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Cited by

• 2019Knowledge, power and powerful knowledge re‐visited238 cited
• 2019Reconceptualizing cultural literacy as a dialogic practice77 cited
• 2016Educational change, inertia and potential futures70 cited
• 2019On the emergence of the L1 research field: A comparative study of PhD abstracts in the Nordic countries 2000–201729 cited
• 2019Rewriting the History of Subject English through the Lens of ‘Literary Sociability’21 cited
• 2020The development of GeoCapabilities: reflections, and the spread of an idea16 cited
• 2019Is geography lost? Curriculum policy analysis: finding a place for geography within a changing primary school curriculum in the Republic of Ireland15 cited
• 2018Too Much Noise in the Classroom? Towards a Praxis of Conceptualization14 cited
• 2018Powerful disciplinary knowledge and the status of geography in Finnish upper secondary schools: Teachers’ views on recent changes14 cited
• 2018How Geography Curricula Tackle Global Issues13 cited
• 2021Building Educational Capacity for Inclusive Geocomputation: A Research-Practice Partnership in Southern California13 cited
• 2019Field-based enquiry in geography: the influence of Singapore teachers’ subject identities on their practice12 cited
• 2017International Differences in Thinking Geographically, and Why ‘the Local’ Matters