OOIR: Observatory of International Research

Papers

(The median citation count of Critical Studies in Education is 1. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-09-01 to 2025-09-01.)

Article	Citations
Getting good at bad emotion: teachers resist and reproduce hegemonic positivity in a discourse community	43
Beyond conventional critique in education: embracing the affirmative	31
Neuroscience and emotional labour of teachers in a Norwegian kindergarten: filling the ‘holes’ in children’s brains	18
Funded, then forgotten: politics, public memory and national school reform	12
Bridging theory and practice through Work-Integrated Learning (WIL): critical perspectives on the conceptualisations of WIL at a university in Sweden	12
Acknowledgment to reviewers	11
Public education and teacher professionalism in an age of accountability	11
Becoming propaganda: critical race theory and the effect of fiction on education	10
A host community’s experiences of an international teaching practicum: “They taught … and they left”	9
Unpacking the discursive construction of gender in higher education: contending approaches and policy silences	8
On the possibility of a public regime in higher education: rethinking normative principles and policy frameworks	8
Can critical pedagogy resist the conservative employability agenda – how are academics implicated and how are they to manoeuvre?	8
Negotiating Indigenous higher education policy analysis at the cultural interface in the Northern Territory, Australia	8
Land, labour, and sovereignty in school: the Strelley mob and zones of contest in Indigenous education	7
(Re)configurations of public education: marketisation, teacher professionalism, and individual rights of students and educators in Norway and Sweden	7
Gendering and slow violence as mundane political practice in early childhood education	7
Struggles over teacher education knowledge in Australia: a Bernsteinian analysis	7
Correction	6
Digital platform work reinforcing performativity: teacher responses to work intensification explored through trace ethnography	6
‘If you love teaching so much … ’ teaching against the injunctions of the capitalist state and refusing the weaponization of love	6
Socioeconomic segregation as ‘education quality’: analysis of parents’ educational narratives in Chile	6
Difficult funds of knowledge (DFoK) in educating for social justice: bringing ‘dark funds of knowledge’ and ‘difficult knowledge’ into conversation	6
Politics of rhythm and crisis in the slow death of higher education: implications for academic work and student support	5
Acknowledgment to reviewers	5
Measuring and misrepresenting the missing millions: the OECD’s assessment of out-of-school youth in PISA for Development	5

