Citations (513)
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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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Miriam Reynoldson. (2023) Marketing micro-credentials: An analysis of actors, voices and messages in educational innovation discourse. Innovations in Education and Teaching International 60:6, pages 953-963.
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Aleksandra Ita Olszewska, Elizabeth Bondy, Natalie Hagler & Hyunjin Jinna Kim. (2023) A humanizing pedagogy of engagement: beliefs and practices of award-winning instructors at a U.S. university. Teaching in Higher Education 28:7, pages 1671-1687.
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Rachel Forgasz, Geert Kelchtermans & Amanda Berry. (2023) Resistance as commitment. A reflective case study of teacher professionalism in neoliberal times. Teaching in Higher Education 28:7, pages 1656-1670.
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Sally Windsor & Dawn Sanders. (2023) Being bird and sensory learning activities: Multimodal and arts-based pedagogies in the ‘Anthropocene’. Educational Philosophy and Theory 55:11, pages 1220-1236.
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Xuan Pham. (2023) Returning or not returning: desire, becoming and decisions following PhD completion. Globalisation, Societies and Education 0:0, pages 1-12.
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Scott W. T. McNamara. (2023) Dismantling School Administrators’ Neoliberal Priorities: Creating Spaces for Physical Educators to Thrive. Journal of Physical Education, Recreation & Dance 94:7, pages 3-4.
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Wen XU. (2023) International students’ linguistic entrepreneurship: motivation, ‘Chinese fever’ and the neoliberal burden. Research Papers in Education 0:0, pages 1-18.
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Ali Jalalian Daghigh, Sheena Kaur & Jariah Mohd Jan. (2023) Neoliberal discourse in locally developed Malaysian English language textbooks: a comparison between the pre- and post-neoliberal eras. Globalisation, Societies and Education 0:0, pages 1-16.
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Jo Sullivan. (2023) ‘Pioneers of professional frontiers’: the experiences of autistic students and professional work based learning. Disability & Society 38:7, pages 1209-1230.
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Lara Landolt & Itta Bauer. (2023) Children’s technologies of the self within neoliberal governmentality at the educational transition to Gymnasium in Zurich. Children's Geographies 0:0, pages 1-15.
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Garth Stahl & Jianing Wang. (2023) Where there’s a WIL, there’s a way: upwardly mobile young men pursuing non-formal WIL opportunities to enhance employability. Journal of Education and Work 36:5, pages 366-380.
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Gwyn Easterbrook-Smith. (2023) OnlyFans as gig-economy work: a nexus of precarity and stigma. Porn Studies 10:3, pages 252-267.
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Debbie Sonu. (2023) From criticality to shame: Childhood memories of social class and how they matter to elementary school teachers and teaching. Theory & Research in Social Education 0:0, pages 1-27.
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Ignasi Ribó. (2023) From Global Citizenship to Anthropocene Denizenship: The Challenge to Education for Sustainable Development. Critical Studies in Education 0:0, pages 1-18.
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Jingzhou Liu & Shibao Guo. (2023) The making of ideal immigrant settlement workers: examining the technologies of ruling power in Canadian immigrant service organisations. Journal of Ethnic and Migration Studies 49:9, pages 2229-2246.
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İlhan Polat, Abdulkadir Sağlam & Serkan Çelik. (2023) Education-themed TED talks from the perspective of critical pedagogy. Review of Education, Pedagogy, and Cultural Studies 45:3, pages 310-332.
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Michael V. Singh. (2023) Neoliberal influence on Latino male identity: power and resistance in a school-based mentorship program for Latino boys. International Journal of Qualitative Studies in Education 36:4, pages 573-589.
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Christopher T. McCaw & Jessica Gerrard. (2023) Post-secular affective labours of teaching: contemplative practices and the ‘belaboured self’. Critical Studies in Education 64:2, pages 134-150.
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Yubing Liu. (2023) Neoliberal personhood as exception: A critical analysis of textbooks of China’s moral education. Journal of Moral Education 0:0, pages 1-14.
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Clare Woolhouse. (2023) Technologies of the self and narrating an ethical teacher identity, or how to tell stories of a life well lived. International Journal of Qualitative Studies in Education 0:0, pages 1-17.
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Thomas Nevill, Glenn C. Savage & Martin Forsey. (2023) It’s a diagnosis for the rich: disability, advocacy and the micro-practices of social reproduction. British Journal of Sociology of Education 44:2, pages 239-258.
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Natalia Kucirkova & Alexis Hiniker. (2023) Parents’ ontological beliefs regarding the use of conversational agents at home: resisting the neoliberal discourse. Learning, Media and Technology 0:0, pages 1-16.
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Hojin Song. (2023) Mothers’ baking blogs: negotiating sacrificial and postfeminist neoliberal motherhood in South Korea. Feminist Media Studies 23:1, pages 216-231.
