Citations (34)
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J. Stirrup, D. Aldous, S. Gray, R. Sandford, O. Hooper, S. Hardley, A. S. Bryant & N. R. Carse. (2023) Exploring the re-legitimisation of messages for health and physical education within contemporary English and Welsh curricula reform. Sport, Education and Society 0:0, pages 1-13.
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Ahmed Kabel. (2023) The neoliberal linguistic consensus: neoliberal multilingualism and linguistic governmentality in Morocco. The Journal of North African Studies 28:4, pages 788-814.
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Henry Kwok. (2023) Reframing educational governance and its crisis through the ‘totally pedagogised society’. Journal of Education Policy 38:3, pages 386-407.
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Parlo Singh. (2017) Pedagogic governance: theorising with/after Bernstein. British Journal of Sociology of Education 38:2, pages 144-163.
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Sophia Stavrou. (2016) Pedagogising the university: on higher education policy implementation and its effects on social relations. Journal of Education Policy 31:6, pages 789-804.
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Arathi Sriprakash, Helen Proctor & Betty Hu. (2016) Visible pedagogic work: parenting, private tutoring and educational advantage in Australia. Discourse: Studies in the Cultural Politics of Education 37:3, pages 426-441.
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Parlo Singh. (2015) Performativity and pedagogising knowledge: globalising educational policy formation, dissemination and enactment. Journal of Education Policy 30:3, pages 363-384.
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Jessica Pykett. (2010) Citizenship Education and narratives of pedagogy. Citizenship Studies 14:6, pages 621-635.
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Charlene Tan. (2010) Contesting reform: Bernstein’s pedagogic device and madrasah education in Singapore. Journal of Curriculum Studies 42:2, pages 165-182.
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John Evans, Emma Rich, Rachel Allwood & Brian Davies. (2008) Body pedagogies, P/policy, health and gender. British Educational Research Journal 34:3, pages 387-402.
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John Evans & Brian Davies. (2008) The poverty of theory: class configurations in the discourse of Physical Education and Health (PEH). Physical Education and Sport Pedagogy 13:2, pages 199-213.
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Lynette Shultz & Melody Viczko. (2021) What are we saving? Tracing governing knowledge and truth discourse in global COVID-19 policy responses. International Review of Education 67:1-2, pages 219-239.
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Megan Lourie. (2020) Recontextualising Twenty-first Century Learning in New Zealand Education Policy: The Reframing of Knowledge, Skills and Competencies. New Zealand Journal of Educational Studies 55:1, pages 113-128.
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Saed Habib Ghadban & Maad Salih Fayyadh. (2019) درجة ممارسة مدرسي المرحلة المتوسطة للكفايات التكنولوجية القائمة على معايير الاقتصاد المعرفي). Journal of Tikrit University for Humanities 26:7, pages 447-470.
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Anna Tsatsaroni, Polychronis Sifakakis & Antigone Sarakinioti. (2015) Transformations in the field of symbolic control and their implications for the Greek educational administration. European Educational Research Journal 14:6, pages 508-530.
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Andrew Boulton. (2010) Education for development, CD for Peace: Producing the “globally competitive” child. Geoforum 41:2, pages 329-336.
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Jessica Pykett. (2009) Pedagogical power. Education, Citizenship and Social Justice 4:2, pages 102-116.
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Natasa Vujisic-Zivkovic. (2009) Pedagogisation as a conceptual framework for understanding modern education. Zbornik Instituta za pedagoska istrazivanja 41:2, pages 247-263.
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