| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Absenteeism and the new 10% ruling in Norway: A case study
|
Thomas, Paul
|
|
|
|
1 |
p. 1-22
|
artikel
|
| 2 |
A Marxist critique of Sean Walton’s defence of the Critical Race Theory concept of ‘White supremacy’ as explaining all forms of racism, and some comments on Critical Race Theory, Black Radical and socialist futures
|
Cole, Mike
|
|
|
|
1 |
p. 95-109
|
artikel
|
| 3 |
Aspiration, abjection and precariousness: The neo-liberal educator’s desire for compliance
|
Best, Shaun
|
|
2017
|
|
1 |
p. 37-50
|
artikel
|
| 4 |
Authoritarianism, education and the limits of political socialisation in Egypt
|
Mirshak, Nadim
|
|
|
|
1 |
p. 39-54
|
artikel
|
| 5 |
Badia Ahad-Legardy and OiYan A Poon (eds), Difficult subjects: Insights and strategies for teaching about race, sexuality, and gender
|
Roland, Ericka
|
|
2019
|
|
1 |
p. 129-131
|
artikel
|
| 6 |
Becoming entrepreneurial: Transitions and education of unemployed youth
|
Mononen-Batista Costa, Sari
|
|
2016
|
|
1 |
p. 19-34
|
artikel
|
| 7 |
Bringing languages to life: A longitudinal study of the development of creative practice in student teachers of modern languages
|
Hulse, Bethan
|
|
2018
|
|
1 |
p. 25-39
|
artikel
|
| 8 |
Challenging the power invested in the International English Language Testing System (IELTS): Why determining ‘English’ preparedness needs to be undertaken within the subject context
|
Pilcher, Nick
|
|
2017
|
|
1 |
p. 3-17
|
artikel
|
| 9 |
Decolonizing curriculum: Student resistances to anti-oppressive pedagogy
|
Zinga, Dawn
|
|
2019
|
|
1 |
p. 30-50
|
artikel
|
| 10 |
Deploying Foucauldian genealogy: Critiquing ‘quality’ reform in early childhood policy in Australia
|
Hunkin, Elise
|
|
2016
|
|
1 |
p. 35-53
|
artikel
|
| 11 |
Did Gove read Bernstein? On revisiting ‘Education cannot compensate for society’
|
Nightingale, Paul
|
|
2019
|
|
1 |
p. 16-29
|
artikel
|
| 12 |
Do we have a right to education or a duty to educate ourselves? An enquiry based on Fichte’s views on education
|
Guilherme, Alex
|
|
2016
|
|
1 |
p. 3-18
|
artikel
|
| 13 |
Expanding circles of solidarity: A comparative analysis of Latin American community social justice project narratives
|
Cate, Rachael
|
|
|
|
1 |
p. 55-77
|
artikel
|
| 14 |
How a view of language underpins approaches to supporting higher education students that facilitate neo-liberalism, and how to resist this
|
Richards, Kendall
|
|
2019
|
|
1 |
p. 51-68
|
artikel
|
| 15 |
Hubert Ertl and Claire Dupuy (eds), Students, markets and social justice: Higher education fee and student support policies in Western Europe and beyond
|
Baker, Zoe
|
|
2016
|
|
1 |
p. 106-108
|
artikel
|
| 16 |
(In defense of) pedagogies of obscenity
|
Wolgemuth, Jennifer R
|
|
|
|
1 |
p. 23-38
|
artikel
|
| 17 |
Institutionalising critical pedagogy: Lessons from against and beyond the neo-liberal university
|
Ridley, David
|
|
2017
|
|
1 |
p. 65-81
|
artikel
|
| 18 |
Japan’s textbook inequality: How cultural bias affects foreign language acquisition
|
Sherlock, Zelinda
|
|
2016
|
|
1 |
p. 73-87
|
artikel
|
| 19 |
Migration, habitus and symbolic order: Reflecting on a multilingualism project at a German university
|
Arslan, Emre
|
|
2018
|
|
1 |
p. 71-91
|
artikel
|
| 20 |
Missing the mark: Standardized testing as epistemological erasure in U.S. schooling
