Critical Studies in Education

Papers
(The TQCC of Critical Studies in 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 2021-02-01 to 2025-02-01.)
ArticleCitations
Evaluating datafied time: exploring the multiple temporalities of teachers’ work with digital assessment33
Teachers and teaching: (re)thinking professionalism, subjectivity and critical inquiry28
Beyond conventional critique in education: embracing the affirmative19
Subscribing school: digital platforms, affective attachments, and cruel optimism in a Danish public primary school14
Theorizing and implementing meaningful Indigenization: Wikipedia as an opportunity for course-based digital advocacy10
Non-Indigenous Initial Teacher Education students navigating the cultural interface9
Response: Matters of (im)mobility: beyond fast conceptual and methodological readings in policy sociology9
Respect@Uni: A feminist insider perspective on respect-based culture change in higher education8
Performance-based funding and institutional practices of performance prediction7
Enacted spaces of peer learning: tracing practices of relationality among international students in higher education7
Post-secular affective labours of teaching: contemplative practices and the ‘belaboured self’6
Race, affect, and marginalized communities: navigating racialized emotions in community-engaged pedagogy5
The timescape of school tasks: towards algorhythmic patterns of on-screen tasks5
Problematising students’ agency in the internationalisation of higher education5
Kîyokêwin (Visiting), leadership, and consenting to learn in public: indigenizing social sciences and humanities at the Royal Military College of Canada5
The compliant wife, the good mother and other normalizing constructions of womanhood: a critical discourse analysis of idealized female identities within Turkish educational policy5
Contemporary dynamics of student experience and belonging in higher education5
Correction4
A critical examination of the use of ‘capitals approach’ in graduate employability research4
Negotiating the structural and personal intensities of gender, affects and whiteness through culturally responsive becoming in mathematics4
Bridging theory and practice through Work-Integrated Learning (WIL): critical perspectives on the conceptualisations of WIL at a university in Sweden4
Democracy and planetary politics: Achille Mbembe and futures of digital citizenship education for life4
Can schools and libraries curb the functional illiteracy crisis? Insights from the Netherlands4
The moral positioning of education policy publics: how social media is used to wedge an issue4
Cultural capital, black holes, and the hidden curriculum: an analysis of grade repetition in Spain4
Media articulation and the stabilisation of teacher policies in Chile4
Getting good at bad emotion: teachers resist and reproduce hegemonic positivity in a discourse community4
“Education is a white woman’s world”: theorizing race, gender, and geography in a liberatory Black pedagogical space3
The governance of teachers’ time allocation and data usage through a learning management system: a biopolitical perspective3
Empathy as a virtue: a Confucian interpretation and a tool to address anti-Asian hate crime3
Measuring and misrepresenting the missing millions: the OECD’s assessment of out-of-school youth in PISA for Development3
The need for speed: identification of ‘the deviant’ as the ultimate goal for high returns in early childhood education and care3
Maneuvering constellations of valuation: a critical investigation of the edtech startup sector3
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