Pedagogies of care in performative schools

References

• Abbott-Chapman, J. (2011). Making the most of the mosaic: Facilitating post-school transitions to higher education of disadvantaged students. The Australian Educational Researcher, 38(1), 57–71. doi: 10.1007/s13384-010-0001-9
   Web of Science ®Google Scholar
• Ayers W. (2000). Simple justice: Thinking about teaching and learning, equity and the fight for small schools. In W. Ayers, M. Klonsky, & G. Lyon (Eds.), A simple justice: The challenge for small schools (pp. 1–8). New York, NY: Teachers College Press.
   Google Scholar
• Ball, S. (2003). The teacher's soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. doi: 10.1080/0268093022000043065
   Web of Science ®Google Scholar
• Ball, S. (2008). The education debate. Bristol: Policy Press.
   Google Scholar
• Ball, S., Maguire, M., Braun, A., & Hoskins, K. (2011). Policy actors: Doing policy work in schools. Discourse: Studies in the Cultural Politics of Education, 32(4), 625–639. doi: 10.1080/01596306.2011.601565
   Web of Science ®Google Scholar
• Boler, M., & Zembylas, M. (2003). Discomforting truths: The emotional terrain of understanding differences. In P. Trifonas (Ed.), Pedagogies of difference: Rethinking education for social justice (pp. 110–136). New York, NY: Routledge.
   Google Scholar
• Chatelier, S., & Rudolph, S. (2018). Teacher responsibility: Shifting care from student to (professional) self? British Journal of Sociology of Education, 39, 1–15. doi: 10.1080/01425692.2017.1291328
   Web of Science ®Google Scholar
• Chesters, J., & Daly, A. (2017). Do peer effects mediate the association between family socioeconomic status and educational achievement? Australian Journal of Social Issues, 52, 63–77. doi: 10.1002/ajs4.3
   Web of Science ®Google Scholar
• Clarke, M. (2012). The (absent) politics of neo-liberal education policy. Critical Studies in Education, 53(3), 297–310. doi: 10.1080/17508487.2012.703139
   Web of Science ®Google Scholar
• Connell, R. (2013). The neoliberal cascade and education: An essay on the market agenda and its consequences. Critical Studies in Education, 54(2), 99–112. doi: 10.1080/17508487.2013.776990
   Web of Science ®Google Scholar
• Cuervo, H. (2016). Understanding social justice in rural education. New York, NY: Palgrave Macmillan.
   Google Scholar
• Ecclestone, K., & Hayes, D. (2009). The dangerous rise of therapeutic education. Abingdon: Routledge.
   Google Scholar
• Fraser, N. (2016). Contradictions of capital and care. New Left Review, 100(July-August), 99–117.
   Google Scholar
• Furedi, F. (2004). Therapy culture: Creating vulnerability in an uncertain age. London: Routledge.
   Google Scholar
• Gemici, S., Lim, P., & Karmel, T. (2014). Can school characteristics influence university entrance scores? The Australian Economic Review, 47(1), 86–99. doi: 10.1111/1467-8462.12057
   Web of Science ®Google Scholar
• Gerrard, J. (2015). Public education in neoliberal times: Memory and desire. Journal of Education Policy, 30(6), 855–868. doi: 10.1080/02680939.2015.1044568
   Web of Science ®Google Scholar
• Gillborn, D., & Youdell, D. (1999). Rationing education: Policy, practice, reform, and equity. Buckingham: Open University Press.
   Google Scholar
• Held, V. (2006). The ethics of care: Personal, political, and global. Oxford: Oxford University Press.