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Wen Xu & Garth Stahl. (2022) Working-class girls’ construction of learner identities and aspirations through engagement in Chinese language education in Australia. Discourse: Studies in the Cultural Politics of Education 43:6, pages 886-898.
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Megan Watkins & Greg Noble. (2022) Reconstituting teachers’ professional knowledge: using Cultural Studies to rethink multicultural education. Continuum 36:5, pages 671-684.
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Frans Kaiser, Ana I. Melo & Angela Yung Chi Hou. (2022) Are quality assurance and rankings useful tools to measure ‘new’ policy issues in higher education? The practices in Europe and Asia. European Journal of Higher Education 12:sup1, pages 391-415.
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Carolina Guzmán-Valenzuela, Stephen Darwin, Andrea Flanagan, Almendra Aguilera-Muñoz & Andrea Geldres. (2022) (Un)Limited choice: analysing the strategic choices of first-in-generation students in neoliberal higher education. British Journal of Sociology of Education 43:6, pages 930-949.
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Xuan Pham, David Bright, Deana Leahy & Rosie Welch. (2022) Categorical difference as affective assemblage: experiences of Vietnamese women in the neoliberal university. Higher Education Research & Development 41:5, pages 1679-1692.
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Meera Chandran. (2022) Teacher accountability and education restructuring: an exploration of teachers’ work identities in an urban school for poor in India. International Studies in Sociology of Education 31:3, pages 305-324.
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Kevin Cahill & Dan O'Sullivan. (2022) Making a difference in educational inequality: reflections from research and practice. Irish Educational Studies 41:3, pages 473-485.
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Banu Şenay & Faik Gür. (2022) Rationalising pedagogy: what counts as skill across musical communities of practice in contemporary Istanbul. Third World Quarterly 0:0, pages 1-17.
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Dianne Mulcahy. (2022) Enacting affirmative ethics in education: A materialist/posthumanist framing. Educational Philosophy and Theory 54:7, pages 1003-1013.
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Amanda Gebhard, Gabriela Novotna, Heather Carter & Funke Oba. (2022) Racism plays a disappearing act: discourses of denial in one anti-discrimination campaign in higher education. Whiteness and Education 0:0, pages 1-19.
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Abdulkerim Sen. (2022) Three evils of citizenship education in Turkey: ethno-religious nationalism, statism and neoliberalism. Critical Studies in Education 63:3, pages 307-322.
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Phatchara Phantharakphong & Indika Liyanage. (2022) Teacher professional learning and development: linear discourses and complexities of teacher learning. Asia-Pacific Journal of Teacher Education 50:3, pages 311-323.
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Daniel Cockayne. (2022) Learning to labor in high-technology: experiences of overwork in university internships at digital media firms in North America. Social & Cultural Geography 23:4, pages 559-577.
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James Joseph Scheurich, Stacia Murphy, Harrianna Thompson, Taylor Box, Vanessa Gee, Jerry Mooney, Liz Dixon & Evan Taylor. (2022) Coalition-Based Grassroots Activist Research by Doctoral Students in Resistance to Neoliberalism, Using Social Media for Local Dissemination. Educational Studies 58:3, pages 355-367.
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Meaghan Dougherty. (2022) Reconceptualising the transition from post-secondary education to work. Journal of Education and Work 35:3, pages 241-255.
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Matthew Wolfgram & Vivien Ahrens. (2022) ‘One internship, two internships, three internships … more!’: exploring the culture of the multiple internship economy. Journal of Education and Work 35:2, pages 139-153.
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Angela Yung Chi Hou, Christopher Hill, Zoe Hu & Lily Lin. (2022) What is driving Taiwan government for policy change in higher education after the year of 2016 – in search of egalitarianism or pursuit of academic excellence?. Studies in Higher Education 47:2, pages 338-351.
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Louise Campbell. (2022) Teacher regulation and agency through the lens of Durkheim’s professional ethics. Ethics and Education 17:1, pages 30-43.
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Garth Stahl & Sarah McDonald. (2022) Social capital and self-crafting: comparing two case studies of first-in-family males navigating elite Australian universities. International Journal of Inclusive Education 26:1, pages 93-108.
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Garth Stahl. (2022) Body pedagogics and the corporeal curriculum in “no-excuses” charter schools. Review of Education, Pedagogy, and Cultural Studies 44:1, pages 25-43.
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Claudia Cervantes-Soon, James Gambrell, G. Sue Kasun, Wenyang Sun, Juan A. Freire & Lisa M. Dorner. (2021) “Everybody Wants a Choice” in Dual Language Education of El Nuevo Sur: Whiteness as the Gloss for Everybody in Media Discourses of Multilingual Education. Journal of Language, Identity & Education 20:6, pages 394-410.
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Leon Salter & Andrew Dickson. (2021) The fantasy of healthy food: desire and anxiety in healthy food guide magazine. Critical Public Health 31:5, pages 548-560.
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Kevin Proudfoot. (2021) Panopticism, teacher surveillance and the ‘unseen’. British Journal of Sociology of Education 42:5-6, pages 812-827.
