Citations (42)
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Mags Crean, Dympna Devine, Barbara Moore, Gabriela Martínez Sainz, Jennifer Symonds, Seaneen Sloan & Emma Farrell. (2023) Social class, COVID-19 and care: Schools on the front line in Ireland during the COVID-19 pandemic. British Journal of Sociology of Education 44:3, pages 452-466.
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Claire Timperley, Kathryn A. Sutherland, Marc Wilson & Meegan Hall. (2020) He moana pukepuke: navigating gender and ethnic inequality in early career academics’ conference attendance. Gender and Education 32:1, pages 11-26.
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Martina Hutton. (2019) The care-less marketplace: exclusion as affective inequality. Consumption Markets & Culture 22:5-6, pages 528-544.
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Billie Sandberg & Erin Elliott. (2019) Toward a Care-Centered Approach for Nonprofit Management in a Neoliberal Era. Administrative Theory & Praxis 41:3, pages 286-306.
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Louise Webber. (2017) Supporting professional doctorate women students through identity change and turbulent times: who cares?. Pastoral Care in Education 35:3, pages 152-165.
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Kirsty Finn. (2017) Relational transitions, emotional decisions: new directions for theorising graduate employment. Journal of Education and Work 30:4, pages 419-431.
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Luciana Lolich & Kathleen Lynch. (2017) Aligning the market and affective self: care and student resistance to entrepreneurial subjectivities. Gender and Education 29:1, pages 115-131.
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Julie McLeod. (2017) Reframing responsibility in an era of responsibilisation: education, feminist ethics. Discourse: Studies in the Cultural Politics of Education 38:1, pages 43-56.
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Maribel Garcia-Gracia & Trinidad Donoso Vázquez. (2016) Mixed schools versus single-sex schools: are there differences in the academic results for boys and girls in Catalonia?. International Journal of Inclusive Education 20:2, pages 149-167.
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Maeve O'Brien & Catherine Furlong. (2015) Continuities and discontinuities in the life histories of teacher educators in changing times. Irish Educational Studies 34:4, pages 379-394.
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Emmanuel O’Grady. (2015) Establishing respectful educative relationships: a study of newly qualified teachers in Ireland. Cambridge Journal of Education 45:2, pages 167-185.
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Andy Cramp, Catherine Lamond, Liz Coleyshaw & Sue Beck. (2012) Empowering or disabling? Emotional reactions to assessment amongst part-time adult students. Teaching in Higher Education 17:5, pages 509-521.
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Sue Clegg & Stephen Rowland. (2010) Kindness in pedagogical practice and academic life. British Journal of Sociology of Education 31:6, pages 719-735.
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Carole Leathwood & Valerie Hey. (2009) Gender/ed discourses and emotional sub-texts: theorising emotion in UK higher education. Teaching in Higher Education 14:4, pages 429-440.
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Bernie Grummell, Dympna Devine & Kathleen Lynch. (2009) The care‐less manager: gender, care and new managerialism in higher education. Gender and Education 21:2, pages 191-208.
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Robert Morrell, Lynn Davies, Kathleen Lynch, Margaret Crean & Ramya Subrahmanian. (2007) REVIEW SYMPOSIUM. British Journal of Sociology of Education 28:6, pages 797-816.
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Piers Von Berg. (2023) How research into citizenship education at university might enable transformative human rights education. Human Rights Education Review.
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Jae-Eun Noh. (2018) The legitimacy of development nongovernmental organizations as global citizenship education providers in Korea. Education, Citizenship and Social Justice 14:3, pages 241-259.
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Margaret Nohilly. (2019) Cultures of Care in Primary Schools in Ireland that Support Child Protection Work. Child Abuse Review 28:4, pages 261-272.
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Yi’En Cheng. (2015) Learning in neoliberal times: Private degree students and the politics of value coding in Singapore. Environment and Planning A: Economy and Space 48:2, pages 292-308.
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Susan Cullen. 2015. Socially Just, Radical Alternatives for Education and Youth Work Practice. Socially Just, Radical Alternatives for Education and Youth Work Practice
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Bob Pease. 2014. Alternative Masculinities for a Changing World. Alternative Masculinities for a Changing World
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Dympna Devine, Bernie Grummell & Kathleen Lynch. (2011) Crafting the Elastic Self? Gender and Identities in Senior Appointments in Irish Education. Gender, Work & Organization 18:6, pages 631-649.
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