Independent learner as the ideal – normative representations of higher education students in film and television drama across Europe	5
Treason and revenge: the emergence and continuation of ILSA contracting	5
The lifelong learner in cognitive capitalism: the ability-capital machine and the production of neurotic citizens	5
Academic language and learning in higher education: a call to Derridean hospitality	5
(Mis)recognising the symbolic violence of academically selective education in England: a critical application of Bourdieusian analysis to pupils’ lived experiences	5
Indigenous self-determination in Māori education and reactionary responses from 1960 to 1992	4
Disrupting binary thinking about sanctuary initiatives in the UK and Australia: insights from a Derridean analysis of hostipitality	4
Ways we performed inclusion and fell short: shared entanglements with violence in social justice education	4
Towards unsettling the racial nation-state: affective interventions in an Australian literature classroom	4
Normalizing race in (gifted) education: genomics and spaces of White exceptionalism	4
Affecting advantage: class relations in contemporary higher education	4
Restoring trust? Public communication from Swedish Universities about the post-truth crisis	4
Teaching social justice education: the nature, role and future of discomfort	4
Can schools and libraries curb the functional illiteracy crisis? Insights from the Netherlands	3
Evidence-based research in education: the questionable epistemic status of RCTs	3
The timescape of school tasks: towards algorhythmic patterns of on-screen tasks	3
Theorizing and implementing meaningful Indigenization: Wikipedia as an opportunity for course-based digital advocacy	3
Bullying affects: the affective violence and moral orders of school bullying	3
Performance-based funding and institutional practices of performance prediction	3
Enacted spaces of peer learning: tracing practices of relationality among international students in higher education	3
Problematising students’ agency in the internationalisation of higher education	3
Rethinking the decolonization of higher education through political theology: Enrique Dussel’s liberation theology and Pedagogics	3
‘We have a right to flourish in our own land’: using pedagogies of healing to support Indigenous students to thrive in university classrooms	3
Introduction to special section: the political life of education online	3
The multiple temporalities of policy-oriented sociology of education: recuperating the historical, Reinhart Koselleck, and the historical imagination of policy sociological work	2
Recovery as resistance: bell hooks, engaged pedagogy, and Buddhist thought	2
Empathy as a virtue: a Confucian interpretation and a tool to address anti-Asian hate crime	2
Experiences of discomfort in social justice education with pre-service teachers: understanding and responding to student resistance	2
Quantifying academic integrity: Turnitin and negotiated ethics in higher education in Turkey	2
Challenging the gold standard consensus: Randomised controlled trials (RCTs) and their pitfalls in evidence-based education	2
Grappling with wicked problems: teacher professionalism and pedagogical mappings for reparative futures	2
Distorted images: Black women’s representation in elementary social studies texts	2
Maneuvering constellations of valuation: a critical investigation of the edtech startup sector	2
A response to Variyan and Edwards-Groves	2
Administrative life in the time before crisis: affect and the codependence of data and fear	2
A collaborative autoethnography of early-career scholars’ becoming in the field of curriculum studies in South Korea	2
Toward disability-centered, culturally sustaining pedagogies in teacher education	2
Pathways to progress? – collective conscientisation and progressive school reform in Aboriginal education	2
What is missing in policy discourses about school exclusions?	2
Counter-Critical Pedagogy: A Manifesto	2
‘I have to play the game to get what I want’: deconstructing social mobility through the lived experiences of women of color in higher education	1
Ghosts of data futures past: revolution as repetition in datafied education research and governance	1
Supplementary schools as sites of access to community cultural wealth and funds of knowledge in Flanders, Belgium	1
Hidden in plain view: Indigenous early career researchers' experiences and perceptions of racism in Australian universities	1
Mapping affect in critical moments of schooling for disenfranchised students	1
The OECD’s construction of future imaginaries for curriculum reform	1
Locked-down learning amid COVID-19: young refugees in Greece and their supporters co-navigating a new crisis	1
The implicit epistemology of metric governance. New conceptions of motivational tensions in the corporate university	1
The theory of practice architectures and its discontents: disturbing received wisdom to make it dangerous again	1
Aboriginal dance as pedagogy: privileging voices of Bundjalung elders	1

The mundane governance of education through time: the case of national testing in Norway	1
Nation, nature and childhood in five curricula: towards Earthly education	1
Critical theory in prestigious academic environments: a first-generation student’s chronicle	1
Queer youth and critical sexuality education pedagogies within networked publics: implications for school-based practice	1
Building anti-racist education through spaces of border thinking	1
Carceral logics and education	1
Normative whiteness in Finnish university education	1
Investing in imagined digital futures: the techno-financial ‘futuring’ of edtech investors in higher education	1
Kîyokêwin (Visiting), leadership, and consenting to learn in public: indigenizing social sciences and humanities at the Royal Military College of Canada	1
Academic citizenship, collegiality and good university governance: a dedication to Associate Professor Julie Rowlands (1964–2021)	1
On the utility of the concept of ‘school-related gender-based violence’ (SRGBV) in the context of escalating gendered violence in schools	1
Becoming neoliberal policy subjects: Staff members’ discursive practices about school climate in Chile	1
Can we keep up with the aspirations of Indigenous education?	1
The resilience of racism and affective numbness: cultivating an aesthetics of attention in education	1
Acknowledgment to reviewers	1
Researching and theorising the imbrications of temporalities and datafied governance of education systems: an Afterword	1
Education Hesitant: Lessons, Specificity, and Rearticulations for School Abolition	1
Race, affect, and marginalized communities: navigating racialized emotions in community-engaged pedagogy	1