OOIR: Observatory of International Research

Papers

(The TQCC of Critical Studies in 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
Introduction: Critical studies of digital education platforms	120
Automation, APIs and the distributed labour of platform pedagogies in Google Classroom	91
Multiple temporalities in critical policy sociology in education	33
Investing in imagined digital futures: the techno-financial ‘futuring’ of edtech investors in higher education	28
Response: Policy? Policy research? How absurd?	19
Indigenous education sovereignty: another way of ‘doing’ education	19
Paradoxes of freedom. An archaeological analysis of educational online platform interfaces	19
Governing knowledge in the entrepreneurial university: a feminist account of structural, cultural and political epistemic injustice	18
The politics of critical policy sociology: mobilities, moorings and elite networks	14
Critical perspectives on internationalization in higher education: commercialization, global citizenship, or postcolonial imperialism?	10
Response: Matters of (im)mobility: beyond fast conceptual and methodological readings in policy sociology	9
The timescape of school tasks: towards algorhythmic patterns of on-screen tasks	9
Uncanny pedagogies: teaching difficult histories at sites of colonial violence	8
Contemporary dynamics of student experience and belonging in higher education	7
Affecting advantage: class relations in contemporary higher education	7
Racialized retellings: (Un)ma(r)king space and place on college campuses	6
The implicit epistemology of metric governance. New conceptions of motivational tensions in the corporate university	6
Race and the Evidence of Experience: Accounting for Race in Historical Thinking Pedagogy	5
Toward disability-centered, culturally sustaining pedagogies in teacher education	5
Filling gaps: assessment software and the production of mathematics and its teaching and learning in primary schools	5
Empathy as a virtue: a Confucian interpretation and a tool to address anti-Asian hate crime	5
Bullying affects: the affective violence and moral orders of school bullying	5
Affective governmentality through gratitude: governmental rationality, education, and everyday life	5
Teachers and teaching: (re)thinking professionalism, subjectivity and critical inquiry	5
Privileged careerists, working-class idealists: complicating the relationship of class, college values, and curricular choices	4

On the possibility of a public regime in higher education: rethinking normative principles and policy frameworks	4
Getting good at bad emotion: teachers resist and reproduce hegemonic positivity in a discourse community	4
Reclaiming relationality in education policy: towards a more authentic relational pedagogy	4
Carceral logics and education	4
Teacher activists’ praxis in the movement against privatization and school closures in Oakland	4
The moral positioning of education policy publics: how social media is used to wedge an issue	4
Educators as decolonial intellectuals: revolutionary thought from Gramsci to Fanon	4
Learning ‘in the hive’: social character and student wellbeing in the age of psychometric data	4
Can we keep up with the aspirations of Indigenous education?	4