Structure, Agency and Cultural Capital as Control over Knowledge Production in Policy Formation: Mozambique

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author:Guy Senese and Gerald Wood
Journal for Critical Education Policy Studies
Volume 7, Number 1
ISSN 1740-2743

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On ‘white supremacy’ and caricaturing, misrepresenting and dismissing Marx and Marxism: a response to David Gillborn’s ‘Who’s Afraid of Critical Race Theory in Education’

Posted on August 6, 2014August 6, 2014 by pthanop

Mike Cole
Bishop Grosseteste University College Lincoln, England

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author:Mike Cole
Journal for Critical Education Policy Studies
Volume 7, Number 1
ISSN 1740-2743

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The Filipinization of Critical Pedagogy: Widening the Scope of Critical Educational Theory

Posted on August 6, 2014August 6, 2014 by pthanop

Michael Viola
University of California, Los Angeles, California, USA

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author:Michael Viola
Journal for Critical Education Policy Studies
Volume 7, Number 1
ISSN 1740-2743

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review of E. Wayne Ross and Rich Gibson eds.(2007) Neoliberalism and education reform. Creskill NJ: Hampton Press

Posted on August 6, 2014August 6, 2014 by pthanop

Terry Wrigley
University of Edinburgh

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author:Terry Wrigley
Journal for Critical Education Policy Studies
Volume 6, Number 2
ISSN 1740-2743

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Review Essay of Ross, E.W., & Gibson, R. (Eds.). (2007). Neoliberalism and Education Reform. Cresskill, NJ: Hampton Press.

Posted on August 6, 2014August 6, 2014 by pthanop

Ashwani Kumar
University of British Columbia, Vancouver, Canada

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author:Ashwani Kumar
Journal for Critical Education Policy Studies
Volume 6, Number 2
ISSN 1740-2743

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Review Essay: Neoliberalism, education and strategies of resistance

Posted on August 6, 2014August 6, 2014 by pthanop

Charlie Cooper
University of Hull, England

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author:Charlie Cooper
Journal for Critical Education Policy Studies
Volume 6, Number 2
ISSN 1740-2743

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The Iraq War, ‘Sound Science,’ and ‘Evidence-Based’ Educational Reform: How the Bush Administration Uses Deception, Manipulation, and Subterfuge to Advance its Chosen Ideology

Posted on August 6, 2014August 6, 2014 by pthanop

Stephen P. Gordon, John Smyth, Julie Diehl
Texas State University, San Marcos, Texas, USA; University of Ballarat, Victoria Australia

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author:Stephen P. Gordon, John Smyth, Julie Diehl
Journal for Critical Education Policy Studies
Volume 6, Number 2
ISSN 1740-2743

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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: pthanop

Structure, Agency and Cultural Capital as Control over Knowledge Production in Policy Formation: Mozambique

Critical Policy Research and Special Education Policymaking: A Policy Trajectory Approach

Contradictory transformations: observations on the intellectual dynamics of South African universities

Like the Other Kings Have:’ a theory of sovereignty and the persistence of inequality in education

On ‘white supremacy’ and caricaturing, misrepresenting and dismissing Marx and Marxism: a response to David Gillborn’s ‘Who’s Afraid of Critical Race Theory in Education’

The Filipinization of Critical Pedagogy: Widening the Scope of Critical Educational Theory

review of E. Wayne Ross and Rich Gibson eds.(2007) Neoliberalism and education reform. Creskill NJ: Hampton Press

Review Essay of Ross, E.W., & Gibson, R. (Eds.). (2007). Neoliberalism and Education Reform. Cresskill, NJ: Hampton Press.

Review Essay: Neoliberalism, education and strategies of resistance

The Iraq War, ‘Sound Science,’ and ‘Evidence-Based’ Educational Reform: How the Bush Administration Uses Deception, Manipulation, and Subterfuge to Advance its Chosen Ideology