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Melissa Barnes & Russell Cross. (2021) ‘Quality’ at a cost: the politics of teacher education policy in Australia. Critical Studies in Education 62:4, pages 455-470.
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Thomas Arnesen, Trond-Egil Arnesen & Eyvind Elstad. (2021) Exploring students’ explanations for off-task practices in an innovative learning environment (ILE) using a typology of agency as theoretical framework. Pedagogy, Culture & Society 29:4, pages 651-668.
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Sujin Kim & Lisa M. Dorner. (2021) School District Responses to Cultural and Linguistic Change: Competing Discourses of Equity, Competition, and Community. Journal of Language, Identity & Education 20:4, pages 255-270.
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Ingunn Marie Eriksen. (2021) Class, parenting and academic stress in Norway: middle-class youth on parental pressure and mental health. Discourse: Studies in the Cultural Politics of Education 42:4, pages 602-614.
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Ali Jalalian Daghigh & Hajar Abdul Rahim. (2021) Neoliberalism in ELT textbooks: an analysis of locally developed and imported textbooks used in Malaysia. Pedagogy, Culture & Society 29:3, pages 493-512.
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Urszula Plust, David Murphy & Stephen Joseph. (2021) A systematic review and metasynthesis of qualitative research into teachers’ authenticity. Cambridge Journal of Education 51:3, pages 301-325.
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Brendan Hyde. (2021) Silenced by performativity: The child’s right to a spiritual voice in an age of neoliberal educational imperatives. International Journal of Children's Spirituality 26:1-2, pages 9-23.
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Angela Yung Chi Hou, Christopher Hill, Sheng Ju Chan, Dorothy I-Ru Chen & Monica Tang. (2021) Is quality assurance relevant to overseas qualification recognition in Asian higher education? Examining the regulatory framework and the roles of quality assurance agencies and professional accreditors. Journal of Education and Work 34:3, pages 373-387.
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Rachel Lehner-Mear. (2021) Good mother, bad mother?: Maternal identities and cyber-agency in the primary school homework debate. Gender and Education 33:3, pages 285-305.
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Lee Jin Choi. (2021) The student as an enterprising self: Neoliberalism, English and early study abroad. British Journal of Sociology of Education 42:3, pages 374-387.
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Alexis Jones, Stacey J. Korson, Natasha C. Murray-Everett, Meghan A. Kessler, Dorian Harrison, Stephanie Cronenberg, Michael Lauren Parrish & Marilyn Johnston Parsons. (2021) Teacher Candidate Tensions with the edTPA: A Neoliberal Policy Analysis. The Educational Forum 85:2, pages 193-211.
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Sajad Kabgani & Rahman Sahragard. (2021) The evisceration of ‘truth’: a cinematic-psychoanalytic entanglement with the notion of truth in education. Discourse: Studies in the Cultural Politics of Education 42:2, pages 295-307.
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Dina Kiwan. (2021) Special educational needs and the global middle class: navigating local, national and global citizenship in the Middle East. Compare: A Journal of Comparative and International Education 51:1, pages 118-136.
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Maria Ojala. (2021) Safe spaces or a pedagogy of discomfort? Senior high-school teachers’ meta-emotion philosophies and climate change education. The Journal of Environmental Education 52:1, pages 40-52.
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Garth Stahl. (2020) Critiquing the corporeal curriculum: body pedagogies in ‘no excuses’ charter schools. Journal of Youth Studies 23:10, pages 1330-1346.
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Marg Rogers, Fabio Dovigo & Laura Doan. (2020) Educator identity in a neoliberal context: recognising and supporting early childhood education and care educators. European Early Childhood Education Research Journal 28:6, pages 806-822.
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Anna-Maija Niemi & Markku Jahnukainen. (2020) Educating self-governing learners and employees: studying, learning and pedagogical practices in the context of vocational education and its reform. Journal of Youth Studies 23:9, pages 1143-1160.
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Kirsten Lambert & Christina Gray. (2020) Performing ‘teacher’: exploring early career teachers’ becomings, work identities and the [mis-]use of the professional standards in competitive educational assemblages. Pedagogy, Culture & Society 28:4, pages 501-523.
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Damien Page. (2020) The academic as consumed and consumer. Journal of Education Policy 35:5, pages 585-601.
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Angela Yung Chi Hou, Christopher Hill, Chao Yu Guo, Sandy Tsai & Dewin R. Justiniano Castillo. (2020) A comparative study of relationship between the government and national quality assurance agencies in Australia, Japan, Malaysia and Taiwan: policy change, governance models, emerging roles. Quality in Higher Education 26:3, pages 284-306.
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Lynley A. Wallis. (2020) Disrupting paradise: Has Australian archaeology lost its way?. Australian Archaeology 86:3, pages 284-294.
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Gabrielle Nudelman. (2020) The hidden curriculum in two employability skills development courses in a South African electrical engineering degree programme. Journal of Education and Work 33:5-6, pages 360-374.