   Google Scholar
• Hodgson, D. (2018). Disciplining the conduct of young people in compulsory education policy and practice. Discourse: Studies in the Cultural Politics of Education, 39, 1–14. doi: 10.1080/01596306.2016.1160031
   Web of Science ®Google Scholar
• Kelly, P. (2006). The entrepreneurial self and ‘youth at-risk’: Exploring the horizons of identity in the twenty-first century. Journal of Youth Studies, 9(1), 17–32. doi: 10.1080/13676260500523606
   Google Scholar
• Kenway, J. (2013). Challenging inequality in Australian schools: Gonski and beyond. Discourse: Studies in the Cultural Politics of Education, 34(2), 286–308. doi: 10.1080/01596306.2013.770254
   Web of Science ®Google Scholar
• Klenowski, V. (2014). Towards fairer assessment. The Australian Educational Researcher, 41(4), 445–470. doi: 10.1007/s13384-013-0132-x
   Web of Science ®Google Scholar
• Lingard, B. (2007). Pedagogies of indifference. International Journal of Inclusive Education, 11(3), 245–266. doi: 10.1080/13603110701237498
   Google Scholar
• Lingard, B. (2011). Policy as numbers: Ac/counting for educational research. The Australian Educational Researcher, 38(4), 355–382. doi: 10.1007/s13384-011-0041-9
   Web of Science ®Google Scholar
• Lingard, B., Creagh, S., & Vass, G. (2012). Education policy as numbers: Data categories and two Australian cases of misrecognition. Journal of Education Policy, 27(3), 315–333. doi: 10.1080/02680939.2011.605476
   Web of Science ®Google Scholar
• Lingard, B., & Keddie, A. (2013). Redistribution, recognition and representation: Working against pedagogies of indifference. Pedagogy, Culture & Society, 21(3), 427–447. doi: 10.1080/14681366.2013.809373
   Google Scholar
• Lingard, B., Sellar, S., & Savage, G. (2014). Re-articulating social justice as equity in schooling policy: The effects of testing and data infrastructures. British Journal of Sociology of Education, 35(5), 710–730. doi: 10.1080/01425692.2014.919846
   Web of Science ®Google Scholar
• McGregor, G., & Mills, M. (2012). Alternative education sites and marginalised young people: ‘I wish there were more schools like this one. International Journal of Inclusive Education, 16(8), 843–862. doi: 10.1080/13603116.2010.529467
   Web of Science ®Google Scholar
• McLeod, J. (2017). Reframing responsibility in an era of responsibilisation: Education, feminist ethics. Discourse: Studies in the Cultural Politics of Education, 38(1), 43–56. doi: 10.1080/01596306.2015.1104851
   Web of Science ®Google Scholar
• Mills, M., Keddie, A., Renshaw, P., & Monk, S. (2017). The politics of differentiation in schools. London: Routledge.
   Google Scholar
• Mills, M., McGregor, G., Baroutsis, A., te Riele, K., & Hayes, D. (2016). Alternative education and social justice: Considering issues of affective and contributive justice. Critical Studies in Education, 57(1), 100–115. doi: 10.1080/17508487.2016.1087413
   Web of Science ®Google Scholar
• Minow, M. (1990). Making all the difference: Inclusion, exclusion and American law. Ithaca, NY: Cornell University Press.
   Google Scholar
• Mockler, N. (2013). Reporting the ‘education revolution’: MySchool.edu.au in the print media. Discourse: Studies in the Cultural Politics of Education, 34(1), 1–16. doi: 10.1080/01596306.2012.698860
   Web of Science ®Google Scholar
• Morley, L., Marginson, S., & Blackmore, J. (2014). Education and neoliberal globalization. British Journal of Sociology of Education, 35(3), 457–468. doi: 10.1080/01425692.2014.893072
   Web of Science ®Google Scholar
• Noddings, N. (2005). The challenge to care in schools: An alternative approach to education (2nd ed.). New York, NY: Teachers College Press.
   Google Scholar
• Noddings, N. (2007). Caring as relation and virtue in teaching. In P. S. Ivanhoe, & R. Walker (Eds.), Working virtue: Virtue ethics and contemporary moral problems (pp. 41–60). Oxford: Oxford University Press.
   Google Scholar
• Noddings, N. (2012). The caring relation in teaching. Oxford Review of Education, 38(6), 771–781. doi: 10.1080/03054985.2012.745047
   Web of Science ®Google Scholar
• Noddings, N. (2015). Philosophy of education (4th ed.). Boulder, CO: Westview Press.
   Google Scholar
• Pulcini, E. (2012). Care of the world: Fear, responsibility and justice in the global age. Dordrecht: Springer.
   Google Scholar
• Rizvi, F., & Lingard, B. (2010). Globalizing education policy. New York, NY: Routledge.
