OOIR: Observatory of International Research

Papers

(The TQCC of Critical Studies in Education is 5. 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
Public education and teacher professionalism in an age of accountability	16
Becoming propaganda: critical race theory and the effect of fiction on education	16
Funded, then forgotten: politics, public memory and national school reform	16
Acknowledgment to reviewers	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
Negotiating Indigenous higher education policy analysis at the cultural interface in the Northern Territory, Australia	11
(Re)configurations of public education: marketisation, teacher professionalism, and individual rights of students and educators in Norway and Sweden	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
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
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
‘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
(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
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
Teacher education as visionary feminist projects in anti-feminist times	6
Acknowledgment to reviewers	6
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
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