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Teresa K. Aslanian. (2020) Remove ‘care’ and stir: modernizing early childhood teacher education in Norway. Journal of Education Policy 35:4, pages 485-502.
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Viviene Cree, Fiona Morrison, Mary Mitchell & Jackie Gulland. (2020) Navigating the gendered academy: women in social work academia. Social Work Education 39:5, pages 650-664.
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Elisabeth Simbürger & Alina Donoso. (2020) Key elements in the naturalisation of neoliberal discourse in higher education in Chile. Discourse: Studies in the Cultural Politics of Education 41:4, pages 559-573.
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Alexandra M. Bozheva. (2020) From neoliberal to supra-neoliberal: Canadian education industry formation. International Journal of Qualitative Studies in Education 33:5, pages 549-582.
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Martha J. Strickland & Elena Lyutykh. (2020) Community, Diversity, and Marginalization: An Ecological Construction of Immigrant Parenting within the U.S. Neoliberal Home and School Contexts. Educational Studies 56:3, pages 286-305.
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David T. Lardier, Kathryn G. Herr, Carrie Bergeson, Pauline Garcia-Reid & Robert J. Reid. (2020) Locating disconnected minoritized youth within urban community-based educational programs in an Era of Neoliberalism. International Journal of Qualitative Studies in Education 33:4, pages 404-420.
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Pau Bori. (2020) Neoliberal governmentality in global English textbooks. Classroom Discourse 11:2, pages 149-163.
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Ashley K. Dallacqua. (2020) Reading Comics Collaboratively and Challenging Literacy Norms. Literacy Research and Instruction 59:2, pages 169-190.
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Spirit D. Brooks, Allyson S. Dean, Asilia Franklin-Phipps, Emily Mathis, Courtney L. Rath, Nadia Raza, Laura E. Smithers & Krystal Sundstrom. (2020) Becoming-academic in the neoliberal academy: A collective biography. Gender and Education 32:3, pages 281-300.
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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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Leigh Sperka. (2020) (Re)defining outsourcing in education. Discourse: Studies in the Cultural Politics of Education 41:2, pages 268-280.
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Patrick O’Keeffe. (2020) PhD by Publication: innovative approach to social science research, or operationalisation of the doctoral student … or both?. Higher Education Research & Development 39:2, pages 288-301.
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Hamdollah Mohammadi & Mohammad Hassan Mirzamohammadi. (2020) New Public Management (NPM) in the Iranian higher education; a moral analysis. Ethics and Education 15:1, pages 113-133.
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Geoffery Z. Kohe & Holly Collison. (2020) Playing on common ground: spaces of sport, education and corporate connectivity, contestation and creativity. Sport in Society 23:1, pages 56-71.
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Tina Sikka. (2020) Activism and Neoliberalism: Two Sides of Geoengineering Discourse. Capitalism Nature Socialism 31:1, pages 84-102.
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Mark Tymms & John Peters. (2020) Losing oneself: tutorial innovations as potential drivers of extrinsic motivation and poor wellbeing in university students. Pastoral Care in Education 38:1, pages 42-63.
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Mark Baildon & Theresa Alviar-Martin. (2020) Taming cosmopolitanism: the limits of national and neoliberal civic education in two global cities. Asia Pacific Journal of Education 40:1, pages 98-111.
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Laura Sbaffi & John Bennett. (2019) Postgraduate students’ experience of a jointly-taught, distance learning degree: the example of a Russell Group university. Journal of Higher Education Policy and Management 41:6, pages 600-618.
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Joy Martin & Lynda Dunlop. (2019) For-profit schools in England: the state of a nation. Journal of Education Policy 34:5, pages 726-741.
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Marinko Banjac. (2019) What role of education for youth? Discourse within the European Union’s Structured Dialogue. Journal of Education Policy 34:5, pages 613-630.
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Ioannis Costas Batlle. (2019) Non-formal education, personhood and the corrosive power of neoliberalism. Cambridge Journal of Education 49:4, pages 417-434.
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Charlene Tan. (2019) Neoliberalism as exception: the New High-Quality School project in Shanghai. Discourse: Studies in the Cultural Politics of Education 40:4, pages 443-457.
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Edward Haddon. (2019) How Class Shapes Critical Resentment Toward Inequality: The Competing Forces of Stratification and Politics. International Journal of Sociology 49:4, pages 241-263.
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Kathleen Mahon, Hannu L. T. Heikkinen & Rauno Huttunen. (2019) Critical educational praxis in university ecosystems: enablers and constraints. Pedagogy, Culture & Society 27:3, pages 463-480.
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Tony Leach. (2019) Satisfied with what? Contested assumptions about student expectations and satisfaction in higher education. Research in Post-Compulsory Education 24:2-3, pages 155-172.
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Anna Hogan & Greg Thompson. (2019) The quasi-marketization of Australian public schooling: affordances and contradictions of the new work order. Asia Pacific Journal of Education 39:3, pages 391-403.
