Citations (28)
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James Christopher Head. (2022) Waves of Information, Suffocated Understanding, and the Place for Narrative Inquiry in the “Post-Truth” Era. Journal of Constructivist Psychology 35:2, pages 491-510.
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Chris K. Chang-Bacon. (2022) Who’s being ‘sheltered?’: How monolingual language ideologies are produced within education policy discourse and sheltered English immersion. Critical Studies in Education 63:2, pages 212-228.
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Aarno Kauppila, Heikki Kinnari & Anna-Maija Niemi. (2020) Governmentality of disability in the context of lifelong learning in European Union policy. Critical Studies in Education 61:5, pages 529-544.
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James Christopher Head & Karyna Pryiomka. (2020) Accounting for mediatization in the era of individualized consequential accountability. Journal of Education Policy 35:3, pages 421-440.
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James Christopher Head. (2019) From the bottom-up: New York City teacher evaluation and the narration of mediated institutional assault. Critical Studies in Education 60:1, pages 37-54.
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Rille Raaper. (2018) ‘Peacekeepers’ and ‘machine factories’: tracing Graduate Teaching Assistant subjectivity in a neoliberalised university. British Journal of Sociology of Education 39:4, pages 421-435.
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Stephen Chatelier & Sophie Rudolph. (2018) Teacher responsibility: shifting care from student to (professional) self?. British Journal of Sociology of Education 39:1, pages 1-15.
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Donald Gillies & Denise Mifsud. (2016) Policy in transition: the emergence of tackling early school leaving (ESL) as EU policy priority. Journal of Education Policy 31:6, pages 819-832.
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Denise Mifsud. (2016) ‘Decentralised’ neoliberalism and/or ‘masked’ re-centralisation? The policy to practice trajectory of Maltese school reform through the lens of neoliberalism and Foucault. Journal of Education Policy 31:4, pages 443-465.
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Dianne Mulcahy. (2016) Policy matters: de/re/territorialising spaces of learning in Victorian government schools. Journal of Education Policy 31:1, pages 81-97.
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Denise Mifsud. (2016) The policy discourse of networking and its effect on school autonomy: a Foucauldian interpretation. Journal of Educational Administration and History 48:1, pages 89-112.
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Anna-Maija Niemi. (2022) ‘It hasn’t Been the Best Year, but here I am’: Young Adults Interpreting their Agency in Relation to the Self-Governing Discourse, Social Relations and Life Contexts. Journal of Applied Youth Studies 5:3, pages 177-195.
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Rille Raaper, Francesca Peruzzo & Mette Westander. (2022) Disabled students doing activism: Borrowing from and trespassing neoliberal reason in English higher education. Power and Education, pages 175774382211177.
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