OOIR: Observatory of International Research

Papers

(The TQCC of Critical Studies in Education is 4. 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 2021-08-01 to 2025-08-01.)

Article	Citations
Teachers and teaching: (re)thinking professionalism, subjectivity and critical inquiry	42
Getting good at bad emotion: teachers resist and reproduce hegemonic positivity in a discourse community	30
Beyond conventional critique in education: embracing the affirmative	18
Neuroscience and emotional labour of teachers in a Norwegian kindergarten: filling the ‘holes’ in children’s brains	12
Bridging theory and practice through Work-Integrated Learning (WIL): critical perspectives on the conceptualisations of WIL at a university in Sweden	11
A host community’s experiences of an international teaching practicum: “They taught … and they left”	10
Becoming propaganda: critical race theory and the effect of fiction on education	10
On the possibility of a public regime in higher education: rethinking normative principles and policy frameworks	9
Funded, then forgotten: politics, public memory and national school reform	9
Acknowledgment to reviewers	9
Public education and teacher professionalism in an age of accountability	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
Unpacking the discursive construction of gender in higher education: contending approaches and policy silences	8
Gendering and slow violence as mundane political practice in early childhood education	7
Struggles over teacher education knowledge in Australia: a Bernsteinian analysis	7
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
Digital platform work reinforcing performativity: teacher responses to work intensification explored through trace ethnography	6
Difficult funds of knowledge (DFoK) in educating for social justice: bringing ‘dark funds of knowledge’ and ‘difficult knowledge’ into conversation	6
Correction	6
‘If you love teaching so much … ’ teaching against the injunctions of the capitalist state and refusing the weaponization of love	6
Measuring and misrepresenting the missing millions: the OECD’s assessment of out-of-school youth in PISA for Development	6
Disrupting binary thinking about sanctuary initiatives in the UK and Australia: insights from a Derridean analysis of hostipitality	5
Academic language and learning in higher education: a call to Derridean hospitality	5

Treason and revenge: the emergence and continuation of ILSA contracting	5
Independent learner as the ideal – normative representations of higher education students in film and television drama across Europe	5
Acknowledgment to reviewers	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	5
Affecting advantage: class relations in contemporary higher education	5
Politics of rhythm and crisis in the slow death of higher education: implications for academic work and student support	5
Normalizing race in (gifted) education: genomics and spaces of White exceptionalism	4
Bullying affects: the affective violence and moral orders of school bullying	4
Restoring trust? Public communication from Swedish Universities about the post-truth crisis	4
Towards unsettling the racial nation-state: affective interventions in an Australian literature classroom	4
Color-evasive free speech ideology: a conceptual analysis of free speech as racial oppression in U.S. higher education	4
Ways we performed inclusion and fell short: shared entanglements with violence in social justice education	4
‘We have a right to flourish in our own land’: using pedagogies of healing to support Indigenous students to thrive in university classrooms	4