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Christine Sleeter. (2019) Introduction to “Emerging From Standardization: Learning to Teach for Cultural, Cognitive, and Community Relevance”. The Educational Forum 83:3, pages 231-236.
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Kirsten Lambert, Peter Wright, Jan Currie & Robin Pascoe. (2019) Embodiment and becoming in secondary drama classrooms: the effects of neoliberal education cultures on performances of self and of drama texts. Critical Studies in Education 60:2, pages 149-167.
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Mandy Singer-Brodowski, Antje Brock, Nadine Etzkorn & Insa Otte. (2019) Monitoring of education for sustainable development in Germany – insights from early childhood education, school and higher education. Environmental Education Research 25:4, pages 492-507.
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Hanna Laalo, Heikki Kinnari & Heikki Silvennoinen. (2019) Setting New Standards for Homo Academicus: Entrepreneurial University Graduates on the EU Agenda. European Education 51:2, pages 93-110.
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Mihajla Gavin. (2019) Working industrially or professionally? What strategies should teacher unions use to improve teacher salaries in neoliberal times?. Labour and Industry 29:1, pages 19-33.
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Kathleen Aikens & Kristen Hargis. (2019) Policy conflicts on the move: a ‘mobilities’ case study of neoliberal postsecondary policy. Journal of Education Policy 34:1, pages 22-43.
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Guopeng Fu & Anthony Clarke. (2019) Teachers’ moral agency under neo-liberal influences: what is educationally desirable in China’s curriculum reform?. Educational Review 71:1, pages 51-66.
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Kapil Dev Regmi. (2019) Critical policy sociology: key underlying assumptions and their implications for educational policy research. International Journal of Research & Method in Education 42:1, pages 59-75.
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Ioannis Costas Batlle, Sam Carr & Ceri Brown. (2018) ‘I just can’t bear these procedures, I just want to be out there working with children’: an autoethnography on neoliberalism and youth sports charities in the UK. Sport, Education and Society 23:9, pages 853-865.
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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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Chris Platts & Andy Smith. (2018) ‘We don’t need no education’? Exploring the educational experiences of young footballers. British Journal of Sociology of Education 39:7, pages 925-941.
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Damien Page. (2018) Conspicuous practice: self-surveillance and commodification in English education. International Studies in Sociology of Education 27:4, pages 375-390.
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Kristin Smith, Donna Jeffery & Kim Collins. (2018) Slowing things down: taming time in the neoliberal university using social work distance education. Social Work Education 37:6, pages 691-704.
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Garth Stahl. (2018) Aspiration paradoxes: working-class student conceptions of power in ‘engines of social mobility’. International Journal of Qualitative Studies in Education 31:7, pages 557-571.
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Elena Minina. (2018) Money versus the soul: neoliberal economics in the education modernisation reform in post-soviet Russia. Globalisation, Societies and Education 16:4, pages 435-452.
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Michelle Attard Tonna & Gaetano Bugeja. (2018) Evaluating a Train the Trainer programme and the way this empowers educators to bring about systemic change
. European Journal of Teacher Education 41:4, pages 496-516.
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Inge Van de Putte, Elisabeth De Schauwer, Geert Van Hove & Bronwyn Davies. (2018) Rethinking agency as an assemblage from change management to collaborative work. International Journal of Inclusive Education 22:8, pages 885-901.
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Anatoly Oleksiyenko. (2018) Zones of alienation in global higher education: corporate abuse and leadership failures. Tertiary Education and Management 24:3, pages 193-205.
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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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Dina Kiwan. (2018) American liberal education and the civic university: ‘citizenship’ and ‘learning’ at the American University of Beirut. Geografiska Annaler: Series B, Human Geography 100:2, pages 112-130.
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Noah De Lissovoy. (2018) Pedagogy of the anxious: rethinking critical pedagogy in the context of neoliberal autonomy and responsibilization. Journal of Education Policy 33:2, pages 187-205.
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Jennifer Carter, David Hollinsworth, Maria Raciti & Kathryn Gilbey. (2018) Academic ‘place-making’: fostering attachment, belonging and identity for Indigenous students in Australian universities. Teaching in Higher Education 23:2, pages 243-260.
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Spirit Brooks, Asilia Franklin-Phipps & Courtney Rath. (2018) Resistance and invention: becoming academic, remaining other. International Journal of Qualitative Studies in Education 31:2, pages 130-142.
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Sue Winton. (2018) Challenging fundraising, challenging inequity: contextual constraints on advocacy groups’ policy influence. Critical Studies in Education 59:1, pages 54-73.
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Marguerite Anne Fillion Wilson & Burke Scarbrough. (2018) Neoliberal contradictions in two private niches of educational ‘choice’. Critical Studies in Education 59:1, pages 74-92.
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Jennifer Charteris & Dianne Smardon. (2018) A typology of agency in new generation learning environments: emerging relational, ecological and new material considerations. Pedagogy, Culture & Society 26:1, pages 51-68.
