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Marianne Dovemark & Ann-Sofie Holm. (2017) Pedagogic identities for sale! Segregation and homogenization in Swedish upper secondary school. British Journal of Sociology of Education 38:4, pages 518-532.
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Eva Silfver, Gunnar Sjöberg & Anette Bagger. (2016) An ‘appropriate’ test taker: the everyday classroom during the national testing period in school year three in Sweden. Ethnography and Education 11:3, pages 237-252.
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Christina Elde Mølstad & Sven-Erik Hansén. (2013) The Curriculum as a Governing Instrument – A Comparative Study of Finland and Norway. Education Inquiry 4:4.
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Iryna Kushnir & Elizabeth Agbor Eta. 2023. Towards Social Justice in the Neoliberal Bologna Process. Towards Social Justice in the Neoliberal Bologna Process
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Sylvelin Hege Sevilhaug. (2022) Musikkfagets plass i norsk skole siden 1974 og fram til i dag. Nordisk kulturpolitisk tidsskrift 25:3, pages 165-184.
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Iryna Kushnir. 2022. Indigenous Methodologies, Research and Practices for Sustainable Development. Indigenous Methodologies, Research and Practices for Sustainable Development
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Linnéa Holmberg. (2020) ’Bursting With Activities‘: Impression Management as Edu-Business in School-Age Educare. International Journal for Research on Extended Education 7:2-2019, pages 178-190.
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Astrid Tolo, Sølvi Lillejord, María Teresa Flórez Petour & Therese N. Hopfenbeck. (2019) Intelligent accountability in schools: A study of how school leaders work with the implementation of assessment for learning. Journal of Educational Change 21:1, pages 59-82.
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Sirpa Lappalainen, Mattias Nylund & Per-Åke Rosvall. (2018) Imagining societies through discourses on educational equality: A cross-cultural analysis of Finnish and Swedish upper secondary curricula from 1970 to the 2010s. European Educational Research Journal 18:3, pages 335-354.
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Jeffrey Brooks Hall. (2017) “Governing by templates” through new modes of school inspection in Norway. Journal of Educational Change 18:2, pages 161-182.
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