OOIR: Observatory of International Research

Papers

(The TQCC of British Journal of Sociology of 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 2020-11-01 to 2024-11-01.)

Article	Citations
‘Pandemia’: a reckoning of UK universities’ corporate response to COVID-19 and its academic fallout	82
The academic precariat: understanding life and labour in the neoliberal academy	34
Challenging the skills fetish	30
The student as an enterprising self: Neoliberalism, English and early study abroad	23
Responsibilised parents and shadow education: managing the precarious environment in China	23
Internships and the graduate labour market: how upper-middle-class students ‘get ahead’	22
International education and the pursuit of ‘Western’ capitals: middle-class Nigerian fathers’ strategies of class reproduction	21
Diversity without integration? Racialization and spaces of exclusion in international higher education	20
Back to zero? Precarious employment in academia amongst ‘older’ early career researchers, a life-course approach	19
‘More to prove and more to lose’: race, racism and precarious employment in higher education	19
Everyday erosions: neoliberal political rationality, democratic decline and the Multi-Academy Trust	18
Sociologising resilience through Bourdieu’s field analysis: misconceptualisation, conceptualisation, and reconceptualisation	18
A future of endless possibilities? Institutional habitus and international students’ post-study aspirations and transitions	18
Conferred cosmopolitanism: class-making strategies of elite schools across the world	16
Narratives of single, black mothers using cultural capital to access autism interventions in schools	15
School admission in Chile, new rules of the game, and the devaluation of Middle-class capitals	15
Intervention culture, grouping and triage: high-stakes tests and practices of division in English primary schools	15
Revisiting educational advantage and social class: a Bourdieusian analysis of middle-class parents’ investment in private schooling and shadow education	14
‘Real’ boys, sissies and tomboys: exploring the material-discursive intra-actions of football, bodies, and heteronormative discourses	14
‘They are bad seeds’: stereotyping habitus in Chinese VET colleges	14
Understanding the complexity of Chinese rural parents’ roles in their children’s access to elite universities	14
Do teacher and classroom characteristics affect the way in which girls and boys are graded?	13
Social reproduction theory revisited	13
Cultural capital and elite university attendance in China	12
Academic Brexodus? Brexit and the dynamics of mobility and immobility among the precarious research workforce	12