|
Cunningham, Jahneille
|
|
2019
|
|
1 |
p. 111-120
|
artikel
|
| 21 |
Policing the school: In between dialogues and crime reports
|
Lunneblad, Johannes
|
|
2019
|
|
1 |
p. 1-15
|
artikel
|
| 22 |
Policy as praxis: Senior educators’ enactment of assessment policy reform
|
Hardy, Ian
|
|
2019
|
|
1 |
p. 69-84
|
artikel
|
| 23 |
Principle or dialogue: Preschool directors speak about how they handle parents’ suspicions towards men
|
Hedlin, Maria
|
|
2019
|
|
1 |
p. 85-95
|
artikel
|
| 24 |
Remaking the elite university: An experiment in widening participation in the UK
|
McLellan, Josie
|
|
2016
|
|
1 |
p. 54-72
|
artikel
|
| 25 |
Researching religious authority in education: Political theology, elites’ theory and the double nexus
|
Gearon, Liam
|
|
2018
|
|
1 |
p. 3-24
|
artikel
|
| 26 |
Revolting families: The Catalan ‘opt out’ movement and practices of resistance against Standard Assessment Test (SAT). Some exploratory research
|
Collet-Sabé, Jordi
|
|
|
|
1 |
p. 123-136
|
artikel
|
| 27 |
Roberta Piazza and Alessandra Fasulo (eds), Marked identities: Narrating lives between social labels and individual biographies
|
Pulsford, Mark
|
|
2016
|
|
1 |
p. 103-105
|
artikel
|
| 28 |
Robert J Nash and Jennifer JJ Jang, Preparing students for life beyond college: A meaning-centered vision for holistic teaching and learning
|
Farrell, Emma
|
|
2016
|
|
1 |
p. 101-102
|
artikel
|
| 29 |
S Magaña, Disruptive classroom technologies: A framework for innovation in education
|
Brown, Melissa
|
|
|
|
1 |
p. 137-138
|
artikel
|
| 30 |
Tensions in the ‘tent’: Civic engagement in Aotearoa New Zealand universities
|
Thomas, Amanda
|
|
2019
|
|
1 |
p. 96-110
|
artikel
|
| 31 |
Terminological tussles: Taking issue with ‘English as an Additional Language’ and ‘Languages Other Than English’
|
Cunningham, Clare
|
|
2019
|
|
1 |
p. 121-128
|
artikel
|
| 32 |
The construction of an appropriate education program by Florida administrative law judges pre-Rowley, post-Rowley, and post-IDEA 2004
|
Henry, Michelle
|
|
2018
|
|
1 |
p. 58-70
|
artikel
|
| 33 |
The effects of strategic compensation on teacher retention
|
Colson, Tori L
|
|
2018
|
|
1 |
p. 92-104
|
artikel
|
| 34 |
The many faces of attention deficit hyperactivity disorder: Unruly behaviour in secondary school and diagnostic solutions
|
Odenbring, Ylva
|
|
2017
|
|
1 |
p. 51-64
|
artikel
|
| 35 |
The ‘strong’ state and the ‘soft’ market in educational reform processes: Management philosophies and their consequences
|
Rüsselbæk Hansen, Dion
|
|
2017
|
|
1 |
p. 18-36
|
artikel
|
| 36 |
Towards a parrhesiastic engagement with graduate employability
|
Hall, Michael
|
|
|
|
1 |
p. 110-122
|
artikel
|
| 37 |
Towards teaching and beyond: Strengthening education by understanding students’ self-awareness development
|
Flavian, Heidi
|
|
2016
|
|
1 |
p. 88-100
|
artikel
|
| 38 |
Using exploratory factor analysis and Bourdieu’s concept of the illusio to examine inequality in an English school
|
Griffiths, Austin
|
|
2018
|
|
1 |
p. 40-57
|
artikel
|
| 39 |
Why the critical race theory concept of ‘White supremacy’ should not be dismissed by neo-Marxists: Lessons from contemporary Black radicalism
|
Walton, Sean
|
|
|
|
1 |
p. 78-94
|
artikel
|
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