Citations (9)
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Amelia Hempel-Jorgensen. (2015) Working-class girls and child-centred pedagogy: what are the implications for developing socially just pedagogy?. International Studies in Sociology of Education 25:2, pages 132-149.
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Selina McCoy, Amanda Quail & Emer Smyth. (2014) The effects of school social mix: unpacking the differences. Irish Educational Studies 33:3, pages 307-330.
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Bob Lingard & Amanda Keddie. (2013) Redistribution, recognition and representation: working against pedagogies of indifference. Pedagogy, Culture & Society 21:3, pages 427-447.
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Selina McCoy, Joanne Banks & Michael Shevlin. (2012) School matters: how context influences the identification of different types of special educational needs. Irish Educational Studies 31:2, pages 119-138.
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Joanne Banks, Michael Shevlin & Selina McCoy. (2012) Disproportionality in special education: identifying children with emotional behavioural difficulties in Irish primary schools. European Journal of Special Needs Education 27:2, pages 219-235.
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Kathryn Ecclestone. (2011) Emotionally‐vulnerable subjects and new inequalities: the educational implications of an ‘epistemology of the emotions’. International Studies in Sociology of Education 21:2, pages 91-113.
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Articles from other publishers (3)
Joanne Banks & Emer Smyth. (2021) “We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement. Education Sciences 11:10, pages 634.
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Emer SmythEmer Smyth. 2016. Students' Experiences and Perspectives on Secondary Education. Students' Experiences and Perspectives on Secondary Education
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Bob Lingard. (2011) Redistribution et reconnaissance : le refus des pédagogies de l'indifférence. Éducation et sociétés n° 27:1, pages 39-52.
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