Racism, zero-hours contracts and complicity in higher education	12
Working with/in institutions: how policy enactment in widening participation is shaped through practitioners’ experience	11
Stigma and spoiled identities: rescripting career norms for precariously employed academic staff	10
Class, education and parenting: cross-cultural perspectives	10
Middle-class cultivation out of tune? Challenges to intensive parenting in Singapore	10
Reframing power relationships between undergraduates and academics in the current university climate	10
‘They’d already made their minds up’: understanding the impact of stigma on parental engagement	10
“Miss, can you speak English?”: raciolinguistic ideologies and language oppression in initial teacher education	10
Critically considering the ‘inclusive curriculum’ in higher education	10
Educational purity and technological danger: understanding scepticism towards the use of telepresence robots in school	9
Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education?	9
Concerted cultivation as a racial parenting strategy: race, ethnicity and middle-class Indian parents in Britain	9
Multi-sited understandings: complicating the role of elite schools in transnational class formation	9
Evoking hope in marginalised youth populations through non-formal education: critical pedagogy in sports-based interventions	9
Critical thinking in the higher education classroom: knowledge, power, control and identities	9
Panopticism, teacher surveillance and the ‘unseen’	8
No love found: how female students of colour negotiate and repurpose university spaces	8
Ethno-nationalism in citizenship education in Israel: an analysis of the official civics textbook	8
‘No fear’: privilege and the navigation of hierarchy at an elite boys’ school in England	8
Class, capital, and school culture: Parental involvement in public schools with specialised music programmes	8
Parental social class and GCSE attainment: Re-reading the role of ‘cultural capital’	8
Exploring the relational nature of teachers’ agency negotiation through master- and counter-narratives	7
A humanist university in a posthuman world: relations, responsibilities, and rights	7
Bernstein and Vygotsky: how the outside comes in and the inside goes out	7
Between student voice-based assessment and teacher-student relationships: teachers’ responses to ‘techniques of power’ in schools	7
Cosmopolitan Brands: graduate students navigating the social space of elite global universities	7
Structural constraints and the school choice strategies of black American middle-class parents	7
Between ethnonational and international curricula: competing identity discourses in the Armenian school in Jerusalem	7
Parental choice, collective identity and neoliberalism in alternative education: new free democratic schools in Poland	6
Oh, the education (you think) you’ll have! Relative deprivation and students’ academic expectations, aspirations, and attainment	6
How African Nova Scotians envision culturally relevant and sustaining pedagogy as civic repair	6
The reproduction of deficit thinking in times of contestation: the case of higher education	6
It’s a diagnosis for the rich: disability, advocacy and the micro-practices of social reproduction	6
Everyday consequences of selectiveness. Borderwork in the informal sphere of a lower secondary school in the metropolitan area of Helsinki, Finland	6
An ‘unavoidable’ dynamic? Understanding the ‘traditional’ learner–teacher power relationship within a higher education context	6
High-Stakes counselling: when career counselling may lead to continuing residence or deportation of asylum-seeking youths	6
Learning to walk the wire: preparing students for precarious life	6
How Capital generates capitals in English elite private schools: Charities, tax and accounting	6
Beyond empowerment: student self-assessment as a form of resistance	6
Gendered career expectations in context: the relevance of normative and comparative reference groups	6
Restorative practices for preventing/countering violent extremism: an affective-discursive examination of extreme emotional incidents	6
Explaining gender segregation in higher education: longitudinal evidence on the French case	5
Career development or career delay? Postdoctoral fellowships and the de-professionalizing of academic work in South African universities	5
Outsider status, and racialised habitus: the experiences of Gypsy, Roma, and Traveller students in higher education	5
The relationship between class-based habitus and choice of university and field of study	5
‘So incredibly equal’: how polite exclusion becomes invisible in the classroom	5
Projects-of-self and projects-of-family: young people’s responsibilisation for their education and responsibility for care	5
How do teachers enact assessment policies as they navigate critical ethical incidents in digital spaces?	5
(Un)Limited choice: analysing the strategic choices of first-in-generation students in neoliberal higher education	5
Social class, COVID-19 and care: Schools on the front line in Ireland during the COVID-19 pandemic	5

For whom is mathematical success compatible with ‘physical’ masculinity? Social class, ethnicity, and imagined futures	5
Resisting the “academic circle jerk”: precarity and friendship at academic conferences in UK higher education	5
Comment on M.G. Sciffer, L.B. Perry, & A.M. McConney, “critiques of socio-economic school compositional effects: are they valid?”	4
Upskilling the workforce? A critical analysis of national skills policies in China’s Reform Era	4
Aspiring to higher education: micro-practices, horizons and social class reproduction in Chile	4
Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement	4
The standard school-ready child: the social organization of ‘school-readiness’	4
Data infrastructures and the governance of their accompanying narratives	4
Education and high-status occupations in the UK since the middle of the twentieth century	4
‘I’m not sure where home is’: narratives of student mobilities into and through higher education	4
Classed trajectories in higher education and the graduate labour market: affective affinities in a ‘meritocracy’	4
Reproducing privilege through whiteness and beauty: an intersectional analysis of elite Chilean university students’ practices	4
The doing of curriculum mathematics: the case of an Indigenous Māori school in Aotearoa/New Zealand	4
From doxic breach to cleft habitus: affect, reflexivity and dispositional disjunctures	4
‘Race had never been an issue’: examining white supremacy in English language teaching	4
On reductions – examining a British-Bourdieusian sociology of education	4
Qualifications, quality, and habitus: using Bourdieu to investigate inequality in policies for early childhood educators	4
Academic career, gender and neoliberal university in Spain: the silent precariousness between publishing and care-giving	4
Parenting strategies in the context of South-South migration	4
Structuring middle-class aspirations: the role of place-based habitus and higher education	4