Quartermaine, A. The disposition of concern: an exploration into the affects of the power-knowledge dynamics uncovered during research into pupils’ perceptions of terrorism (2016) International Journal of Research and Method in Education, pp. 1-13. Article in Press. DOI: 10.1080/1743727X.2016.1186631 Abstract In recent years, counter-terrorism measures have become incorporated into the UK education system, with the …
Fredrik Sandberg, Andreas Fejes, Magnus Dahlstedt, Maria Olson Adult Education as a Heterotopia of Deviation: A Dwelling for the Abnormal Citizen (2016) Adult Education Quarterly, 66 (2), pp. 103-119. https://doi.org/10.1177/0741713615618447 Abstract We argue that municipal adult education (MAE) can be seen as a place for displaced and abnormal citizens to gain temporary stability, enabling their …
Brown, C. ‘Favourite places in school’ for lower-set ‘ability’ pupils: school groupings practices and children’s spatial orientations (2016) Children’s Geographies, pp. 1-14. Article in Press. DOI: 10.1080/14733285.2016.1269154 Abstract This paper contributes to the recent turn within Children’s Geographies concerned with understanding and illuminating educational inequalities. The focus is upon pupils assigned to lower ‘ability’ groupings, …
Carl Death, Counter-conducts: A Foucauldian Analytics of Protest, Social Movement Studies Vol. 9 , Iss. 3, 2010 https://doi.org/10.1080/14742837.2010.493655 Abstract The influence of Foucault on studies of social movements, dissent and protest is not as direct as might be imagined. He is generally regarded as focusing more on the analysis of power and government than forms …
De Schauwer, E., Van de Putte, I., Blockmans, I.G.E., Davies, B. The intra-active production of normativity and difference (2016) Gender and Education, pp. 1-16. Article in Press. DOI: 10.1080/09540253.2016.1259463 Abstract Drawing on memory stories told in a collective biography workshop about children’s encounters with schooling, this paper experiments with re-imagining the child-student-subject as an ‘emergent …
Raaper, R. Tracing assessment policy discourses in neoliberalised higher education settings (2016) Journal of Education Policy, pp. 1-18. Article in Press. DOI: 10.1080/02680939.2016.1257160 Abstract This article explores assessment policy in two European universities with different political, historical and social backgrounds: the University of Glasgow and Tallinn University. The University of Glasgow is a well-established Russell …
Saari, A. Knowledge Without Contexts? A Foucauldian Analysis of E.L. Thorndike’s Positivist Educational Research (2016) Studies in Philosophy and Education, 35 (6), pp. 589-603. DOI: 10.1007/s11217-016-9527-2 Abstract The article discusses the allegedly decontextualized and ahistorical traits in positivist educational research and curriculum by examining its emergence in early twentieth-century empirical education. Edward Lee Thorndike’s educational …
Jennifer Charteris, Marguerite Jones, Adele Nye, Vicente Reyes, A heterotopology of the academy: mapping assemblages as possibilised heterotopias (2017), International Journal of Qualitative Studies in Education, 30 (4): 340–53. Published online: 31 Oct 2016. https://doi.org/10.1080/09518398.2016.1250178 Abstract Heterotopias are counter-sites of enacted utopias through which reality is simultaneously represented, contested and inverted. They are physical or …
Wieser, C. Teaching and personal educational knowledge–conceptual considerations for research on knowledge transformation (2016) European Journal of Teacher Education, 39 (5), pp. 588-601. DOI: 10.1080/02619768.2016.1253673 Abstract Teacher knowledge is currently explored in three major research paradigms. This paper reviews how teaching and personal educational knowledge are related in these three paradigms, namely: the evidence paradigm, …
Farrell, F., Duckworth, V., Reece, M., Rigby, P. The moral frontiers of English education policy: governmentality and ethics within an alternative provision free school (2016) Educational Review, pp. 1-17. Article in Press. DOI: 10.1080/00131911.2016.1223018 Abstract This article is a critical poststructuralist analysis of Conservative led free school policy in England focussing on claims made by …
