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Working the Ruins: Feminist Poststructural Theory and Methods in Education
0 references·16 citing·55 second hopsampled
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  • 2002Authorizing Students’ Perspectives: Toward Trust, Dialogue, and Change in Education960 cited
  • 2013The Sociopolitical Turn in Mathematics Education763 cited
  • 2014Unbecoming Claims569 cited
  • 2005The discourse of denial: how white teacher candidates construct race, racism and ‘white privilege’527 cited
  • 2007Standards of Evidence in Qualitative Research: An Incitement to Discourse432 cited
  • 2003Speculations on qualities of difficult knowledge in teaching and learning: an experiment in psychoanalytic research397 cited
  • 2021Curriculum and Teaching Dialogue373 cited
  • 2005Feminist Methodology: New Applications in the Academy and Public Policy315 cited
  • 2010The offence of theory261 cited
  • 2006Structures, Understandings and Discourses: Possibilities for Re-Envisioning the Early Childhood Worker252 cited
  • 2006Subjectivation and performative politics—Butler thinking Althusser and Foucault: intelligibility, agency and the raced–nationed–religioned subjects of education248 cited
  • 2007The Research Imagination: An Introduction to Qualitative and Quantitative Methods213 cited
  • 2013The Sexuality-Assemblage: Desire, Affect, Anti-Humanism187 cited
  • 2006Mapping literacy spaces in motion: A rhizomatic analysis of a classroom literacy performance

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182 cited
  • 2009Teaching in culturally diverse contexts: what knowledge about ‘self’ and ‘others’ do teachers need?179 cited
  • 2004Bourdieu's reflexive sociology and ‘spaces of points of view’: whose reflexivity, which perspective?165 cited