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Gender and Education Volume 29, 2017 - Issue 1: Special Issue: Neoliberalism, gender and education work
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Articles

Aligning the market and affective self: care and student resistance to entrepreneurial subjectivities

Luciana LolichEquality Studies Centre, University College Dublin, Belfield, Dublin, IrelandCorrespondence[email protected]
[email protected]
&
Kathleen LynchEquality Studies Centre, University College Dublin, Belfield, Dublin, Ireland
Pages 115-131 | Received 14 Sep 2015, Accepted 06 May 2016, Published online: 16 Jun 2016

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Isaura Castelao-Huerta. (2023) Beyond the neoliberalized academy: caring and careful practices of women full professors. Gender and Education 35:3, pages 234-249.
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S. Belda-Miquel, A. Vázquez-Cañete, E. Mut-Montalvà & E. Sigalat-Signes. (2022) Exploring the potential of ethics of care for a transformative perspective of sustainability in social work education. Implications for supervision. Social Work Education 0:0, pages 1-17.
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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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Charlotte Jones, Anne Chappell & Pam Alldred. (2021) Feminist education for university staff responding to disclosures of sexual violence: a critique of the dominant model of staff development. Gender and Education 33:2, pages 121-137.
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Maria Hjalmarsson. (2019) Leisure-time teachers’ reflections on systematic quality work: approaches and challenges. Early Child Development and Care 189:13, pages 2197-2205.
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Louise Gazeley & Tamsin Hinton-Smith. (2018) The ‘success’ of Looked After Children in Higher Education in England: near peer coaching, ‘small steps’ and future thinking. Higher Education Research & Development 37:5, pages 952-965.
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Articles from other publishers (1)

Victoria Vázquez Verdera & Juan Escámez Sánchez. (2022) Universidad y sostenibilidad social desde la ética del cuidado. Teoría de la Educación. Revista Interuniversitaria 34:2, pages 141-158.
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