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Wonyong Park, Hyunju Lee, Yeonjoo Ko & Hyunok Lee. (2023) “Safety” and “integration”: examining the introduction of disaster into the science curriculum in South Korea. Journal of Curriculum Studies 55:5, pages 580-597.
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Catherine Gripton. (2023) Pattern in early years mathematics curriculum: a 25-year review of the status, positioning and conception of pattern in England. Research in Mathematics Education 25:1, pages 3-23.
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Zongyi Deng. (2022) Powerful knowledge, educational potential and knowledge-rich curriculum: pushing the boundaries. Journal of Curriculum Studies 54:5, pages 599-617.
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Jim Hordern. (2022) Powerful knowledge and knowledgeable practice. Journal of Curriculum Studies 54:2, pages 196-209.
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Abdulkerim Sen. (2021) Challenging or consolidating neoliberalism: prominent discursive traces on a university-level citizenship course. Higher Education Research & Development 40:3, pages 613-626.
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Steve Connolly. (2021) ‘Towards an epistemology of media education: confronting the problems of knowledge presented by social realism.’. Pedagogy, Culture & Society 29:2, pages 315-329.
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Abdulkerim Sen. (2020) ‘Powerful’ human rights education’s curriculum problems. Cambridge Journal of Education 50:4, pages 409-427.
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Emma Armitage & Caroline Lau. (2020) Can the English Baccalaureate act as an educational equaliser?. Assessment in Education: Principles, Policy & Practice 27:1, pages 109-135.
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