OOIR: Observatory of International Research

Papers

(The TQCC of Discourse-Studies in the Cultural Politics 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 2020-03-01 to 2024-03-01.)

Article	Citations
Against school: an epistemological critique	30
Reconceptualising early language development: matter, sensation and the more-than-human	18
Decolonising Indigenous education: the case for cultural mentoring in supporting Indigenous knowledge reproduction	16
‘Mopping up tears in the academy’ – working-class academics, belonging, and the necessity for emotional labour in UK academia	15
‘The prison of the body’: school uniforms between discipline and governmentality	14
Literacy and the workplace revolution: a social view of literate work practices in Industry 4.0	13
Towards platform pedagogies: why thinking about digital platforms as pedagogic devices might be useful	12
Working-class girls’ construction of learner identities and aspirations through engagement in Chinese language education in Australia	12
When masses meet markets: credentialism and commodification in twenty-first century Higher Education	12
Social legitimacy of private tutoring: an investigation of institutional and affective educational practices in India	11
What’s class got to do with it?	11
The civic potential of memes and hashtags in the lives of young people	10
The affective atmospheres of democratic education: pedagogical and political implications for challenging right-wing populism	10
Making in schools: student learning through an e-textiles curriculum	9
The regime of ‘post-truth’: COVID-19 and the politics of knowledge	9
Deficit metrics in Australian Indigenous education: through a media studies lens	8
DIY Skateparks as temporary disruptions to neoliberal cities: informal learning through micropolitical making	8
Student responses on the survey of global competence in PISA 2018	8
Reparations: theorising just futures of education	8
Equity and opacity in enacting Chinese higher education policy: contrasting perspectives of domestic and international students	7
Media literacy, curriculum and the rights of the child	7
The figure of the independent learner: on governing by personalization and debt	7
The affective economy of feminist leadership in Finnish universities: class-based knowledge for navigating neoliberalism and neuroliberalism	7
Toward a framework for assessing the ‘global’ and ‘citizen’ in global citizenship education in Australia and beyond	7
‘Doing great things for the world’: merit and the justice politics of young people receiving an elite educational scholarship	7

Disrupting intertextual power networks: challenging literature in schools	6
Introduction to Symposium: childhood studies in the Anthropocene	6
‘The still-moving position’ of the ‘working-class’ feminist academic: dealing with disloyalty, dislocation and discomfort	6
Child and youth engagement: civic literacies and digital ecologies	5
Future uncertainty and the production of anticipatory policy knowledge: the case of the Israeli future-oriented pedagogy project	5
Social class and mobility: student narratives of class location in English higher education	5
Four arenas of school-based participation: towards a heuristic for children’s rights-informed educational practice	5
Education reform imaginaries: mapping -scapesof philanthropic influence	5
Policy of suspiciousness –mobilization of educational reforms in Sweden	5
Economization of discourse on education and pedagogization of economic problems: media debate on higher education reform in Poland	5
Teaching English in the shadow: identity construction of private English language tutors in China	5
International assessments as the comparative desires and the distributions of differences: infrastructures and coloniality	5
Activist ecologies of study in the learning city: deformalisations of educational life	5
Becoming abject: testing the limits and borders of reading mediation	5
How speculative designs produce new potentials for education research in digital culture	4
The doublespeak discourse of the race disparity audit: an example of the White racial frame in institutional operation	4
‘A threat to the social order’: a ‘problem frame’ analysis of the Safe Schools Coalition Australia programme within print media	4
The semiotics of social justice: a multimodal approach to examining social justice issues in videogames	4
Investing ourselves: the role of space and place in being a working-class female academic	4
The posthumanist challenge to teaching or teaching’s challenge to posthumanism: a neohumanist proposal of nearness in education	4
Teaching as bodily enactment: relational formations of touch and movement	4
Reterritorialising pedagogies of listening: bringing into dialogue culturally responsive pedagogies with Reggio Emilia principles	4
From national exceptionalism to national imperialism: changing motives of comparative education	4
The end(s) of inclusion: ungrounding globalization and ‘the migrant’ in dialogue with hospitality	4
Towards a textural sociological approach to single mothers’ voices: a study of Hong Kong mothers	4
Collateral damage in education: implications for the time of COVID-19	4
Historicizing translation as (de)colonial practices: China’s 1867 debate on learning western sciences as an example	4
Mapping categories of philanthropy in Australian public schooling	4