Educational democracy in graduate education: Public policies and affirmative action

Posted on March 26, 2017 by Naomi Hill

Hugo Augusto Vasconcelos Medeiros
Federal University of Pernambuco, Recife, Brazil
Ruy de Deus e Mello Neto
University of São Paulo, São Paulo, Brazil
Harvard University, Cambridge, Massachusetts, USA
Afrânio Mendes Catani
University of São Paulo, São Paulol, Brazil

Citation information
URL: http://www.jceps.com/archives/3334
author: Hugo Augusto Vasconcelos Medeiros, Ruy de Deus e Mello Neto & Afrânio Mendes Catani
Journal for Critical Education Policy Studies
Volume 15, Number 1
ISSN 1740-2743

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Reconceptualization Sexuality and Rethinking Homophobia in Metropolitan Campus Spaces

Posted on March 26, 2017 by Naomi Hill

Caglar Deniz
Usak University, Usak, Turkey

Citation information
URL: http://www.jceps.com/archives/3332
author: Caglar Deniz
Journal for Critical Education Policy Studies
Volume 15, Number 1
ISSN 1740-2743

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Resisting consumerist rationalities in higher vocational education

Posted on March 26, 2017 by Naomi Hill

Goran Puaca
University of Borås, Borås, Sweden
Christer Theandersson
University of Borås, Borås, Sweden
Margareta Carlén
University of Borås, Borås, Sweden

Citation information
URL: http://www.jceps.com/archives/3329
author: Goran Puaca, Christer Theandersson & Margareta Carlén
Journal for Critical Education Policy Studies
Volume 15, Number 1
ISSN 1740-2743

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For function or transformation? A critical discourse analysis of education under the Sustainable Development Goals

Posted on March 26, 2017March 28, 2017 by Naomi Hill

Nigel Brissett
Clark University, Worcester, Massachusetts, USA
Radhika Mitter
Clark University, Worcester, Massachusetts, USA

Citation information
URL: http://www.jceps.com/archives/3326
author: Nigel Brissett & Radhika Mitter
Journal for Critical Education Policy Studies
Volume 15, Number 1
ISSN 1740-2743

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How to Be Good: Behaviour Management Policies in 36 Secondary Schools

Posted on March 26, 2017 by Naomi Hill

Damien Shortt
Edge Hill University, Liverpool, England
Tim Cain
Edge Hill University, Liverpool, England
Helena Knapton
Edge Hill University, Liverpool, England
Jill McKenzie
Edge Hill University, Liverpool, England

Citation information
URL: http://www.jceps.com/archives/3324
author: Damien Shortt , Tim Cain, Helena Knapton & Jill McKenzie
Journal for Critical Education Policy Studies
Volume 15, Number 1
ISSN 1740-2743

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The critical orientation in research on historical school narrative and its relation with the history of women

Posted on March 26, 2017 by Naomi Hill

Izabela Skórzyńska
Adam Mickiewicz University, Poznań, Poland
Edyta Głowacka-Sobiech
Adam Mickiewicz University, Poznań, Poland
Iwona Chmura-Rutkowska
Adam Mickiewicz University, Poznań, Poland

Citation information
URL: http://www.jceps.com/archives/3322
author: Izabela Skórzyńska, Edyta Głowacka-Sobiech & Iwona Chmura-Rutkowska
Journal for Critical Education Policy Studies
Volume 15, Number 1
ISSN 1740-2743

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Perspectives on the University as a Business: the Corporate Management Structure, Neoliberalism and Higher Education

Posted on March 26, 2017 by Naomi Hill

Arthur Taylor
Rider University, Lawrenceville, New Jersey, USA

Citation information
URL: http://www.jceps.com/archives/3320
author: Arthur Taylor
Journal for Critical Education Policy Studies
Volume 15, Number 1
ISSN 1740-2743

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“Junkies, Wasters and Thieves”: School-Based Drug Education and the Stigmatisation of People Who Use Drugs

Posted on March 26, 2017 by Naomi Hill

Dr Claire Meehan
University of Auckland, Auckland, New Zealand

Citation information
URL: http://www.jceps.com/archives/3318
author: Dr Claire Meehan
Journal for Critical Education Policy Studies
Volume 15, Number 1
ISSN 1740-2743

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Speaking about Education Reform: Constructing Failure to Legitimate Entrepreneurial Reforms of Teacher Preparation

Posted on March 26, 2017 by Naomi Hill

Jesslyn Hollar
University of Washington, Seattle, USA

Citation information
URL: http://www.jceps.com/archives/3316
author: Jesslyn Hollar
Journal for Critical Education Policy Studies
Volume 15, Number 1
ISSN 1740-2743

click here for PDF article

Teacher Quality, Teacher Effectiveness and the Diminishing Returns of Current Education Policy Expressions

