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Lyndsay McLean. (2023) Teaching about gender violence, with and for gender justice: epistemological, pedagogical and ethical dilemmas. Gender and Education 35:5, pages 469-486.
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Joanna Joseph Jeyaraj & Navé Wald. (2020) Students’ reflections on barriers to promoting higher education’s social purposes in the classroom. Teaching in Higher Education 25:8, pages 976-991.
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Adam B. Lerner. (2020) Social Science and the Problem of Interpretation: A Pragmatic Dual(ist) Approach. Critical Review 32:1-3, pages 124-144.
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Joseph J. Hall. (2020) Approaching “sensitive” topics: criticality and permissibility in research-led teaching about children, sexualities, and schooling. Journal of Geography in Higher Education 44:2, pages 248-264.
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Karin K. Flensner & Marie Von der Lippe. (2019) Being safe from what and safe for whom? A critical discussion of the conceptual metaphor of ‘safe space’. Intercultural Education 30:3, pages 275-288.
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Alison C. Cares, Cortney A. Franklin, Bonnie S. Fisher & Lisa Growette Bostaph. (2019) “They Were There for People Who Needed Them”: Student Attitudes Toward the Use of Trigger Warnings in Victimology Classrooms. Journal of Criminal Justice Education 30:1, pages 22-45.
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Rhiannon Storrie & Poul Rohleder. (2018) ‘I think if I had turned up sporting a beard and a dress then you get in trouble’: experiences of transgender students at UK universities. Psychology & Sexuality 9:4, pages 317-328.
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Rose Wong & Terry Jones. (2018) Students’ Experiences of Microaggressions in an Urban MSW Program. Journal of Social Work Education 54:4, pages 679-695.
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Gerald F. Burch, John H. Batchelor, Jana J. Burch, Shanan Gibson & Bob Kimball. (2018) Microaggression, anxiety, trigger warnings, emotional reasoning, mental filtering, and intellectual homogeneity on campus: A study of what students think. Journal of Education for Business 93:5, pages 233-241.
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