Citations (69)
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Andrew Deuchar & Radhika Gorur. (2023) A caring transformation of international education: possibilities, challenges and change. Higher Education Research & Development 42:5, pages 1197-1211.
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Mona Jebril. (2023) The Arab Spring: new campus dynamics at Gaza’s universities?. International Studies in Sociology of Education 32:3, pages 675-693.
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Sally Carlton, Sylvia Nissen, Jaclyn Phillott, Anna Sapsford & Lloyd Carpenter. (2023) ‘The ability to change stuff up': volunteering as a young person within established organisations. Journal of Youth Studies 26:5, pages 652-667.
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Rebecca Robertson. (2023) A critical race theory analysis of transnational student activism, social media counter-stories, and the hegemonic logics of diversity work in higher education. International Journal of Qualitative Studies in Education 36:5, pages 900-917.
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Yuchen Wang. (2023) ‘It is the easiest thing to do’: university students’ perspectives on the role of lecture recording in promoting inclusive education in the UK. Teaching in Higher Education 0:0, pages 1-18.
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Ian D. Marder, Trevor Vaugh, Catriona Kenny, Shauna Dempsey, Erika Savage, Ruairí Weiner, Kate Duffy & Grace Hughes. (2022) Enabling Student Participation in Course Review and Redesign: Piloting Restorative Practices and Design Thinking in an Undergraduate Criminology Programme. Journal of Criminal Justice Education 33:4, pages 526-547.
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James Reid & Dimitrina Kaneva. (2022) ‘Finding a voice’: utilising Tronto’s ethic of care framework for developing students’ attentiveness to voice in a university module. European Early Childhood Education Research Journal 30:1, pages 164-177.
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Stephen Darwin. (2021) The changing topography of student evaluation in higher education: mapping the contemporary terrain. Higher Education Research & Development 40:2, pages 220-233.
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Lucy Chilvers, Alice Fox & Sarah Bennett. (2021) A student–staff partnership approach to course enhancement: Principles for enabling dialogue through repurposing subject-specific materials and metaphors. Innovations in Education and Teaching International 58:1, pages 14-24.
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Susan C. Faircloth, Anne Hynds & Melinda Webber. (2020) Exploring methodological and ethical opportunities and challenges when researching with Indigenous youth on issues of identity and culture. International Journal of Qualitative Studies in Education 33:9, pages 971-986.
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Ruth Squire. (2020) Class acts? Working class student officers in students’ unions. British Journal of Sociology of Education 41:3, pages 377-392.
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Emma Heron. (2020) Friendship as method: reflections on a new approach to understanding student experiences in higher education. Journal of Further and Higher Education 44:3, pages 393-407.
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Matthew T. Hora, Emily Parrott & Pa Her. (2020) How do students conceptualise the college internship experience? Towards a student-centred approach to designing and implementing internships. Journal of Education and Work 33:1, pages 48-66.
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Kathy Luckett & Veeran Naicker. (2019) Responding to misrecognition from a (post)/colonial university. Critical Studies in Education 60:2, pages 187-204.
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Ulrika Bergmark & Susanne Westman. (2018) Student participation within teacher education: emphasising democratic values, engagement and learning for a future profession. Higher Education Research & Development 37:7, pages 1352-1365.
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Helen Walkington, Sarah Dyer, Michael Solem, Martin Haigh & Shelagh Waddington. (2018) A capabilities approach to higher education: geocapabilities and implications for geography curricula. Journal of Geography in Higher Education 42:1, pages 7-24.
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Elina Lehtomäki, Josephine Moate & Hanna Posti-Ahokas. (2016) Global connectedness in higher education: student voices on the value of cross-cultural learning dialogue. Studies in Higher Education 41:11, pages 2011-2027.
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Jane Seale. (2016) How can we confidently judge the extent to which student voice in higher education has been genuinely amplified? A proposal for a new evaluation framework. Research Papers in Education 31:2, pages 212-233.
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Tai Peseta, Amani Bell, Amanda Clifford, Annette English, Jananie Janarthana, Chelsea Jones, Matthew Teal & Jessica Zhang. (2016) Students as ambassadors and researchers of assessment renewal: puzzling over the practices of university and academic life. International Journal for Academic Development 21:1, pages 54-66.
