Denise Mifsud, Paul Campbell and Richard Niesche (2026). School leadership and artificial intelligence: A framework for critical and reflexive engagement and enactment. Management in Education, First published online August 18, 2026. https://doi.org/10.1177/08920206261475462 Abstract Recent advances in digital technologies and generative artificial intelligence are creating significant challenges for education systems and school leaders around the world. …
Stephen Ball, Interview with Professor Stephen J. Ball about ethics of intellectual work by Jefferson Mainardes, Práxis Educativa, Ponta Grossa, v. 21, e27091, p. 1-8, 2026 https://doi.org/10.5212/PraxEduc.v.21.27091.062 Open access Interview also available in Portuguese Stephen J. Ball is a British sociologist of education, recognised worldwide as one of the leading figures in the fields of …
Jessamine Giese, Marie White and Megan Gibson. 2026. “Leading from Outside the ‘Hierarchical Box’: Enacting the Educational Leader Role in Early Childhood Teams” Education Sciences 16, no. 8: 1306. https://doi.org/10.3390/educsci16081306 Abstract Early childhood education and care (ECEC) is significantly shaped by policy and an enduring focus on quality. While policy governs service provision, it is …
Stephen J. Ball, Education Policy and Social Class The Selected Works of Stephen J. Ball, Routledge, 2026 Bringing together twenty years of research and writing, this book provides an overview of Stephen Ball’s career and shows not only the development of his most important ideas but also the long-lasting contributions he has made to the …
Kampanart “Menn” Chaiyarat (2026). Democratic citizenship education under constraint: a critical phenomenological study of teacher agency and everyday resistance. Oxford Review of Education, 1–18. Published online: 27 Jul 2026 https://doi.org/10.1080/03054985.2026.2702439 ABSTRACT In contexts where democracy is politically constrained, how do teachers continue to teach democratic values without placing themselves or their students at risk? Drawing …
Sarah Wieners, Eva Bulgrin; Susanne Maria Weber, “Re-imagining mentoring programs from privilege to equality – intervening in academic gaze orders”. Equality, Diversity and Inclusion: An International Journal, 5 June 2026 https://doi.org/10.1108/EDI-01-2025-0047 Abstract Purpose This conceptual article discusses academic mentoring programs from a Foucauldian power-knowledge analysis. How is mentoring entangled in the rationalities of the privileging …
Rachael S. Burke, Chrissie Keepa, Silence in the Shadows: Reflections on Student Participation in Research on Te Reo Māori and Te Tiriti Commitments in Aotearoa New Zealand, Kōtuitui New Zealand Journal of Social Sciences Online, 2026, 21, e70033. https://doi.org/10.1002/kot2.70033 Abstract This article offers a critical and reflexive analysis of a research process conducted at a …
Ruixun Dai, Matthew Krehl Edward Thomas, and Shaun Rawolle. 2025. “Revisiting Foucault’s Panopticon: How Does AI Surveillance Transform Educational Norms?” British Journal of Sociology of Education 46 (5): 650–68 https://doi.org/10.1080/01425692.2025.2501118 Abstract This article applies Foucault’s theories of surveillance, disciplinary power, and normalisation to examine the shifting power dynamics in AI-mediated education. Drawing on qualitative responses …
Amin Zaini, 2026. Introducing noise cleansing: reading real-time censorship ambivalently. Pedagogy, Culture & Society, 1–23. https://doi.org/10.1080/14681366.2026.2670699 ABSTRACT While censorship is often conceptualised as a retrospective and regulated practice, this study examines it as a real-time process of speech interruption and an under-explored dimension of contemporary surveillance. It foregrounds how silencing unfolds dynamically during the circulation …
İhsan Gürsoy, Can education liberate us? Reframing an old question, Journal of Philosophy of Education, February 2026 https://doi.org/10.1093/jopedu/qhag002 Abstract This article reframes the question ‘Can education liberate us?’ by shifting attention from education’s capacity to produce emancipated individuals to its capacity to enable—or foreclose—liberation within the experience of subjectivation. Instead of proposing new educational theory …
Foucault News 