Citations (39)
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Read on this site (23)
Michalinos Zembylas. (2023) Theorizing ‘affective infrastructure’ in education policy: articulating new political imaginaries for a more equitable future. Journal of Education Policy 38:6, pages 944-962.
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Borut Mikulec & Paula Guimarães. (2023) The OECD solutionism and mythologies in adult education policy: skills strategies in Portugal and Slovenia. Studies in Continuing Education 45:3, pages 324-343.
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Andrew Deuchar. (2023) International education policy and/as the limits of humanism: A posthuman critique from the Anthropocene. Journal of Education Policy 0:0, pages 1-20.
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Michalinos Zembylas. (2023) The affective ideology of the OECD global competence framework: implications for intercultural communication education. Pedagogy, Culture & Society 31:2, pages 305-323.
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Tuomas Aivelo. (2023) School students’ attitudes towards unloved biodiversity: insights from a citizen science project about urban rats. Environmental Education Research 29:1, pages 81-98.
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Eleftherios Klerides. (2022) Comparisons, numbers and nations: exploring national policy responses to international data via a postfoundational imagining of the policymaker. Journal of Education Policy 37:5, pages 762-780.
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Bahriye Kemal & Michalinos Zembylas. (2022) The uses of affect in literature education: trajectories of nationalism and solidarity in postcolonial Cyprus. Compare: A Journal of Comparative and International Education 0:0, pages 1-18.
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Michalinos Zembylas. (2022) Affective ideology and education policy: implications for critical policy research and practice. Journal of Education Policy 37:4, pages 511-526.
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Viviana O. Pitton & Marcia McKenzie. (2022) What moves us also moves policy: the role of affect in mobilizing education policy on sustainability. Journal of Education Policy 37:4, pages 527-547.
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Riyad A. Shahjahan, Erin L. Sonneveldt, Annabelle L. Estera & Sohyeon Bae. (2022) Emoscapes and commercial university rankers: the role of affect in global higher education policy. Critical Studies in Education 63:3, pages 275-290.
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Caroline Veldhuizen & Lars Coenen. (2022) Smart Specialization in Australia: Between Policy Mobility and Regional Experimentalism?. Economic Geography 98:3, pages 228-249.
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Michalinos Zembylas. (2022) Revisiting the notion of critical thinking in higher education: theorizing the thinking-feeling entanglement using affect theory. Teaching in Higher Education 0:0, pages 1-15.
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Riyad A. Shahjahan, Paul E. Bylsma & Chetan Singai. (2022) Global university rankings as ‘sticky’ objects and ‘refrains’: affect and mediatisation in India. Comparative Education 58:2, pages 224-241.
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Valeria Ghisloti Iared & Lakshmi Juliane Vallim Hofstatter. (2022) Our SARS-CoV-2 teacher: Teachings of the pandemic about our relations with the more-than-human world. The Journal of Environmental Education 53:2, pages 117-125.
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Vlad P. Glaveanu & Gail Womersley. (2021) Affective mobilities: migration, emotion and (im)possibility. Mobilities 16:4, pages 628-642.
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Marcia McKenzie, Steven Lewis & Kalervo N. Gulson. (2021) Response: Matters of (im)mobility: beyond fast conceptual and methodological readings in policy sociology. Critical Studies in Education 62:3, pages 394-410.
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Steven Lewis. (2021) The turn towards policy mobilities and the theoretical-methodological implications for policy sociology. Critical Studies in Education 62:3, pages 322-337.
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Marcia McKenzie & Kathleen Aikens. (2021) Global education policy mobilities and subnational policy practice. Globalisation, Societies and Education 19:3, pages 311-325.
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Mark Rickinson & Marcia McKenzie. (2021) Understanding the research-policy relationship in ESE: insights from the critical policy and evidence use literatures. Environmental Education Research 27:4, pages 480-497.
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Bob Lingard. (2021) The changing and complex entanglements of research and policy making in education: issues for environmental and sustainability education. Environmental Education Research 27:4, pages 498-512.
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Michalinos Zembylas. (2021) The affective dimension of everyday resistance: implications for critical pedagogy in engaging with neoliberalism’s educational impact. Critical Studies in Education 62:2, pages 211-226.
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Jamie Mcphie & David A. G. Clarke. (2020) Nature matters: diffracting a keystone concept of environmental education research – just for kicks. Environmental Education Research 26:9-10, pages 1509-1526.
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Kathleen Aikens & Kristen Hargis. (2019) Policy conflicts on the move: a ‘mobilities’ case study of neoliberal postsecondary policy. Journal of Education Policy 34:1, pages 22-43.
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Articles from other publishers (16)
Steven Lewis. (2023) (Re)drawing Lines in Our Research: Using Policy Mobilities and Network Ethnography to Research Global Policy Networks in Education. ECNU Review of Education 6:4, pages 646-653.
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Nicolas Stahelin & Marcia McKenzie. (2023) The Impact of Meetings on the Network Governance and Mobility of UN Policy Programs on Environment and Education. ECNU Review of Education 6:4, pages 597-622.
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Riyad A. Shahjahan, Adam Grimm & Ryan M. Allen. (2021) The “LOOMING DISASTER” for higher education: how commercial rankers use social media to amplify and foster affect. Higher Education 86:4, pages 827-843.
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Wolfgang Haupt. (2023) Policy diffusion, policy transfer, and policy mobilities revisited: A call for more interdisciplinary approaches in human geography. Geography Compass 17:5.
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Clifford P. Harbour, Rachel Killam & Jennifer R. Wolgemuth. (2023) Affect Theory and the Community College Completion Agenda. Journal of Higher Education Policy And Leadership Studies 4:1, pages 64-82.
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Michalinos Zembylas. (2021) Theorizing the affective regime of “best practice” in education policy. European Educational Research Journal 22:2, pages 281-294.
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Valéria Ghisloti Iared, Alberto Cabral Ferreira & Lakshmi Juliane Vallim Hofstatter. (2022) For more aesthetic experiences of nature in public primary and secondary education schools. Educar em Revista 38.
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Shuangmiao Han & Haodong Fu. (2022) Experimentation, policy learning, and China's education reforms. International Journal of Educational Research 116, pages 102057.
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Louise Morley, Paul Roberts & Hiroshi Ota. (2020) The affective assemblage of internationalisation in Japanese higher education. Higher Education 82:4, pages 765-781.
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Naomi Mumbi Maina, Jaylene Murray & Marcia McKenzie. (2020) Climate change and the fossil fuel divestment movement in Canadian higher education: The mobilities of actions, actors, and tactics. Journal of Cleaner Production 253, pages 119874.
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