# | Title | Journal | Year | Citations |
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1 | Learning with children, ants, and worms in the Anthropocene: towards a common world pedagogy of multispecies vulnerability | Pedagogy, Culture and Society | 2015 | 208 |
2 | ‘Not girly, not sexy, not glamorous’: primary school girls’ and parents’ constructions of science aspirations1 | Pedagogy, Culture and Society | 2013 | 182 |
3 | Identity, well‐being and effectiveness: the emotional contexts of teaching | Pedagogy, Culture and Society | 2008 | 155 |
4 | Disciplines and theory in the academic study of education: a comparative analysis of the Anglo-American and Continental construction of the field | Pedagogy, Culture and Society | 2011 | 155 |
5 | Student voice: theorising power and participation | Pedagogy, Culture and Society | 2009 | 141 |
6 | Knowing practice: searching for saliences | Pedagogy, Culture and Society | 2005 | 128 |
7 | Materialities, textures and pedagogies: socio-material assemblages in education | Pedagogy, Culture and Society | 2012 | 119 |
8 | Spatiality and the place of the material in schools | Pedagogy, Culture and Society | 2004 | 118 |
9 | Research for praxis: knowing doing | Pedagogy, Culture and Society | 2010 | 111 |
10 | Postcolonialism and education: negotiating a contested terrain | Pedagogy, Culture and Society | 2006 | 105 |
11 | Teachers and productive pedagogies: contextualising, conceptualising, utilising | Pedagogy, Culture and Society | 2003 | 91 |
12 | Learning spaces and pedagogic change: envisioned, enacted and experienced | Pedagogy, Culture and Society | 2015 | 91 |
13 | Affective assemblages: body matters in the pedagogic practices of contemporary school classrooms | Pedagogy, Culture and Society | 2012 | 85 |
14 | Lack of male teachers: a problem for students or teachers? | Pedagogy, Culture and Society | 2000 | 80 |
15 | An intricate fabric: understanding the rationality of practice | Pedagogy, Culture and Society | 2005 | 79 |
16 | The pedagogic paradox (or why no didactics in England?) | Pedagogy, Culture and Society | 1999 | 78 |
17 | Whatever happened to curriculum theory? Critical realism and curriculum change | Pedagogy, Culture and Society | 2011 | 75 |
18 | Redistribution, recognition and representation: working against pedagogies of indifference | Pedagogy, Culture and Society | 2013 | 75 |
19 | Making Spaces: teacher workplace topologies | Pedagogy, Culture and Society | 2003 | 74 |
20 | Pedagogic voice: student voice in teaching and engagement pedagogies | Pedagogy, Culture and Society | 2016 | 71 |
21 | Governing emotionally vulnerable subjects and ‘therapisation’ of social justice | Pedagogy, Culture and Society | 2015 | 69 |
22 | Schools as damaging organisations: instigating a dialogue concerning alternative models of schooling | Pedagogy, Culture and Society | 2012 | 59 |
23 | Relational thinking in education: topology, sociomaterial studies, and figures | Pedagogy, Culture and Society | 2016 | 57 |
24 | Educational scale-making | Pedagogy, Culture and Society | 2004 | 56 |
25 | Learning gender in primary school playgrounds: findings from the Tomboy Identities Study | Pedagogy, Culture and Society | 2007 | 56 |
26 | Thespectersof bodies and affects in the classroom: a rhizo‐ethological approach | Pedagogy, Culture and Society | 2007 | 53 |
27 | Being the ‘right’ kind of male teacher: the disciplining of John | Pedagogy, Culture and Society | 2008 | 51 |
28 | Relational architectures: recovering solidarity and agency as living practices in education | Pedagogy, Culture and Society | 2010 | 50 |
29 | Software and the hidden curriculum in digital education | Pedagogy, Culture and Society | 2015 | 48 |
30 | Critical pedagogy: the spaces that make the difference | Pedagogy, Culture and Society | 2000 | 47 |
31 | Participatory practices at work | Pedagogy, Culture and Society | 2004 | 47 |
32 | Symbolic violence, locality and social class: the educational and career aspirations of 10-11-year-old boys in Belfast | Pedagogy, Culture and Society | 2004 | 47 |
33 | Becoming accomplished: concerted cultivation among privately educated young women1 | Pedagogy, Culture and Society | 2013 | 47 |
34 | Modest witness(ing) and lively stories: paying attention to matters of concern in early childhood | Pedagogy, Culture and Society | 2017 | 47 |
35 | Researching pedagogy: a sociocultural agenda | Pedagogy, Culture and Society | 2001 | 46 |
36 | Pedagogies of participation in higher education: a case for research‐based learning | Pedagogy, Culture and Society | 2009 | 46 |
37 | On modeling our understanding of the practice fields | Pedagogy, Culture and Society | 2005 | 45 |
38 | Transformative agency as warping: how collectives accomplish change amidst uncertainty | Pedagogy, Culture and Society | 2022 | 44 |
39 | Subject‐matter didactics as a central knowledge base for teachers, or should it be called pedagogical content knowledge? | Pedagogy, Culture and Society | 2009 | 43 |
40 | Blurring the boundaries: from relational learning towards a critical pedagogy of engagement for disengaged disadvantaged young people | Pedagogy, Culture and Society | 2013 | 43 |
41 | National curriculum in Australia? A matter of politics, powerful knowledge and the regulation of learning | Pedagogy, Culture and Society | 2001 | 42 |
42 | Learning to fail and learning from failure – ideology at work in a mathematics classroom | Pedagogy, Culture and Society | 2014 | 42 |
43 | Student voice and teacher accountability: possibilities and problematics | Pedagogy, Culture and Society | 2015 | 42 |
44 | ‘The only Problem is, children will like their chips’: education and the discursive production of ill-health | Pedagogy, Culture and Society | 2003 | 41 |
45 | Activity theory and situated learning theory: contrasting views of educational practice | Pedagogy, Culture and Society | 2008 | 41 |
46 | The representation of gender in English textbooks in Uganda | Pedagogy, Culture and Society | 2012 | 41 |
47 | Factors deterring schools from mixed attainment teaching practice | Pedagogy, Culture and Society | 2017 | 41 |
48 | A typology of agency in new generation learning environments: emerging relational, ecological and new material considerations | Pedagogy, Culture and Society | 2018 | 41 |
49 | Literacies and libraries: archives and cybraries | Pedagogy, Culture and Society | 1999 | 40 |
50 | Liberal multiculturalism and national pedagogy in a Finnish preschool context: inclusion or nation‐making? | Pedagogy, Culture and Society | 2006 | 40 |