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David Hodgson. (2018) Disciplining the conduct of young people in compulsory education policy and practice. Discourse: Studies in the Cultural Politics of Education 39:1, pages 1-14.
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Kye Askins & Matej Blazek. (2017) Feeling our way: academia, emotions and a politics of care. Social & Cultural Geography 18:8, pages 1086-1105.
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Christina Convertino. (2017) State disinvestment, technologies of choice and ‘fitting in’: neoliberal transformations in US public education. Journal of Education Policy 32:6, pages 832-854.
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Sarah Todd, Lisa Barnoff, Ken Moffatt, Melanie Panitch, Henry Parada & Brianna Strumm. (2017) A social work re-reading of students as consumers. Social Work Education 36:5, pages 542-556.
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Geraldine McCusker. (2017) A feminist teacher’s account of her attempts to achieve the goals of feminist pedagogy. Gender and Education 29:4, pages 445-460.
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Janet L. Miller. (2017) Neo-positivist intrusions, post-qualitative challenges, and PAR’S generative indeterminacies. International Journal of Qualitative Studies in Education 30:5, pages 488-503.
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Wei Wei. (2017) Education Policy Borrowing: Professional Standards for School Leaders in China. Chinese Education & Society 50:3, pages 181-202.
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Tony Leach. (2017) ‘Cooling out the marks’: the ideology and politics of vocational education in an age of austerity. Research in Post-Compulsory Education 22:2, pages 221-236.
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Angela T. Ragusa & Kellie Bousfield. (2017) ‘It’s not the test, it’s how it’s used!’ Critical analysis of public response to NAPLAN and MySchool Senate Inquiry. British Journal of Sociology of Education 38:3, pages 265-286.
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Tony Leach. (2017) ‘It seems at the moment my career is dependent on factors outside of my control’: reflections on graduates’ experiences of employment and career enactment in an era of economic uncertainty and austerity. British Journal of Guidance & Counselling 45:2, pages 188-198.
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Fiona McLachlan. (2017) Being critical: an account of an early career academic working within and against neoliberalism. Sport, Education and Society 22:1, pages 58-72.
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M Pearson & S Shaw. (2017) School travel, partnerships, and neo-liberalism: insights from a South Island primary school. Kōtuitui: New Zealand Journal of Social Sciences Online 12:1, pages 70-82.
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Dinah Volk. (2017) Join us in a ‘space of dialogue and human action’. Early Years 37:1, pages 1-16.
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Elizabeth A. Pittard. (2017) Gettin’ a little crafty: Teachers Pay Teachers©, Pinterest© and neo-liberalism in new materialist feminist research. Gender and Education 29:1, pages 28-47.
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Damien Page. (2017) The surveillance of teachers and the simulation of teaching. Journal of Education Policy 32:1, pages 1-13.
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Simon Gibbs & Ivy Papps. (2017) Identifying the costs and benefits of educational psychology: a preliminary exploration in two local authorities. Educational Psychology in Practice 33:1, pages 81-92.
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Margaret Sims. (2017) Neoliberalism and early childhood. Cogent Education 4:1.
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Elisabeth De Schauwer, Inge Van de Putte, Lien Claes, Meggie Verstichele & Bronwyn Davies. (2016) Shildrick’s monster: exploring a new approach to difference/disability through collective biography. Disability & Society 31:8, pages 1098-1111.
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Risto Rinne, Tero Järvinen, Jenni Tikkanen & Mikko Aro. (2016) Changes in education policies and the status of schools in Europe: the views of school principals from eight European countries. Compare: A Journal of Comparative and International Education 46:5, pages 764-788.
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Helen Kimberley, Barry Golding & Bonnie Simons. (2016) The company of others: generating knowhow in later life. International Journal of Lifelong Education 35:5, pages 509-521.
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Maria Eliophotou Menon. (2016) Productivity as an indication of quality in higher education: the views of employed graduates in Greece. Quality in Higher Education 22:3, pages 183-196.
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Helen Kopnina & Brett Cherniak. (2016) Neoliberalism and justice in education for sustainable development: a call for inclusive pluralism. Environmental Education Research 22:6, pages 827-841.
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Ee-Seul Yoon. (2016) Neoliberal imaginary, school choice, and “new elites” in public secondary schools. Curriculum Inquiry 46:4, pages 369-387.
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Elizabeth Buckner & Rebecca Hodges. (2016) Cheating or cheated? Surviving secondary exit exams in a neoliberal era. Compare: A Journal of Comparative and International Education 46:4, pages 603-623.
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Zsuzsa Millei & Mikko Joronen. (2016) The (bio)politicization of neuroscience in Australian early years policies: fostering brain-resources as human capital. Journal of Education Policy 31:4, pages 389-404.
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David Hodgson. (2016) What do you want to do your life? Ethics and compulsory education. Journal of Education Policy 31:4, pages 495-507.
