Rowe, E., Lubienski, C., Skourdoumbis, A., Gerrard, J., Hursh, D. Templates, typologies and typifications: neoliberalism as keyword (2019) Discourse, 40 (2), pp. 150-161. DOI: 10.1080/01596306.2019.1569875 Abstract Neoliberalism as a concept, ideology, or theoretical lens has emerged in the last couple of decades as a monolithic presence in education research, and the social sciences more broadly. …
Harwood, V., Murray, N. Strategic discourse production and parent involvement: including parent knowledge and practices in the Lead My Learning campaign (2019) International Journal of Inclusive Education, 23 (4), pp. 353-368. DOI: 10.1080/13603116.2019.1571119 Abstract Parent involvement in a child’s education is usually viewed as integral for building educational participation. Critical work has examined the complexity …
Qazi, M.H., Shah, S. Discursive construction of Pakistan’s national identity through curriculum textbook discourses in a Pakistani school in Dubai, the United Arab Emirates (2019) British Educational Research Journal, 45 (2), pp. 275-297. DOI: 10.1002/berj.3496 Abstract This study investigates Pakistan’s secondary school children’s constructions of their national identity in a Pakistani school in Dubai by …
Ostrowicka, H., Stankiewicz, Ł. The truths of business and the lies of academia: the order of discourse on higher education in Poland (2019) Higher Education Research and Development, 38 (3), pp. 609-622. DOI: 10.1080/07294360.2018.1545746 Abstract This article presents the results of an analysis of hierarchization strategies in public debate over unemployment among university graduates. The …
Miller, E.R., Gkonou, C. Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs (2018) System, 79, pp. 49-59. DOI: 10.1016/j.system.2018.03.002 Abstract Research on language teacher agency and language teacher emotions has demonstrated that both are central components of teacher identity and practice. However, few researchers have explored the co-constitutive effects of …
Keck, C.S. Radical educations in subjectivity: the convergence of psychotherapy, mysticism and Foucault’s ‘politics of ourselves’ (2019) Ethics and Education, 14 (1), pp. 102-115. DOI: 10.1080/17449642.2018.1554789 Abstract Foucault’s invitation to the subject is to become free of themselves by learning to think differently. Such a project has as its goal the mastery of the self, …
Ippolito, J. Reading Interventionist Research in Two Urban Elementary Schools Through a Discursive Lens (2018) Urban Education, 53 (10), pp. 1265-1290. DOI: 10.1177/0042085915613550 Abstract In this study, I reframe the debate on minority parents and their children’s educators by moving beyond concerns around student academic achievement and toward the quality of relationships among adult stakeholders. …
Hunkin, E. If not quality, then what? The discursive risks in early childhood quality reform (2018) Discourse, pp. 1-13. Article in Press. DOI: 10.1080/01596306.2018.1453780 Abstract This paper reports on the findings of a genealogical study and argues that the global discourse of quality in early childhood education and care (ECEC) is based on a number …
El discurso intercultural como Campo de Disputa: ‘Terrorismo Mapuche’ Y Dispositivo Pedagógico De Etnicidad Autor: LEPE-CARRION, Patricio , Revista Historia y Justicia ISSN 0719-4153 revista.historiayjusticia.org N°11 – Santiago de Chile, octubre 2018, p. 315-347 Available academia.edu Palabras clave: Chile, educación, interculturalidad, mapuche, Post-dictadura, terrorismo En postdictadura, un nuevo escenario ha puesto en funcionamiento un discurso …
Mayes, E. Student voice in an age of ‘security’? (2018) Critical Studies in Education, pp. 1-18. Article in Press. DOI: 10.1080/17508487.2018.1455721 Abstract As student voice has become popularised as a school reform strategy, it has been critiqued as another instrumental strategy that schools may use to govern students’ speech, bodies and subjectivities. What necessitates further …
