‘Pedagogic Schizoid Identity’: A Comparative Analysis of Policy in an Integrated Teacher Education Program in Norway and OECD Policy

Posted on April 15, 2023April 15, 2023 by Naomi Hill

Monika Merket
Norwegian University of Science and Technology (NTNU), Trondheim, Norway

Citation information
URL: http://www.jceps.com/archives/14772
Author: Monika Merket
Journal for Critical Education Policy Studies
Volume 21, Number 1
ISSN 1740-2743

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Through Israeli-Arab students’ perspective: The choice and influence of higher education studies in Education at a Jewish college

Posted on April 15, 2023April 15, 2023 by Naomi Hill

Yael Cohen-Azaria
Ashkelon Academic College, Ashkelon, Israel
Sara Zamir
Achva Academic College and Ben-Gurion University at Eilat, Israel

Citation information
URL: http://www.jceps.com/archives/14771
Authors: Yael Cohen-Azaria and Sara Zamir
Journal for Critical Education Policy Studies
Volume 21, Number 1
ISSN 1740-2743

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Tackling racial equity in U.S. schools: A critical policy analysis of enacted state legislation (2020-2022)

Posted on April 15, 2023April 15, 2023 by Naomi Hill

Heidi T. Katz
Åbo Akademi University, Vaasa, Finland
E. O. Acquah
Åbo Akademi University, Vaasa, Finland

Citation information
URL: http://www.jceps.com/archives/14773
Authors: Heidi T. Katz and E. O. Acquah
Journal for Critical Education Policy Studies
Volume 21, Number 1
ISSN 1740-2743

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Reforming Education through the Lenses of Competence-based Education: A Marxist critique

Posted on April 15, 2023April 15, 2023 by Naomi Hill

Nji Clement Bang
Ministry of Secondary Education, Douala, Cameroon
Henry Asei Kum
Liverpool Hope University, Liverpool, UK

Citation information
URL: http://www.jceps.com/archives/14770
Authors: Nji Clement Bang and Henry Asei Kum
Journal for Critical Education Policy Studies
Volume 21, Number 1
ISSN 1740-2743

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How did vocational students become an economic interest? Media representation of Hungarian VET

Posted on April 15, 2023April 15, 2023 by Naomi Hill

Alexandra Szarka
Eötvös Loránd University, Budapest, Hungary

Citation information
URL: http://www.jceps.com/archives/14769
Author: Alexandra Szarka
Journal for Critical Education Policy Studies
Volume 21, Number 1
ISSN 1740-2743

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Academics as interpellated: A study about academic identity

Posted on April 15, 2023April 18, 2023 by Naomi Hill

Hakkı Toy
Department of Educational Administration and Policy, Ministry of Education, Turkey

Citation information
URL: http://www.jceps.com/archives/14768
Author: Hakkı Toy
Journal for Critical Education Policy Studies
Volume 21, Number 1
ISSN 1740-2743

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The neoliberal transformation of university and restructuring of academic labour

Posted on April 15, 2023April 15, 2023 by Naomi Hill

Manolis Dafermos
University of Crete, Greece

Citation information
URL: http://www.jceps.com/archives/14767
Author: Manolis Dafermos
Journal for Critical Education Policy Studies
Volume 21, Number 1
ISSN 1740-2743

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A Freirean Analysis of Indonesian Ministry of Education and Culture’s School Literacy Movement

Posted on January 12, 2023January 14, 2023 by Naomi Hill

Anita
Universitas Negeri Yogyakarta, Indonesia
Ajat Sudrajat
Universitas Negeri Yogyakarta, Indonesia
Aman
Universitas Negeri Yogyakarta, Indonesia

Citation information
URL: http://www.jceps.com/archives/14063
Authors: Anita, Ajat Sudrajat, and Aman
Journal for Critical Education Policy Studies
Volume 20, Number 3
ISSN 1740-2743

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Volume 20 Number 3 – Jan 2023

Posted on January 9, 2023January 14, 2023 by Naomi Hill

Periklis Pavlidis
Teachers’ work as a form of intellectual activity in conditions of their proletarianisation

Alexander Andrason
An Organizational “Mini” Monster: An Anarchist Critique of the HyperHierarchization of a Small Department at a South African University

Peter Mayo
Hegemony, Education and Flight. Gramscian Overtures

Enrique-Javier Díez-Gutiérrez
Eva Palomo-Cermeño
Socioeconomic School Segregation, Equity and Educational Policies in Spain: A Systematic Literature Review

Lena E. Boraggina-Ballard
Reframing student oppositional behavior through the theoretical and ideological lens of resistance and resilience

Yasemin Esen
Ayşe Soylu
Migrant Women and their Educational Capital: An Analysis of Opportunities and Challenges

Camilla Fitzsimons
Lilian Nwanze
Can Critical Education Help Address Racial Discrimination in Irish Maternity Settings?

Urvashi Khandal
Saurabh Das
Rajshri Gaur
Education suffering within structural inequalities: A Critical Discourse Analysis of a policy framework

Seyed Ziea. Hashemi
Shayeste Taavoni
Impacts of the Integration of Islamic State with Neoliberalism on Iranian Teachers

Daniel Manzoni de Almeida
William Roslindo Paranhos
Erased bodies in the university space: autoethnography as a form of visibility

Ganes Gunansyah
Septi Ariadi
Tuti Budirahayu
Critical Environmental Education: The Urgency of Critical Consciousnesses, Intersubjective Communication, and Deliberative Democracy of Environmental Citizenship

Małgorzata Zalewska-Bujak
Teachers’ strategies for professional activities in the conditions of neoliberal educational reality

Anita
Ajat Sudrajat
Aman
A Freirean Analysis of Indonesian Ministry of Education and Culture’s School Literacy Movement

Teachers’ strategies for professional activities in the conditions of neoliberal educational reality

Posted on January 8, 2023January 8, 2023 by Naomi Hill

Małgorzata Zalewska-Bujak
University of Silesia, Katowice, Poland

Citation information
URL: http://www.jceps.com/archives/13948
Author: Małgorzata Zalewska-Bujak
Journal for Critical Education Policy Studies
Volume 20, Number 3
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: Naomi Hill

‘Pedagogic Schizoid Identity’: A Comparative Analysis of Policy in an Integrated Teacher Education Program in Norway and OECD Policy

Through Israeli-Arab students’ perspective: The choice and influence of higher education studies in Education at a Jewish college

Tackling racial equity in U.S. schools: A critical policy analysis of enacted state legislation (2020-2022)

Reforming Education through the Lenses of Competence-based Education: A Marxist critique

How did vocational students become an economic interest? Media representation of Hungarian VET

Academics as interpellated: A study about academic identity

The neoliberal transformation of university and restructuring of academic labour

A Freirean Analysis of Indonesian Ministry of Education and Culture’s School Literacy Movement

Volume 20 Number 3 – Jan 2023

Teachers’ strategies for professional activities in the conditions of neoliberal educational reality