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Garth Stahl. (2016) White working-class male narratives of ‘loyalty to self’ in discourses of aspiration. British Journal of Sociology of Education 37:5, pages 663-683.
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Eleni Damianidou & Helen Phtiaka. (2016) A critical pedagogy of empathy: making a better world achievable. Pedagogies: An International Journal 11:3, pages 235-248.
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Jennifer R. Wolgemuth, Vonzell Agosto, Gary Yu Hin Lam, Michael W. Riley, Roderick Jones & Tyler Hicks. (2016) Storying transition-to-work for/and youth on the autism spectrum in the United States: a critical construct synthesis of academic literature. Disability & Society 31:6, pages 777-797.
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Louise Phillips & Ksenija Napan. (2016) What's in the 'co'? Tending the tensions in co-creative inquiry in social work education. International Journal of Qualitative Studies in Education 29:6, pages 827-844.
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Eleni A. Katsigianni & Amalia A. Ifanti. (2016) Tenured and non-tenured school principals in Greece: a historical approach. Journal of Educational Administration and History 48:3, pages 225-242.
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Lorayne Robertson & Joli Scheidler-Benns. (2016) Using a wider lens to shift the discourse on food in Canadian curriculum policies. Cambridge Journal of Education 46:2, pages 157-175.
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Jeremy Kedian, David Giles, Michele Morrison & Murray Fletcher. (2016) Leadership development as a dialogic process: the rationale and concept of an international leadership institute. International Journal of Leadership in Education 19:2, pages 182-202.
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Tony Loughland & Arathi Sriprakash. (2016) Bernstein revisited: the recontextualisation of equity in contemporary Australian school education. British Journal of Sociology of Education 37:2, pages 230-247.
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Ann Mogush Mason. (2016) Disciplining Dalmar: a demand to uncover racism and racialization in pursuit of culturally relevant pedagogy. International Journal of Qualitative Studies in Education 29:2, pages 205-223.
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Amanda Keddie. (2016) Children of the market: performativity, neoliberal responsibilisation and the construction of student identities. Oxford Review of Education 42:1, pages 108-122.
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Frances Kelly. (2015) A day in the life (and death) of a public university. Higher Education Research & Development 34:6, pages 1153-1163.
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Nick Zepke. (2015) Student engagement and neoliberalism: mapping an elective affinity. International Journal of Lifelong Education 34:6, pages 696-709.
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Kirsten Lambert, Peter R. Wright, Jan Currie & Robin Pascoe. (2015) Data-Driven Performativity: Neoliberalism's Impact on Drama Education in Western Australian Secondary Schools. Review of Education, Pedagogy, and Cultural Studies 37:5, pages 460-475.
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Rina Kundu & Nadine M. Kalin. (2015) Participating in the Neoliberal Art Museum. Studies in Art Education 57:1, pages 39-52.
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Alexandra Allweiss, Carl A. Grant & Karla Manning. (2015) Behind the photos and the tears: media images, neoliberal discourses, racialized constructions of space and school closings in Chicago. Race Ethnicity and Education 18:5, pages 611-631.
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Kal Heer. (2015) I Thought You Were One of Us! Triumphs and Crisis When Teaching Your Own. Review of Education, Pedagogy, and Cultural Studies 37:4, pages 359-372.
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Sarah Robinson. (2015) Decentralisation, managerialism and accountability: professional loss in an Australian education bureaucracy. Journal of Education Policy 30:4, pages 468-482.
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Peter Demerath & Allison Mattheis. (2015) The use of feedback mechanisms in interpreting the robustness of a neoliberal educational assemblage. Ethnography and Education 10:2, pages 198-214.
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Nelli Piattoeva. (2015) Elastic numbers: national examinations data as a technology of government. Journal of Education Policy 30:3, pages 316-334.
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Marcia McKenzie, Andrew Bieler & Rebecca McNeil. (2015) Education policy mobility: reimagining sustainability in neoliberal times. Environmental Education Research 21:3, pages 319-337.
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Andrew Clapham. (2015) Producing the docile body: analysing Local Area Under-performance Inspection (LAUI). Cambridge Journal of Education 45:2, pages 265-280.
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Jenni Tikkanen, Piotr Bledowski & Joanna Felczak. (2015) Education systems as transition spaces. International Journal of Qualitative Studies in Education 28:3, pages 297-310.
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Sue Winton & Stephanie Tuters. (2015) Constructing bullying in Ontario, Canada: a critical policy analysis. Educational Studies 41:1-2, pages 122-142.
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Alison Wrench & Robyne Garrett. (2015) PE: it’s just me: physically active and healthy teacher bodies. International Journal of Qualitative Studies in Education 28:1, pages 72-91.
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Lise Bird Claiborne, Sue Cornforth, Andrea Milligan & Jayne White. (2015) Collaborative Research to Support Reflexive Feminist Professional Work. Open Review of Educational Research 2:1, pages 267-281.
