OOIR: Observatory of International Research

Papers

(The median citation count of Critical Studies in Education is 2. 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 2022-05-01 to 2026-05-01.)

Article	Citations
Beyond conventional critique in education: embracing the affirmative	58
Getting good at bad emotion: teachers resist and reproduce hegemonic positivity in a discourse community	54
Feeling school failure: the emotional politics of grade retention and the making of schooled subjects	30
Bridging theory and practice through Work-Integrated Learning (WIL): critical perspectives on the conceptualisations of WIL at a university in Sweden	17
Neuroscience and emotional labour of teachers in a Norwegian kindergarten: filling the ‘holes’ in children’s brains	17
Funded, then forgotten: politics, public memory and national school reform	16
Acknowledgment to reviewers	16
Public education and teacher professionalism in an age of accountability	16
Becoming propaganda: critical race theory and the effect of fiction on education	16
A host community’s experiences of an international teaching practicum: “They taught … and they left”	14
Can critical pedagogy resist the conservative employability agenda – how are academics implicated and how are they to manoeuvre?	13
(Re)configurations of public education: marketisation, teacher professionalism, and individual rights of students and educators in Norway and Sweden	11
Negotiating Indigenous higher education policy analysis at the cultural interface in the Northern Territory, Australia	11
Unpacking the discursive construction of gender in higher education: contending approaches and policy silences	10
Socioeconomic segregation as ‘education quality’: analysis of parents’ educational narratives in Chile	10
Land, labour, and sovereignty in school: the Strelley mob and zones of contest in Indigenous education	9
Digital platform work reinforcing performativity: teacher responses to work intensification explored through trace ethnography	8
Gendering and slow violence as mundane political practice in early childhood education	8
Acknowledgment to reviewers	8
Leadership in liquid times : reconceptualising the effects of policy on school leaders	8
Governing educational choices through guidance: a problem representation analysis of Swedish education policies	8
Struggles over teacher education knowledge in Australia: a Bernsteinian analysis	8
(Mis)recognising the symbolic violence of academically selective education in England: a critical application of Bourdieusian analysis to pupils’ lived experiences	7
Governing universal higher education through markets: a poststructural perspective on massification	7
Difficult funds of knowledge (DFoK) in educating for social justice: bringing ‘dark funds of knowledge’ and ‘difficult knowledge’ into conversation	7