Posted on March 26, 2017 by Naomi Hill

Dr. Andrew Skourdoumbis
Deakin University, Melbourne, Victoria, Australia

Citation information
URL: http://www.jceps.com/archives/3314
author: Dr. Andrew Skourdoumbis
Journal for Critical Education Policy Studies
Volume 15, Number 1
ISSN 1740-2743

click here for PDF article

Founding Editor
Prof Dave Hill
Emeritus Professor of Education at Anglia Ruskin University, Chelmsford, England; Visiting Professor of Education at the National and Kapodistrian University of Athens, Greece; Research Fellow of the Research Center of Contemporary China, Wuhan University, Hubei, China

Co-Editors
Dr Vinicius Neves de Cabral Universidade Estadual de Londrina (UEL), Paraná, Brazil
Dr Sara Carpenter University of Toronto, Canada
Dr Derek Ford DePauw University, Greencastle, Indiana, USA
Dr, Dave Hill Anglia Ruskin University, Chelmsford, England;
Dr Jesus Jaime-Diaz University of Arizona, Tucson, Arizona, USA
Dr. Nurcan Korkmaz University of Ankara, Ankara, Turkey
Dr Alpesh Maisuria University of the West of England, Bristol, UK
Prof Kostas Skordoulis National and Kapodistrian University of Athens, Greece
Dr Spyros Themelis University of East Anglia, Norwich, UK

Joint Deputy Editors
Prof Peter McLaren
Chapman University, Orange, California, USA

Dr Theopula (Polina) Chrysochou
National and Kapodistrian University of Athens, Greece

Editorial Board
The Nine Co-Editors, plus:
Prof Hasan Aksoy
Ankara University, Turkey
Prof Dennis Beach
University of Gothenburg, Sweden
Dr Agnieszka Dziemianowicz-Bak
Educational Research Institute, Warsaw, Poland
Dr Sandra Delgado
Universidad Nacional de Colombia, Bogota
Dr Gail Edwards
Newcastle University, Newcastle, England
Prof Pablo Gentili
State University of Rio de Janeiro, Rio de Janeiro, Brazil
Dr Tom Griffiths
Oslo Metropolitan University, Oslo, Norway
Dr Kemal Inal
Helmut Schmidt University, Hamburg, Germany
Dr Sharon Jones
Independent Researcher, England, UK
Dr Ravi Kumar
South Asian University, New Delhi, India
Dr Curry Malott
West Chester University, West Chester, Pennsylvania, USA
Dr Gregory Martin
University of Technology, Sydney, NSW, Australia
Dr Zinnia Mevawalla
University of Strathclyde, Glasgow, Scotland, UK
Dr Silvia Redon Pantoja
Pontifical Catholic University of Valparaíso, Valparaíso, Chile
Dr Jyoti Raina
University of Delhi, India
Dr Felix Angulo Rasco
Pontifical Catholic University of Valparaíso, Valparaiso, Chile
Dr Lotar Rasinski
The University of Lower Silesia, Wroclaw, Poland
Dr Arturo Rodriguez
Boise State University, Boise, Idaho, USA
Dr Kat Simpson
University of Huddersfield, Huddersfield, England, UK
Dr Alisson Slider do Nascimento de Paula
Centro Universitário Inta – UNINTA, Sobral, Ceará, Brazil
Dr Bill Templer
independent researcher, Bulgaria
Dr Josefine Wagner
University of Innsbruck, Innsbruck, Austria
Dr Hannah Walters
University College London, London, England, UK
Dr Paolo Vittoria
University of Naples Federico II, Naples, Italy
Dr Ahmet Yildiz
Ankara University, Ankara, Turkey

Administrators
Naomi Hill
Joshua Akehurst, MSc
Hannah Hunt, MSc

JCEPS

Author: Naomi Hill

Educational democracy in graduate education: Public policies and affirmative action

Reconceptualization Sexuality and Rethinking Homophobia in Metropolitan Campus Spaces

Resisting consumerist rationalities in higher vocational education

For function or transformation? A critical discourse analysis of education under the Sustainable Development Goals

How to Be Good: Behaviour Management Policies in 36 Secondary Schools

The critical orientation in research on historical school narrative and its relation with the history of women

Perspectives on the University as a Business: the Corporate Management Structure, Neoliberalism and Higher Education

“Junkies, Wasters and Thieves”: School-Based Drug Education and the Stigmatisation of People Who Use Drugs

Speaking about Education Reform: Constructing Failure to Legitimate Entrepreneurial Reforms of Teacher Preparation

Teacher Quality, Teacher Effectiveness and the Diminishing Returns of Current Education Policy Expressions