Citations (26)
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M. Heikkilä & V. Mankki. (2023) Teachers’ agency during the Covid-19 lockdown: A new materialist perspective. Pedagogy, Culture & Society 31:5, pages 989-1004.
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Katja Brøgger & Miriam Madsen. (2022) An affirmative-diffractive re-reading of the policy instrumentation approach through agential realism and the accreditation instrument. Journal of Education Policy 37:6, pages 925-943.
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Viviana O. Pitton & Marcia McKenzie. (2022) What moves us also moves policy: the role of affect in mobilizing education policy on sustainability. Journal of Education Policy 37:4, pages 527-547.
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Marita Ljungqvist & Anders Sonesson. (2022) Selling out Education in the Name of Digitalization: A Critical Analysis of Swedish Policy. Nordic Journal of Studies in Educational Policy 8:2, pages 89-102.
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Ida Martinez Lunde. (2021) Emergent school leader subjectivities in digitized practices: the case of VSware. International Journal of Leadership in Education 0:0, pages 1-21.
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Miriam Madsen. (2021) The configurative agency of metrics in education: a research agenda involving a different engagement with data. Journal of Education Policy 36:1, pages 64-83.
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Lucas Cone & Katja Brøgger. (2020) Soft privatisation: mapping an emerging field of European education governance. Globalisation, Societies and Education 18:4, pages 374-390.
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Lucas Cone. Subscribing school: digital platforms, affective attachments, and cruel optimism in a Danish public primary school. Critical Studies in Education 0:0, pages 1-18.
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