Resisting the English Neoliberalising University: What Critical Pedagogy can offer

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

Joyce E Canaan

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author:Joyce E Canaan
Journal for Critical Education Policy Studies
Volume 11, Number 2
ISSN 1740-2743

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Editorial: An International Examination of Teacher Education: Exposing and Resisting the Neoliberal Agenda

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

Brad J. Porfilio and Julie Gorlewski

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author:Brad J. Porfilio and Julie Gorlewski
Journal for Critical Education Policy Studies
Volume 11, Number 2
ISSN 1740-2743

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Review Essay: Class, Ethics and Education. Paul Blackledge, Marxism and Ethics: Freedom, Desire, and Revolution

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

Terry Wrigley

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author:Terry Wrigley
Journal for Critical Education Policy Studies
Volume 11, Number 1
ISSN 1740-2743

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Class and Culture: Sources of Confusion in Educational Sociology

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

Terry Wrigley

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author:Terry Wrigley
Journal for Critical Education Policy Studies
Volume 11, Number 1
ISSN 1740-2743

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Higher Education and Class: Production or Reproduction?

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

Panagiotis Sotiris

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author:Panagiotis Sotiris
Journal for Critical Education Policy Studies
Volume 11, Number 1
ISSN 1740-2743

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Social class and Education in Modern Britain: Why Inequalities Persist and How can we explain them

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

Spyros Themelis

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author:Spyros Themelis
Journal for Critical Education Policy Studies
Volume 11, Number 1
ISSN 1740-2743

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Where did Class go, Why may it be returning?: A View from Sociology Students

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

Joyce E Canaan

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author:Joyce E Canaan
Journal for Critical Education Policy Studies
Volume 11, Number 1
ISSN 1740-2743

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Class and education: What is to be done?

Posted on August 6, 2014December 3, 2014 by pthanop

John Yandell

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author:John Yandell
Journal for Critical Education Policy Studies
Volume 11, Number 1
ISSN 1740-2743

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Editorial: Class and Education: Old Issues, New Perspectives

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

Spyros Themelis and Terry Wrigley

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author:Spyros Themelis and Terry Wrigley
Journal for Critical Education Policy Studies
Volume 11, Number 1
ISSN 1740-2743

click here for PDF article

Occupy: a new pedagogy of space and time?

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

Mike Neary and Sarah Amsler
University of Lincoln, England

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author:Mike Neary and Sarah Amsler
Journal for Critical Education Policy Studies
Volume 10, 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

Resisting the English Neoliberalising University: What Critical Pedagogy can offer

Editorial: An International Examination of Teacher Education: Exposing and Resisting the Neoliberal Agenda

Review Essay: Class, Ethics and Education. Paul Blackledge, Marxism and Ethics: Freedom, Desire, and Revolution

Class and Culture: Sources of Confusion in Educational Sociology

Higher Education and Class: Production or Reproduction?

Social class and Education in Modern Britain: Why Inequalities Persist and How can we explain them

Where did Class go, Why may it be returning?: A View from Sociology Students

Class and education: What is to be done?

Editorial: Class and Education: Old Issues, New Perspectives

Occupy: a new pedagogy of space and time?