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Critical Studies in Education Volume 62, 2021 - Issue 5: Contemporary Dynamics of Student Experience and Belonging in Higher Education
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Individualised and instrumentalised? Critical thinking, students and the optics of possibility within neoliberal higher education

Emily DanversDepartment of Education, Centre for Higher Education and Equity Research (CHEER), Essex House, University of Sussex, Brighton, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-0170-5331View further author information
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Pages 641-656 | Received 25 Jul 2018, Accepted 04 Mar 2019, Published online: 22 Mar 2019

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Emily Danvers. (2023) Prevent/Ing critical thinking? The pedagogical impacts of Prevent in UK higher education. Teaching in Higher Education 28:6, pages 1264-1279.
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Daron Benjamin Loo & Jariya Sairattanain. (2023) Disrupting discourses of deficiency in English for Academic Purposes: dialogic reflection with a critical friend. Pedagogy, Culture & Society 31:4, pages 669-685.
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Fride Haram Klykken. (2023) The teaching apparatus: A material-discursive entanglement of tasks and friendship in the upper-secondary classroom. Critical Studies in Education 0:0, pages 1-19.
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Serhat Tutkal. (2023) Academia and authoritarian neoliberalism in Turkey: the embodied consequences of the ‘peace petition’. Journal of Education Policy 38:2, pages 233-253.
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Erika Kerruish. (2023) Critical thinking in higher education: taking Stiegler’s counsel on the digital milieu. Pedagogy, Culture & Society 0:0, pages 1-17.
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Serhat Tutkal. (2022) Power, knowledge, and universities: Turkey’s dismissed ‘academics for peace’. Critical Studies in Education 63:5, pages 639-654.
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Alison Phipps & Liz McDonnell. (2022) On (not) being the master’s tools: five years of ‘Changing University Cultures’. Gender and Education 34:5, pages 512-528.
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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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Hilary J. Collins, Hayley Glover & Fran Myers. (2022) Behind the digital curtain: a study of academic identities, liminalities and labour market adaptations for the ‘Uber-isation’ of HE. Teaching in Higher Education 27:2, pages 201-216.
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Charlotte Morris. (2021) Working with critical reflective pedagogies at a moment of post-truth populist authoritarianism. Teaching in Higher Education 0:0, pages 1-18.
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Articles from other publishers (3)

Liliana Pedraja-Rejas, Emilio Rodríguez-Ponce & Francisco Ganga-Contreras. (2023) Pensamiento crítico en las carreras de pedagogía. TECHNO REVIEW. International Technology, Science and Society Review /Revista Internacional de Tecnología, Ciencia y Sociedad 13:2, pages 1-15.
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Kate Seymour. (2022) Circling the divide: Gendered invisibility, precarity, and professional service work in a UK business school. Gender, Work & Organization.
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Kelvin Zhang. (2021) Exploring critical conceptual space in hospitality higher education. Hospitality & Society 11:2, pages 209-233.
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