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Unequal by Design: High-Stakes Testing and the Standardization of Inequality
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  • 2016(Re)Imagining Black Boyhood: Toward a Critical Framework for Educational Research355 cited
  • 2012The (absent) politics of neo-liberal education policy176 cited
  • 2016Diversity and Equity: A Global Education Challenge172 cited
  • 2015Standardized testing and school segregation: like tinder for fire?135 cited
  • 2015Racism and Racial Equity in Higher Education135 cited
  • 2008Devising inequality: a Bernsteinian analysis of high‐stakes testing and social reproduction in education133 cited
  • 2013The evolution of educational reform in Thailand: the Thai educational paradox117 cited
  • 2011The impact of standards‐based reform on teachers: the case of ‘No Child Left Behind’91 cited
  • 2019“This isn’t my real writing”: The fate of children’s agency in too-tight curricula73 cited
  • 2011Talkin’ ‘bout a revolution: the social, political, and fantasmatic logics of education policy69 cited
  • 2016Culturally responsive computing as brokerage: toward asset building with education-based social movements66 cited
  • 2013Putting Philosophy to Work in the Classroom: Using Rhizomatics to Deterritorialize Neoliberal Thought and Practice64 cited
  • 2020Shadow education as a form of oppression: conceptualizing experiences and reflections of secondary students in Hong Kong59 cited

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  • 2013Crafting Coherence from Complex Policy Messages: Educators’ Perceptions of Special Education and Standards-Based Accountability Policies50 cited
  • 2018Exploring the L2 selves of senior secondary students in English private tutoring in Hong Kong47 cited
  • 2019Comparing the effectiveness of cram school tutors and schoolteachers: A critical analysis of students’ perceptions46 cited