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International Studies in Sociology of Education Volume 23, 2013 - Issue 2: Neoliberal common sense in education Part One
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Articles

The right to higher education: neoliberalism, gender and professional mis/recognitions

Penny Jane Burke Centre for Higher Education and Equity Research, Paulo Freire Institute-UK, Sussex, UKCorrespondence[email protected]
Pages 107-126 | Published online: 19 Jun 2013

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Kieran Balloo, Fabiane Ramos, Russell Crank, Daniel Crane, Susan Hopkins, Mary McGovern, Frey Parkes, Julie Penno, Niharika Singh, Nicholas Todd, Victoria Wilson, Angela Windsor & Sue Worsley. (2023) Exploring the identities of pathways educators through the lens of Third Space Theory. Pedagogy, Culture & Society 0:0, pages 1-23.
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Vikki Boliver & Mandy Powell. (2023) Competing conceptions of fair admission and their implications for supporting students to fulfil their potential at university. Perspectives: Policy and Practice in Higher Education 27:1, pages 8-15.
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Raakel Plamper, Päivi Siivonen & Nina Haltia. (2023) Student-as-customer discourse as a challenge to equality in Finnish higher education – the case of non-fee-paying and fee-paying master’s degree students. International Studies in Sociology of Education 32:1, pages 140-160.
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Sarah Kate Hattam & Tanya Weiler. (2022) Reframing the ‘illegitimate’ academic: the critical role of professional development for sessional staff. Teaching in Higher Education 0:0, pages 1-19.
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Loshini Naidoo. (2021) Traversing the terrain of higher education: experiences of refugee youth on the inside. International Journal of Inclusive Education 25:2, pages 182-195.
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Dina Kiwan. (2021) Special educational needs and the global middle class: navigating local, national and global citizenship in the Middle East. Compare: A Journal of Comparative and International Education 51:1, pages 118-136.
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Sally Welsh. (2020) ‘This is the plan’: mature women’s vocational education choices and decisions about Honours degrees. Research in Post-Compulsory Education 25:3, pages 259-278.
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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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Louise Gazeley. (2019) Unpacking ‘disadvantage’ and ‘potential’ in the context of fair access policies in England. Educational Review 71:6, pages 673-690.
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Louise Gazeley, Fay Lofty, Penny Longman & Ruth Squire. (2019) Under-tapped potential: practitioner research as a vehicle for widening participation. Journal of Further and Higher Education 43:7, pages 1008-1020.
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Jioji Ravulo. (2019) Raising retention rates towards achieving vocational and career aspirations in Pacific communities. International Journal of Lifelong Education 38:2, pages 214-231.
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P. Matthijs Bal & Edina Dóci. (2018) Neoliberal ideology in work and organizational psychology. European Journal of Work and Organizational Psychology 27:5, pages 536-548.
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Jessica Dawn Gagnon. (2018) ‘Bastard’ daughters in the ivory tower: illegitimacy and the higher education experiences of the daughters of single mothers in the UK. Teaching in Higher Education 23:5, pages 563-575.
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Dina Kiwan. (2018) American liberal education and the civic university: ‘citizenship’ and ‘learning’ at the American University of Beirut. Geografiska Annaler: Series B, Human Geography 100:2, pages 112-130.
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Oğuzhan Bozoğlu & Şöheyda Göktürk. (2021) A Qualitative Exploration of the Microfoundations of Institutional Theory: Reflections from Higher Education Context. Higher Education Policy 36:1, pages 53-72.
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Vikki Boliver & Mandy Powell. (2023) Rethinking merit? The development of more progressive approaches to university admissions in England. Widening Participation and Lifelong Learning 24:3, pages 33-55.
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Lilian N. Schofield. (2022) The Workings and Effects of Precarious Employment on Black Women Educators in Development Studies: An Autoethnographic Account of an International Fieldtrip. Progress in Development Studies 22:3, pages 305-311.
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María Naranjo Crespo & M. Aránzazu Carrasco Temiño. (2022) Participación estudiantil e inclusión digital en la universidad. Un estudio en contextos iberoamericanos. Foro de Educación 20:1, pages 10-38.
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P. Matthijs Bal, Lee Matthews, Edina Dóci & Lucy P. McCarthy. (2020) An ideological analysis of sustainable careers: identifying the role of fantasy and a way forward. Career Development International 26:1, pages 83-101.
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Fin Cullen, John Barker & Pam Alldred. 2020. The Palgrave Handbook of Auto/Biography. The Palgrave Handbook of Auto/Biography 241 262 .
Deirdre Byrne. (2017) Teaching and Researching Women's and Gender Studies in Post-apartheid South Africa. Gender a výzkum / Gender and Research 18:1, pages 113-129.
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Marie-Pierre Moreau. (2016) Regulating the student body/ies: University policies and student parents. British Educational Research Journal 42:5, pages 906-925.
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Genine A. HookGenine Hook. 2016. Sole Parent Students and Higher Education. Sole Parent Students and Higher Education 95 122 .
Genine A. HookGenine A. Hook. 2016. Sole Parent Students and Higher Education. Sole Parent Students and Higher Education 53 65 .
Polly Bolshaw. 2016. Angewandte Kindheitswissenschaften – Applied Childhood Studies. Angewandte Kindheitswissenschaften – Applied Childhood Studies 107 132 .
Steven A Burr & Yee L Leung. (2015) Promoting equality by assessing discrimination in clinical practice. British Journal of Hospital Medicine 76:11, pages 642-645.
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Dick Ng'ambi & Vivienne Bozalek. (2015) Editorial: Massive open online courses ( MOOCs ): Disrupting teaching and learning practices in higher education . British Journal of Educational Technology 46:3, pages 451-454.
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Konstanze Spohrer. 2015. The Gove Legacy. The Gove Legacy 101 115 .

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