal of Education Policy 22:1, pages 91-105.
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Suzy Harris. (2005) Professionals, partnerships and learning in changing times. International Studies in Sociology of Education 15:1, pages 71-86.
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John Furlong
. (2005) New Labour and teacher education: the end of an era. Oxford Review of Education 31:1, pages 119-134.
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Richard Taylor
. (2005) Lifelong learning and the Labour governments 1997–2004. Oxford Review of Education 31:1, pages 101-118.
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Chris Taylor
, John Fitza & Stephen Gorard. (2005) Diversity, specialisation and equity in education. Oxford Review of Education 31:1, pages 47-69.
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Pat Thomson. (2005) Bringing Bourdieu to policy sociology: codification, misrecognition and exchange value in the UK context. Journal of Education Policy 20:6, pages 741-758.
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Terri Seddon, Stephen Billett & Allie Clemans. (2005) Navigating social partnerships: central agencies–local networks. British Journal of Sociology of Education 26:5, pages 567-584.
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Stephen Billett & Terri Seddon. (2004) Building community through social partnerships around vocational education and training. Journal of Vocational Education & Training 56:1, pages 51-68.
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Joan Whitehead
& Nick Clough. (2004) Pupils, the forgotten partners in education action zones. Journal of Education Policy 19:2, pages 215-227.
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Ian Menter
, Pat Mahony & Ian Hextall. (2004) Ne'er the twain shall meet?: modernizing the teaching profession in Scotland and England. Journal of Education Policy 19:2, pages 195-214.
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Terri Seddon
, Stephen Billett & Allie Clemans. (2004) Politics of social partnerships: a framework for theorizing. Journal of Education Policy 19:2, pages 123-142.
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Ichilov Orit. (2003) Teaching civics in a divided society: The case of Israel. International Studies in Sociology of Education 13:3, pages 219-242.
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Sheila Riddell. (2003) Procedural justice and special educational needs assessments in England and Scotland. International Journal of Inclusive Education 7:3, pages 201-222.
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Ivan Reid & Kevin Brain. (2003) Education action zones: Mission impossible?. International Studies in Sociology of Education 13:2, pages 195-216.
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Robert Phillips. (2003) Education policy, comprehensive schooling and devolution in the disUnited Kingdom: an historical 'home international' analysis. Journal of Education Policy 18:1, pages 1-17.
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Robert Phillips & Gill Harper-Jones. (2002) From Ruskin to the Learning Country: Education policy, the State and educational politics in England and/or Wales, 1976-2001. Educational Review 54:3, pages 297-305.
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Lorna Hamilton. (2002) Constructing Pupil Identity: Personhood and ability. British Educational Research Journal 28:4, pages 591-602.
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Mark Priestley. (2002) Global discourses and national reconstruction: the impact of globalization on curriculum policy. The Curriculum Journal 13:1, pages 121-138.
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Karen Carter. (2002) Leadership in Urban and Challenging Contexts: Investigating EAZ policy in practice. School Leadership & Management 22:1, pages 41-59.
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Jon Nixon, Julie Allan & Gregory Mannion. (2001) Educational renewal as democratic practice: 'new' community schooling in Scotland. International Journal of Inclusive Education 5:4, pages 329-352.
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Emma Rich. (2001) Gender positioning in teacher education in England: New rhetoric, old realities. International Studies in Sociology of Education 11:2, pages 131-156.
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Martin Thrupp. (2001) Education policy and social class in England and New Zealand: an instructive comparison. Journal of Education Policy 16:4, pages 297-314.
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Neil Selwyn & John Fitz. (2001) The national gridfor learning: a case study of new labour education policy-making. Journal of Education Policy 16:2, pages 127-147.
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Dave Hill. (2001) State Theory and the Neo-Liberal Reconstruction of Schooling and Teacher Education: A structuralist neo-Marxist critique of postmodernist, quasi-postmodernist, and culturalist neo-Marxist theory. British Journal of Sociology of Education 22:1, pages 135-155.
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Derek Glover & Sue Law. (2001) Perceptions of Pressure: external and internal influences on secondary school policy‐making directed at enhanced teaching and learning. Westminster Studies in Education 24:1, pages 45-60.
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David Halpin. (1999) Utopian realism and a new politics of education: developing a critical theory without guarantees. Journal of Education Policy 14:4, pages 345-361.
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Nick Stevenson. (2015) Revolution from Above in English Schools: Neoliberalism, the Democratic Commons and Education. Cultural Sociology 9:4, pages 534-549.
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Bangran Ryu & 이성회. (2014) An analysis of the English ‘Education Action Zone(EAZ)’ policy and the formation of social capital. Korean journal of sociology of education 24:2, pages 117-144.
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Emma Wainwright, Susan Buckingham, Elodie Marandet & Fiona Smith. (2010) ‘Body training’: Investigating the embodied training choices of/for mothers in West London. Geoforum 41:3, pages 489-497.
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Kim Slack. (2004) Collaboration with the Community to Widen Participation: ‘Partners’ without Power or Absent ‘Friends’?. Higher Education Quarterly 58:2-3, pages 136-150.
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Carole Leathwood & Annette Hayton. (2016) Educational Inequalities in the United Kingdom: A Critical Analysis of the Discourses and Policies of New Labour. Australian Journal of Education 46:2, pages 138-153.
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Tony Edwards. (2016) Restructuring Educational Opportunity in England. Australian Journal of Education 46:2, pages 109-120.
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Tom Cockburn, Peter Treadwell & Cheryl Cockburn‐Wootten. (2001) The politics of community: challenges in digital education. Campus-Wide Information Systems 18:5, pages 187-194.
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