   Google Scholar
• Robinson, S. (2011). Diluting education? An ethnographic study of change in an Australian Ministry of Education. Discourse: Studies in the Cultural Politics of Education, 32(5), 797–807. doi: 10.1080/01596306.2011.620760
   Web of Science ®Google Scholar
• Rowe, E. E., & Windle, J. (2012). The Australian middle class and education: A small-scale study of the school choice experience as framed by ‘My school’ within inner city families. Critical Studies in Education, 53(2), 137–151. doi: 10.1080/17508487.2012.672327
   Web of Science ®Google Scholar
• Savage, G. (2011). When worlds collide: Excellent and equitable learning communities? Australia’s ‘social capitalist’ paradox? Journal of Education Policy, 26(1), 33–59. doi: 10.1080/02680939.2010.493229
   Web of Science ®Google Scholar
• Savage, G. (2013). Tailored equities in the education market: Flexible policies and practices. Discourse: Studies in the Cultural Politics of Education, 34(2), 185–201. doi: 10.1080/01596306.2013.770246
   Web of Science ®Google Scholar
• Savage, G. (2016). Who’s steering the ship? National curriculum reform and the re-shaping of Australian federalism. Journal of Education Policy, 31, 833–850. doi: 10.1080/02680939.2016.1202452
   Web of Science ®Google Scholar
• Scott, B. C. (2012). Caring teachers and symbolic violence: Engaging the productive struggle in practice and research. Educational Studies, 48(6), 530–549. doi: 10.1080/00131946.2012.733279
   Google Scholar
• Singh, P. (2015). Performativity and pedagogising knowledge: Globalising educational policy formation, dissemination and enactment. Journal of Education Policy, 30(3), 363–384. doi: 10.1080/02680939.2014.961968
   Web of Science ®Google Scholar
• Smyth, J., Down, B., & McInerney, P. (2010). ‘Hanging in with kids’ in tough times: Engagement in contexts of educational disadvantage in the relational school. New York, NY: Peter Lang.
   Google Scholar
• Smyth, J., McInerney, P., & Fish, T. (2013). Blurring the boundaries: From relational learning towards a critical pedagogy of engagement for disengaged disadvantaged young people. Pedagogy, Culture & Society, 21(2), 299–320. doi: 10.1080/14681366.2012.759136
   Google Scholar
• Thompson, G., & Cook, I. (2014). Education policy-making and time. Journal of Education Policy, 29(5), 700–715. doi: 10.1080/02680939.2013.875225
   Web of Science ®Google Scholar
• Thomson, P., Lingard, B., & Wrigley, T. (2012). Reimagining school change: The necessity and reasons for hope. In T. Wrigley, P. Thomson, & B. Lingard (Eds.), Changing schools: Alternative ways to make a world of difference (pp. 1–14). Abingdon: Routledge.
   Google Scholar
• Torres, C. A. (2013). Neoliberalism as a new historical bloc: A Gramscian analysis of neoliberalism’s common sense in education. International Studies in Sociology of Education, 23(2), 80–106. doi: 10.1080/09620214.2013.790658
   Google Scholar
• Tronto, J. C. (1993). Moral boundaries: A political argument for an ethic of care. New York, NY: Routledge.
   Google Scholar
• Tronto, J. C. (2013). Caring democracy: Markets, equality, and justice. New York: New York University Press.
   Google Scholar
• Vincent, K. (2016). ‘It’s the best thing I’ve done in a long while’: Teenage mothers’ experiences of educational alternatives. Critical Studies in Education, 57(1), 55–69. doi: 10.1080/17508487.2016.1123167
   Web of Science ®Google Scholar
• Wrigley, T., Lingard, B., & Thomson, P. (2012). Pedagogies of transformation: Keeping hope alive in troubled times. Critical Studies in Education, 53(1), 95–108. doi: 10.1080/17508487.2011.637570
   Web of Science ®Google Scholar
• Young, I. (1990). Justice and the politics of difference. Princeton, NJ: Princeton University Press.
   Google Scholar
• Zembylas, M. (2015). ‘Pedagogy of discomfort’ and its ethical implications: The tensions of ethical violence in social justice education. Ethics and Education, 10(2), 163–174. doi: 10.1080/17449642.2015.1039274
   Web of Science ®Google Scholar