OOIR: Observatory of International Research

Papers

(The TQCC of Critical Studies in Education is 6. 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 2022-08-01 to 2026-08-01.)

Article	Citations
Getting good at bad emotion: teachers resist and reproduce hegemonic positivity in a discourse community	66
Beyond conventional critique in education: embracing the affirmative	33
Neuroscience and emotional labour of teachers in a Norwegian kindergarten: filling the ‘holes’ in children’s brains	20
Feeling school failure: the emotional politics of grade retention and the making of schooled subjects	20
Bridging theory and practice through Work-Integrated Learning (WIL): critical perspectives on the conceptualisations of WIL at a university in Sweden	20
Acknowledgment to reviewers	19
Funded, then forgotten: politics, public memory and national school reform	18
A host community’s experiences of an international teaching practicum: “They taught … and they left”	17
Public education and teacher professionalism in an age of accountability	16
Becoming propaganda: critical race theory and the effect of fiction on education	15
(Re)configurations of public education: marketisation, teacher professionalism, and individual rights of students and educators in Norway and Sweden	13
Can critical pedagogy resist the conservative employability agenda – how are academics implicated and how are they to manoeuvre?	11
Socioeconomic segregation as ‘education quality’: analysis of parents’ educational narratives in Chile	11
Unpacking the discursive construction of gender in higher education: contending approaches and policy silences	11
Gendering and slow violence as mundane political practice in early childhood education	10
Land, labour, and sovereignty in school: the Strelley mob and zones of contest in Indigenous education	10
Struggles over teacher education knowledge in Australia: a Bernsteinian analysis	10
Leadership in liquid times : reconceptualising the effects of policy on school leaders	10
Acknowledgment to reviewers	9
Digital platform work reinforcing performativity: teacher responses to work intensification explored through trace ethnography	9
Correction	9
Governing educational choices through guidance: a problem representation analysis of Swedish education policies	9
Why norm -critique? A feminist critical realist contribution to norm-critical pedagogy	8
‘If you love teaching so much … ’ teaching against the injunctions of the capitalist state and refusing the weaponization of love	8
Politics of rhythm and crisis in the slow death of higher education: implications for academic work and student support	8

Difficult funds of knowledge (DFoK) in educating for social justice: bringing ‘dark funds of knowledge’ and ‘difficult knowledge’ into conversation	8
Measuring and misrepresenting the missing millions: the OECD’s assessment of out-of-school youth in PISA for Development	8
(Mis)recognising the symbolic violence of academically selective education in England: a critical application of Bourdieusian analysis to pupils’ lived experiences	8
The lifelong learner in cognitive capitalism: the ability-capital machine and the production of neurotic citizens	7
Independent learner as the ideal – normative representations of higher education students in film and television drama across Europe	7
Teacher education as visionary feminist projects in anti-feminist times	7
Treason and revenge: the emergence and continuation of ILSA contracting	7
Governing universal higher education through markets: a poststructural perspective on massification	7
Academic language and learning in higher education: a call to Derridean hospitality	7
Acknowledgment to reviewers	7
Between ambition and alignment: transitions to post-compulsory education of children of migrants in Barcelona	7
‘We have a right to flourish in our own land’: using pedagogies of healing to support Indigenous students to thrive in university classrooms	6
Indigenous self-determination in Māori education and reactionary responses from 1960 to 1992	6
Restoring trust? Public communication from Swedish Universities about the post-truth crisis	6
Performing equity, containing change: legitimation of DEI discourse in Canadian universities	6
Disrupting binary thinking about sanctuary initiatives in the UK and Australia: insights from a Derridean analysis of hostipitality	6
Rethinking the decolonization of higher education through political theology: Enrique Dussel’s liberation theology and Pedagogics	6
Ways we performed inclusion and fell short: shared entanglements with violence in social justice education	6
Teaching social justice education: the nature, role and future of discomfort	6
Towards unsettling the racial nation-state: affective interventions in an Australian literature classroom	6