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Anna-Maija Niemi & Tuuli Kurki. (2014) Getting on the right track? Educational choice-making of students with special educational needs in pre-vocational education and training. Disability & Society 29:10, pages 1631-1644.
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Doune Macdonald. (2014) Is global neo-liberalism shaping the future of physical education?. Physical Education and Sport Pedagogy 19:5, pages 494-499.
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Clive C. Pope. (2014) The jagged edge and the changing shape of health and physical education in Aotearoa New Zealand. Physical Education and Sport Pedagogy 19:5, pages 500-511.
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Mairtin Mac an Ghaill & Chris Haywood. (2014) Pakistani and Bangladeshi young men: re-racialization, class and masculinity within the neo-liberal school. British Journal of Sociology of Education 35:5, pages 753-776.
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Tiffany Strawson. (2014) Dance training in Bali: intercultural and globalised encounters. Theatre, Dance and Performance Training 5:3, pages 291-303.
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Alison Wrench & Robyne Garrett. (2014) Health literacies: pedagogies and understandings of bodies. Asia-Pacific Journal of Health, Sport and Physical Education 5:3, pages 233-247.
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David H. Fleming. (2014) Affective Teaching for Effective Learning: A Deleuzian pedagogy for the (corporate era and) Chinese context. Educational Philosophy and Theory 46:10, pages 1160-1173.
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Kate Cairns. (2014) Both here and elsewhere: rural girls’ contradictory visions of the future. Gender and Education 26:5, pages 477-489.
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Susan Preston & Jordan Aslett. (2014) Resisting Neoliberalism from within the Academy: Subversion through an Activist Pedagogy. Social Work Education 33:4, pages 502-518.
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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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Kellie Bousfield & Angela T. Ragusa. (2014) A sociological analysis of Australia’s NAPLAN and My School Senate Inquiry submissions: the adultification of childhood?. Critical Studies in Education 55:2, pages 170-185.
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Päivi Siivonen & Kristiina Brunila. (2014) The making of entrepreneurial subjectivity in adult education. Studies in Continuing Education 36:2, pages 160-172.
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Paula Baron. (2014) Sleight of hand: lawyer distress and the attribution of responsibility. Griffith Law Review 23:2, pages 261-284.
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Thomas Szulevicz & Lene Tanggaard. (2014) Inclusion and budget cuts – The contours of educational psychology in the marketplace. Nordic Psychology 66:1, pages 36-52.
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P. Taylor Webb, Kalervo Gulson & Viviana Pitton. (2014) The neo-liberal education policies of epimeleia heautou: caring for the self in school markets. Discourse: Studies in the Cultural Politics of Education 35:1, pages 31-44.
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Kristiina Brunila. (2014) The Rise of the Survival Discourse in an Era of Therapisation and Neoliberalism. Education Inquiry 5:1.
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Allan C. Lauzon. (2013) Youth and lifelong education: after-school programmes as a vital component of lifelong education infrastructure. International Journal of Lifelong Education 32:6, pages 757-779.
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Kate Cairns. (2013) Ethnographic locations: the geographies of feminist post-structural ethnography. Ethnography and Education 8:3, pages 323-337.
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Alison Wrench, Robyne Garrett & Sharron King. (2013) Guessing where the goal posts are: managing health and well-being during the transition to university studies. Journal of Youth Studies 16:6, pages 730-746.
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Muhammad Khalifa, Christopher Dunbar & Ty-Ron Douglasb. (2013) Derrick Bell, CRT, and educational leadership 1995–present. Race Ethnicity and Education 16:4, pages 489-513.
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STEWART RIDDLE & DAVID CLEAVER. (2013) One school principal’s journey from the mainstream to the alternative. International Journal of Leadership in Education 16:3, pages 367-378.
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Richard Desjardins. (2013) Considerations of the impact of neoliberalism and alternative regimes on learning and its outcomes: an empirical example based on the level and distribution of adult learning. International Studies in Sociology of Education 23:3, pages 182-203.
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M. Stitzlein. (2013) Education for citizenship in for-profit charter schools?. Journal of Curriculum Studies 45:2, pages 251-276.
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Richard Tabulawa, Mino Polelo & Onalenna Silas. (2013) The state, markets and higher education reform in Botswana. Globalisation, Societies and Education 11:1, pages 108-135.
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Anne Quiroz. (2013) Marketing diversity and the ‘new’ politics of desegregation: overview of an urban education ethnography. Race Ethnicity and Education 16:1, pages 59-79.
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Maja Plum. (2012) The emergence of the analytical method in early childhood education – the scientific effort to produce the learning child for the nation in a global era. International Journal of Qualitative Studies in Education 25:5, pages 645-663.
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LesterK. Spence. (2012) The Neoliberal Turn in Black Politics. Souls 14:3-4, pages 139-159.
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Denise Blum & Char Ullman. (2012) The globalization and corporatization of education: the limits and liminality of the market mantra. International Journal of Qualitative Studies in Education 25:4, pages 367-373.
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