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S. Brooman, S. Darwent & A. Pimor. (2015) The student voice in higher education curriculum design: is there value in listening?. Innovations in Education and Teaching International 52:6, pages 663-674.
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Kyriaki Messiou & Max A. Hope. (2015) The danger of subverting students’ views in schools. International Journal of Inclusive Education 19:10, pages 1009-1021.
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Anna-Maria Meuleman, Robyne Garrett, Alison Wrench & Sharron King. (2015) ‘Some people might say I'm thriving but … ’: non-traditional students' experiences of university. International Journal of Inclusive Education 19:5, pages 503-517.
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Hanna Posti-Ahokas & Elina Lehtomäki. (2014) The significance of student voice: female students’ interpretations of failure in Tanzanian secondary education. Gender and Education 26:4, pages 338-355.
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Lawrence Angus, Barry Golding, Annette Foley & Peter Lavender. (2013) Promoting ‘learner voice’ in VET: developing democratic, transformative possibilities or further entrenching the status quo?. Journal of Vocational Education & Training 65:4, pages 560-574.
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Alison Wrench, Robyne Garrett & Sharron King. (2013) Guessing where the goal posts are: managing health and well-being during the transition to university studies. Journal of Youth Studies 16:6, pages 730-746.
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Alison Wrench, Cathryn Hammond, Faye McCallum & Deborah Price. (2013) Inspire to aspire: raising aspirational outcomes through a student well-being curricular focus. International Journal of Inclusive Education 17:9, pages 932-947.
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Sam Sellar & Trevor Gale. (2011) Mobility, aspiration, voice: a new structure of feeling for student equity in higher education. Critical Studies in Education 52:2, pages 115-134.
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Dr Aibhín Bray, Dr Carina Girvan & Eilís Ní Chorcora. (2023) Students’ perceptions of pedagogy for 21st century learning instrument (S-POP-21): Concept, validation, and initial results. Thinking Skills and Creativity 49, pages 101319.
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Cécile Van de Velde. (2023) ‘What have you done to our world?’: The rise of a global generational voice. International Sociology 38:4, pages 431-457.
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Marian Mahat, Mollie Dollinger, Belinda D’Angelo, Ryan Naylor & Andrew Harvey. (2022) Co-designing a curriculum model for career education: perspectives from regional communities in Australia. The Australian Educational Researcher 50:2, pages 409-431.
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Michael Priestley & Laura Mazzoli-Smith. (2023) The Epistemology and Ethics of Analysing Lived Experience Data: A Pragmatic Foucauldian-Informed Approach to Coproducing Student Mental Health Initiatives in the Neoliberal University. International Journal of Qualitative Methods 22.
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Eula Miller & Gayatri Nambiar-Greenwood. (2022) Exploring the lived experience of student nurses perspective of racism within education and clinical practice: Utilising the flipped classroom. Nurse Education Today 119, pages 105581.
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Natalie Calleja. (2022) Intersectionality and Processes of Belonging: Thinking Critically About Sociomaterial Entanglements with the Voices of Upper-Primary School-Aged Young People in Youth Research. Journal of Applied Youth Studies 5:4, pages 317-334.
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Ian Cunninghame, Lynette Vernon & Tim Pitman. (2020) To be seen and heard: Enhancing student engagement to support university aspirations and expectations for students from low socioeconomic status backgrounds. British Educational Research Journal 46:6, pages 1487-1506.
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Alison Raby. (2020) Student Voice in Personal Tutoring. Frontiers in Education 5.
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Yazdan Soltanpour, Iuri Peri & Leïla Temri. (2020) Co-Management of Fisheries Through a Negotiation Lens: The Case of Prud’homies. Maritime Studies 19:2, pages 167-178.
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Jenny R. Lawy. (2017) Theorizing voice: Performativity, politics and listening. Anthropological Theory 17:2, pages 192-215.
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Christopher McCaw. (2016) Secondary School Students’ Ideas of Learning and Schooling. A Case-Study of an Intensive, Experiential Middle-Years Program. Curriculum Perspectives 37:1, pages 11-23.
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