Citations (37)
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Penny Jane Burke, Julia Coffey, Jean Parker, Stephanie Hardacre, Felicity Cocuzzoli, Julia Shaw & Adriana Haro. (2023) ‘It’s a lot of shame’: understanding the impact of gender-based violence on higher education access and participation. Teaching in Higher Education 0:0, pages 1-16.
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Tiffani Betts Razavi & Hoda Mahmoudi. (2023) What can be learned from looking for gender differences in peace education data? Lessons from a Bahá’í-inspired undergraduate course. Journal of Peace Education 20:1, pages 95-119.
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Rosa Marvell & Samantha Child. (2023) ‘I have some trauma responses, but it’s not my identity’: furthering social justice for care experienced and estranged university students. International Studies in Sociology of Education 32:1, pages 96-117.
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Trine Wulf-Andersen. (2023) ‘Climbing Mount Adversity’: students’ experiences of psychosocial problems in higher education. International Studies in Sociology of Education 32:1, pages 11-29.
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Alexandra Ridgway. (2023) Love, loss and a doctorate: an autoethnography of grieving while writing a PhD. Higher Education Research & Development 42:1, pages 230-243.
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Matthew Bunn, Penny Jane Burke & Steven Threadgold. (2022) Classed trajectories in higher education and the graduate labour market: affective affinities in a ‘meritocracy’. British Journal of Sociology of Education 43:8, pages 1273-1287.
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Tamsin Hinton-Smith, Rosa Marvell, Charlotte Morris & Kimberley Brayson. (2022) ‘It’s not something that we think about with regard to curriculum.’ Exploring gender and equality awareness in higher education curriculum and pedagogy. Gender and Education 34:5, pages 495-511.
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Garth Stahl, Wojtek Tomaszewski & Nicholas Ghan. (2022) Investigating the resilience of first-in-family men longitudinally: a mixed method approach. International Studies in Sociology of Education 0:0, pages 1-24.
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Wioleta Kucharska & Teresa Rebelo. (2022) Transformational leadership for researcher’s innovativeness in the context of tacit knowledge and change adaptability. International Journal of Leadership in Education 0:0, pages 1-22.
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Astrida Neimanis & Laura McLauchlan. (2022) Composting (in) the gender studies classroom: Growing feminisms for climate changing pedagogies. Curriculum Inquiry 52:2, pages 218-234.
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Rebekah Russell-Bennett, Maria Raciti, Kate Letheren & Judy Drennan. (2022) Empowering low-socioeconomic status parents to support their children in participating in tertiary education: co-created digital resources for diverse parent personas. Higher Education Research & Development 41:2, pages 527-545.
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Jacqueline Gibbs, J. Hartviksen, A. Lehtonen & E. Spruce. (2021) Pedagogies of inclusion: a critical exploration of small-group teaching practice in higher education. Teaching in Higher Education 26:5, pages 696-711.
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Krystina Millar. (2021) Rewards and resistance: the importance of teaching women's and gender studies at a southern, comprehensive, liberal arts university. Gender and Education 33:4, pages 403-419.
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Sheila Quaid & Helen Williams. (2021) Troubling knowledges and difficult pedagogical moments for students learning. International Journal of Inclusive Education 0:0, pages 1-19.
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Sarah K Hattam & Tanya Weiler. (2021) ‘Every single student counts’: leadership of professional development underpinned by social justice for sessional staff in a South Australian university. Professional Development in Education 47:1, pages 128-140.
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Riyad A. Shahjahan. (2020) On ‘being for others’: time and shame in the neoliberal academy. Journal of Education Policy 35:6, pages 785-811.
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Miriam Kent. (2020) Marking gender studies: the (Radical) value of creative-critical assessment. Higher Education Pedagogies 5:1, pages 61-89.
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Jioji Ravulo, Shannon Said, Jim Micsko & Gayl Purchase. (2020) Social value and its impact through widening participation: A review of four programs working with primary, secondary & higher education students. Cogent Social Sciences 6:1.
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Anne-Sofie Nyström, Carolyn Jackson & Minna Salminen Karlsson. (2019) What counts as success? Constructions of achievement in prestigious higher education programmes. Research Papers in Education 34:4, pages 465-482.
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Penny Jane Burke & Ronelle Carolissen. (2018) Gender, post-truth populism and higher education pedagogies. Teaching in Higher Education 23:5, pages 543-547.
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Sara C. Motta & Anna Bennett. (2018) Pedagogies of care, care-full epistemological practice and ‘other’ caring subjectivities in enabling education. Teaching in Higher Education 23:5, pages 631-646.
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Articles from other publishers (16)
Kerry Chappell, Katherine Natanel & Heather Wren. (2021) Letting the ghosts in: re-designing HE teaching and learning through posthumanism. Teaching in Higher Education 28:8, pages 2066-2088.
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Samantha Child & Rosa Marvell. (2023) Care‐experienced students in higher education: A case for re‐figuring higher education worlds to widen access and further social justice. British Educational Research Journal.
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Armand Bam, Cyrill Walters & Jonathan Jansen. (2023) Care and academic work in a pandemic lockdown: a study of women academics in South Africa. Higher Education.
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Penelope Lusk. (2022) Emotion, ethics, epistemology: What can shame ‘do’ in medical education?. Journal of Evaluation in Clinical Practice.
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Stefanie Argus, Annemarie Vaccaro, Julie Coiro, Rabia Hos & Theresa Deeney. 2022. Handbook of Research on Social Justice and Equity in Education. Handbook of Research on Social Justice and Equity in Education
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Kelly Morris Roberts. (2021) Integrating Feminist Theory, Pedagogy, and Praxis into Teacher Education. SAGE Open 11:3, pages 215824402110231.
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Penny Jane Burke. 2020. The Wiley Handbook of Gender Equity in Higher Education. The Wiley Handbook of Gender Equity in Higher Education
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Marcus B. Weaver‐Hightower. 2020. The Wiley Handbook of Gender Equity in Higher Education. The Wiley Handbook of Gender Equity in Higher Education
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Trine Wulf-Andersen & Lene Larsen. (2020) Students, psychosocial problems and shame in neoliberal higher education. Journal of Psychosocial Studies 13:3, pages 303-317.
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Matthew Bunn, Steven Threadgold & Penny Jane Burke. (2019) Class in Australian higher education: The university as a site of social reproduction. Journal of Sociology 56:3, pages 422-438.
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Drew Bird & Katy Tozer. (2018) An a/r/tographic exploration of engagement in theatrical performance: What does this mean for the student/teacher relationship?. Arts and Humanities in Higher Education 19:1, pages 3-19.
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Matthew Bunn, Anna Bennett & Penny J Burke. (2018) In the anytime: Flexible time structures, student experience and temporal equity in higher education. Time & Society 28:4, pages 1409-1428.
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Tara Samantha Styles-Lightowlers. (2019) Feminist approaches to teaching about VAW. Equality, Diversity and Inclusion: An International Journal 38:4, pages 430-446.
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Michalinos Zembylas. (2019) “Shame at being human” as a transformative political concept and praxis: Pedagogical possibilities. Feminism & Psychology 29:2, pages 303-321.
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Genine Hook. 2019. Time and Space in the Neoliberal University. Time and Space in the Neoliberal University
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Erin Sanders-McDonagh & Carole Davis. (2018) Resisting neoliberal policies in UK higher education: Exploring the impact of critical pedagogies on non-traditional students in a post-1992 university. Education, Citizenship and Social Justice 13:3, pages 217-228.
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