OOIR: Observatory of International Research

Papers

(The TQCC of Discourse-Studies in the Cultural Politics of Education is 3. 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
Against school: an epistemological critique	40
Reparations: theorising just futures of education	22
Towards platform pedagogies: why thinking about digital platforms as pedagogic devices might be useful	17
‘The prison of the body’: school uniforms between discipline and governmentality	16
Working-class girls’ construction of learner identities and aspirations through engagement in Chinese language education in Australia	15
The regime of ‘post-truth’: COVID-19 and the politics of knowledge	13
Social legitimacy of private tutoring: an investigation of institutional and affective educational practices in India	12
The affective atmospheres of democratic education: pedagogical and political implications for challenging right-wing populism	11
Equity and opacity in enacting Chinese higher education policy: contrasting perspectives of domestic and international students	10
Toward a framework for assessing the ‘global’ and ‘citizen’ in global citizenship education in Australia and beyond	9
The doublespeak discourse of the race disparity audit: an example of the White racial frame in institutional operation	8
Student responses on the survey of global competence in PISA 2018	8
Sharing the world without losing oneself: education in a pluralistic universe	7
‘A threat to the social order’: a ‘problem frame’ analysis of the Safe Schools Coalition Australia programme within print media	7
The affective economy of feminist leadership in Finnish universities: class-based knowledge for navigating neoliberalism and neuroliberalism	7
Mapping categories of philanthropy in Australian public schooling	7
Activist ecologies of study in the learning city: deformalisations of educational life	6
Does class still matter? Conversations about power, privilege and persistent inequalities in higher education	6
International assessments as the comparative desires and the distributions of differences: infrastructures and coloniality	6
Reterritorialising pedagogies of listening: bringing into dialogue culturally responsive pedagogies with Reggio Emilia principles	6
The generation of the utopia: Itinerant curriculum theory towards a ‘futurable future’	6
Disrupting intertextual power networks: challenging literature in schools	6
Collateral damage in education: implications for the time of COVID-19	6
Deconstructing innercirclism: a critical exploration of multimodal discourse in an English as a foreign language textbook	6
The posthumanist challenge to teaching or teaching’s challenge to posthumanism: a neohumanist proposal of nearness in education	6

Towards a textural sociological approach to single mothers’ voices: a study of Hong Kong mothers	5
Future uncertainty and the production of anticipatory policy knowledge: the case of the Israeli future-oriented pedagogy project	5
Chinese international secondary school students as flexible citizens: toward cosmopolitan learning	5
Education reform imaginaries: mapping -scapesof philanthropic influence	5
International education as an ethical practice: cultivating a care of the self	5
Teaching in the afterward: undoing order-words and affirming transversal alternatives	5
‘Stupid and lazy’ youths? Meritocratic discourse and perceptions of popular stereotyping of VET students in China	5
Sensing and configuring the world with text: bringing neo-Vygotskian thinking into dialogue with more-than-human literacies in early childhood	4
Class dismissed: international mobility, doctoral researchers, and (Roma) ethnicity as a proxy for social class?	4
Historicizing translation as (de)colonial practices: China’s 1867 debate on learning western sciences as an example	4
Teaching as bodily enactment: relational formations of touch and movement	4
From confident subject to humble citizen: reimagining citizenship education in contemporary China	4
Schools in the media: framing national standardized testing in the Norwegian press, 2004–2018	4
Affective enactments: the pedagogy and cultural politics of reading in an Australian classroom	4
Family stories as resources for a decolonial culturally responsive pedagogy	4
From national exceptionalism to national imperialism: changing motives of comparative education	4
Reducing teachers’ workload or deskilling ‘core’ work? Analysis of a policy response to teacher workload demands	3
Hyper-performativity and early career teachers: interrogating teacher subjectivities in neoliberal educational assemblages	3
‘He doesn’t deserve to be in the higher track’: teachers’ justifications in student tracking discussions	3
Using Chinese and First Nations philosophies about time and history to reimagine transcultural doctoral education	3
Academic identity formation: the influence of space	3
Identifying top researchers in highly metricized academia: two discursive strategies of senior officials in Poland	3
Test-based accountability, standardized testing and minority/racialized students’ perspectives in urban schools in Canada and Australia	3
Falling into the gap: the coloniality of achievement gap discourses and their responses	3
From recalcitrance to rapprochement: tinkering with a working-class academic bricolage of ‘critical empathy’	3
Globalization and privatization of education in Honduras—Or the need to reconsider the dynamics and legacy of state formation	3
The calculated management of life and all that jazz: gaming quality assurance practices in English further education	3
Health, hygiene, and the formation of school subjects	3
Taking, begging, or waiting for the floor: students’ social backgrounds, entitlement and agency in classroom discourse	3
A raciolinguistic analysis of the neoliberal promotion of dual language education in a new Latinx South state	3
Inheritance, disobedience and speculation in pedagogic practice	3
Unsettling the reason of time: Indigenist epistemology and the child in the Australian curriculum	3
Historicizing Korean teacher professionalism and the making of a professional Confucian teacher	3
Affective enactments of class: attuning to events, practice, capacity	3