https://orcid.org/0000-0001-7190-497X
Citations (28)
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Sonja Kosunen. (2023) The homology between the private and the public fields in higher education. British Journal of Sociology of Education 44:2, pages 276-290.
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Susan Flynn. (2023) Academia in liquid modernity: Digital overload, cultivation, and authenticity in teaching work. Review of Education, Pedagogy, and Cultural Studies 45:1, pages 90-106.
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Katja Brøgger & Miriam Madsen. (2022) An affirmative-diffractive re-reading of the policy instrumentation approach through agential realism and the accreditation instrument. Journal of Education Policy 37:6, pages 925-943.
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Lucas Cone. (2022) Teachers on the market: Professional relations, desires, and ambiguities in digital teacher-to-teacher economies. Teachers and Teaching 28:6, pages 742-756.
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Marita Ljungqvist & Anders Sonesson. (2022) Selling out Education in the Name of Digitalization: A Critical Analysis of Swedish Policy. Nordic Journal of Studies in Educational Policy 8:2, pages 89-102.
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Lucas Cone & Lejf Moos. (2022) Introduction: mapping commercial interests and imaginaries in Nordic education. Nordic Journal of Studies in Educational Policy 8:1, pages 1-8.
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Ingvil Bjordal. (2022) Soft privatization in the Norwegian school: cooperation between public government and private consultancies in developing ‘failing’ schools. Nordic Journal of Studies in Educational Policy 8:1, pages 42-51.
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Anne Sigrid Haugset. (2022) Negotiating the value of “corporations’ capital” in Norwegian Early Childhood Education and Care provision. Nordic Journal of Studies in Educational Policy 8:1, pages 30-41.
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Lucas Cone, Katja Brøgger, Mieke Berghmans, Mathias Decuypere, Annina Förschler, Emiliano Grimaldi, Sigrid Hartong, Thomas Hillman, Malin Ideland, Paolo Landri, Karmijn van de Oudeweetering, Catarina Player-Koro, Annika Bergviken Rensfeldt, Linda Rönnberg, Danilo Taglietti & Lanze Vanermen. (2021) Pandemic Acceleration: Covid-19 and the emergency digitalization of European education. European Educational Research Journal 21:5, pages 845-868.
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María-Jesús Martínez-Usarralde & Belén Espejo-Villar. 2022. World Education Patterns in the Global North: The Ebb of Global Forces and the Flow of Contextual Imperatives. World Education Patterns in the Global North: The Ebb of Global Forces and the Flow of Contextual Imperatives
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Dimitra Kotouza, Felicity Callard, Philip Garnett & Leon Rocha. (2021) Mapping mental health and the UK university sector: Networks, markets, data. Critical Social Policy 42:3, pages 365-387.
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Iryna Kushnir. (2022) Referentiality mechanisms in EU education policymaking: The case of the European Education Area. European Journal of Education 57:1, pages 128-141.
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Francesca Peruzzo, Stephen J Ball & Emiliano Grimaldi. (2022) Peopling the crowded education state: Heterarchical spaces, EdTech markets and new modes of governing during the COVID-19 pandemic. International Journal of Educational Research 114, pages 102006.
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Lucas Cone. (2020) “They Would Do Just Fine Without Me”: Experiences of Private Tutoring in Denmark. ECNU Review of Education 4:3, pages 566-589.
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Inka Bormann, Katja Brøgger, Milan Pol & Bohumíra Lazarová. (2021) COVID-19 and its effects: On the risk of social inequality through digitalization and the loss of trust in three European education systems. European Educational Research Journal 20:5, pages 610-635.
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Alison L. Milner, Paola Mattei & Christian Ydesen. (2021) Governing education in times of crisis: State interventions and school accountabilities during the COVID-19 pandemic. European Educational Research Journal 20:4, pages 520-539.
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Lejf Moos, Elisabet Nihlfors & Jan Merok Paulsen. 2020. Re-centering the Critical Potential of Nordic School Leadership Research. Re-centering the Critical Potential of Nordic School Leadership Research
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