Correction	7
Politics of rhythm and crisis in the slow death of higher education: implications for academic work and student support	7
‘If you love teaching so much … ’ teaching against the injunctions of the capitalist state and refusing the weaponization of love	7
The lifelong learner in cognitive capitalism: the ability-capital machine and the production of neurotic citizens	7
Teacher education as visionary feminist projects in anti-feminist times	6
Acknowledgment to reviewers	6
Between ambition and alignment: transitions to post-compulsory education of children of migrants in Barcelona	6
Academic language and learning in higher education: a call to Derridean hospitality	6
Treason and revenge: the emergence and continuation of ILSA contracting	6
Disrupting binary thinking about sanctuary initiatives in the UK and Australia: insights from a Derridean analysis of hostipitality	6
Independent learner as the ideal – normative representations of higher education students in film and television drama across Europe	6
Measuring and misrepresenting the missing millions: the OECD’s assessment of out-of-school youth in PISA for Development	6
Restoring trust? Public communication from Swedish Universities about the post-truth crisis	5
Towards unsettling the racial nation-state: affective interventions in an Australian literature classroom	5
Rethinking the decolonization of higher education through political theology: Enrique Dussel’s liberation theology and Pedagogics	5
Performance-based funding and institutional practices of performance prediction	5
‘We have a right to flourish in our own land’: using pedagogies of healing to support Indigenous students to thrive in university classrooms	5
Ways we performed inclusion and fell short: shared entanglements with violence in social justice education	5
Indigenous self-determination in Māori education and reactionary responses from 1960 to 1992	5
Introduction to special section: the political life of education online	5
Enacted spaces of peer learning: tracing practices of relationality among international students in higher education	5
Teaching social justice education: the nature, role and future of discomfort	5
Bullying affects: the affective violence and moral orders of school bullying	5
Problematising students’ agency in the internationalisation of higher education	5
Theorizing and implementing meaningful Indigenization: Wikipedia as an opportunity for course-based digital advocacy	5
Pathways to progress? – collective conscientisation and progressive school reform in Aboriginal education	4
The crisis, neoliberal consciousness and the changing landscape of higher education in Sri Lanka: a postcolonial reading	4
Experiences of discomfort in social justice education with pre-service teachers: understanding and responding to student resistance	4
Can schools and libraries curb the functional illiteracy crisis? Insights from the Netherlands	4
Maneuvering constellations of valuation: a critical investigation of the edtech startup sector	4
Refusing expectation? Class, masculinity and selfhood in a longitudinal analysis of young men’s educational transitions/trajectories, age 10–22	4
Evidence-based research in education: the questionable epistemic status of RCTs	4
Grappling with wicked problems: teacher professionalism and pedagogical mappings for reparative futures	3
‘Maybe I’m just not strong enough’: on the care exploitation of teachers in hard-to-staff schools	3
Toward disability-centered, culturally sustaining pedagogies in teacher education	3
Distorted images: Black women’s representation in elementary social studies texts	3
Challenging the gold standard consensus: Randomised controlled trials (RCTs) and their pitfalls in evidence-based education	3
Quantifying academic integrity: Turnitin and negotiated ethics in higher education in Turkey	3
Supplementary schools as sites of access to community cultural wealth and funds of knowledge in Flanders, Belgium	3
Counter-Critical Pedagogy: A Manifesto	3
What is missing in policy discourses about school exclusions?	3
Administrative life in the time before crisis: affect and the codependence of data and fear	3
Ghosts of data futures past: revolution as repetition in datafied education research and governance	3
Pedagogical attachments and Virtual Reality: on immersion with digital technology in school	3
A response to Variyan and Edwards-Groves	3
Empathy as a virtue: a Confucian interpretation and a tool to address anti-Asian hate crime	3
The multiple temporalities of policy-oriented sociology of education: recuperating the historical, Reinhart Koselleck, and the historical imagination of policy sociological work	3
A collaborative autoethnography of early-career scholars’ becoming in the field of curriculum studies in South Korea	3
Academic citizenship, collegiality and good university governance: a dedication to Associate Professor Julie Rowlands (1964–2021)	2
The contemporary contradictions of belonging in higher education: successful transitions in times of crisis	2

Aboriginal dance as pedagogy: privileging voices of Bundjalung elders	2
Kîyokêwin (Visiting), leadership, and consenting to learn in public: indigenizing social sciences and humanities at the Royal Military College of Canada	2
Affective economies of loneliness in school: bullying, violence, and undesirable social connections	2
The affective moralization of educational policy discourse: insights from the case of Critical Race Theory bans	2
Critical theory in prestigious academic environments: a first-generation student’s chronicle	2
Race, affect, and marginalized communities: navigating racialized emotions in community-engaged pedagogy	2
Globalised discourses of ‘challenging behaviours’ and implications for their construction and management in education	2
Investing in imagined digital futures: the techno-financial ‘futuring’ of edtech investors in higher education	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	2
Normative whiteness in Finnish university education	2
The mundane governance of education through time: the case of national testing in Norway	2
History of the present of the right to play, affective governance, and making exclusion in joy	2
Nation, nature and childhood in five curricula: towards Earthly education	2
Researching and theorising the imbrications of temporalities and datafied governance of education systems: an Afterword	2
Mapping affect in critical moments of schooling for disenfranchised students	2
Hidden in plain view: Indigenous early career researchers' experiences and perceptions of racism in Australian universities	2
Becoming neoliberal policy subjects: Staff members’ discursive practices about school climate in Chile	2
On the utility of the concept of ‘school-related gender-based violence’ (SRGBV) in the context of escalating gendered violence in schools	2
The theory of practice architectures and its discontents: disturbing received wisdom to make it dangerous again	2