tandf: International Studies in Sociology of Education: Table of ContentsTable of Contents for International Studies in Sociology of Education. List of articles from both the latest and ahead of print issues.
https://www.tandfonline.com/loi/riss20?af=R
tandf: International Studies in Sociology of Education: Table of Contentstandfen-USInternational Studies in Sociology of EducationInternational Studies in Sociology of Educationhttps://www.tandfonline.com/cms/asset/6c28a863-71c2-4a1d-a10c-8c0a12f67e2f/default_cover.jpg
https://www.tandfonline.com/loi/riss20?af=R
The National Common Core Curriculum in Brazil: the power of knowledge linked to music
https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1953396?af=R
<a href="/toc/riss20/32/4">Volume 32, Issue 4</a>, December 2023, Page 950-972<br/>. <br/>Volume 32, Issue 4, December 2023, Page 950-972<br/>. <br/>The National Common Core Curriculum in Brazil: the power of knowledge linked to musicdoi:10.1080/09620214.2021.1953396International Studies in Sociology of Education2021-07-23T07:18:03ZMauricio Braz de CarvalhoCláudia Valentina Assumpção GalianSchool of Education, University of São Paulo, São Paulo, BrazilMauricio Braz de Carvalho has been a music teacher in Elementary School for twelve years. He is a Ph.D. student at the School of Education, University of São Paulo and, due to a scholarship from the Brazilian Ministry of Education, is currently undertaking a period of studies in the Institute of Education at the University of Lisbon, Portugal. He is engaged in groups of studies linked to discussions on music education, curriculum, and school knowledge, being a member of the research group ECCo: Escola, Currículo e Conhecimento (School, Curriculum, and Knowledge).Cláudia Valentina A. Galian is a Professor at the School of Education, University of São Paulo, where she coordinates the research group ECCo: Escola, Currículo e Conhecimento (School, Curriculum, and Knowledge). Her researches focus on the curriculum and school knowledge in Brazilian Elementary School.International Studies in Sociology of Education3249509722023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/09620214.2021.1953396https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1953396?af=RPerfectly accomplished? Biographical trajectories and the production of inequality among exclusive boarding school alumni in Germany
https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1981772?af=R
<a href="/toc/riss20/32/4">Volume 32, Issue 4</a>, December 2023, Page 1061-1082<br/>. <br/>Volume 32, Issue 4, December 2023, Page 1061-1082<br/>. <br/>Perfectly accomplished? Biographical trajectories and the production of inequality among exclusive boarding school alumni in Germanydoi:10.1080/09620214.2021.1981772International Studies in Sociology of Education2021-10-17T10:58:55ZUlrike DeppeZentrum Für Schul- und Bildungsforschung, Martin-Luther-Universität Halle-Wittenberg, Halle, GermanyDr Ulrike Deppe is a postdoctoral research fellow at the Zentrum für Schul- und Bildungsforschung, Martin-Luther-Universität Halle-Wittenberg, Halle, Germany. Her research interests include education, socialisation, and the construction of social differences within educational institutions, families, and peer groups.International Studies in Sociology of Education324106110822023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/09620214.2021.1981772https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1981772?af=R‘But you don’t look Irish’: identity constructions of minority ethnic students as ‘non-Irish’ and deficient learners at school in ireland
https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1927144?af=R
<a href="/toc/riss20/32/4">Volume 32, Issue 4</a>, December 2023, Page 826-855<br/>. <br/>Volume 32, Issue 4, December 2023, Page 826-855<br/>. <br/>‘But you don’t look Irish’: identity constructions of minority ethnic students as ‘non-Irish’ and deficient learners at school in irelanddoi:10.1080/09620214.2021.1927144International Studies in Sociology of Education2021-05-18T07:32:27ZMeadhbh Ní DhuinnElaine KeaneSchool of Education, National University of Ireland, Galway, IrelandDr. Meadhbh Ní Dhuinn contributes to the Professional Master of Education programme at the National University of Ireland, Galway. Her research interests include the experiences of minority ethnic students in education, Critical Race Theory (CRT), public policy and development education.Dr. Elaine Keane is Senior Lecturer (Sociology of Education and Research Methods), and Director of Doctoral Studies, in the School of Education at the National University of Ireland, Galway. Her research and publications centre on widening participation in higher education, social class and ethnicity in education, diversifying the teaching profession, and constructivist grounded theory.International Studies in Sociology of Education3248268552023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/09620214.2021.1927144https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1927144?af=RVisions of global citizenship: cosmopolitanism and internationalism in citizenship education policy in Australia
https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1927145?af=R
<a href="/toc/riss20/32/4">Volume 32, Issue 4</a>, December 2023, Page 856-878<br/>. <br/>Volume 32, Issue 4, December 2023, Page 856-878<br/>. <br/>Visions of global citizenship: cosmopolitanism and internationalism in citizenship education policy in Australiadoi:10.1080/09620214.2021.1927145International Studies in Sociology of Education2021-05-19T09:04:13ZQuentin MaireCentre for International Research on Education Systems, Victoria University, Melbourne, AustraliaQuentin Maire is a Research Fellow in the Centre for International Research on Education Systems at Victoria University in Melbourne, Australia. His sociological research mainly focusses on international education, inequality and credentialing. He uses comparative methods and historical contextualisation to theorise the relationships between education systems and societies. His first bookCredential market: mass schooling, academic power and the International Baccalaureate Diploma will be published by Springer in 2021.International Studies in Sociology of Education3248568782023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/09620214.2021.1927145https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1927145?af=RInstitutional legitimacy and de-legitimacy: insights from the case of an innovative school
https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1941185?af=R
<a href="/toc/riss20/32/4">Volume 32, Issue 4</a>, December 2023, Page 879-901<br/>. <br/>Volume 32, Issue 4, December 2023, Page 879-901<br/>. <br/>Institutional legitimacy and de-legitimacy: insights from the case of an innovative schooldoi:10.1080/09620214.2021.1941185International Studies in Sociology of Education2021-06-21T07:03:02ZHilla TalDorit TubinDepartment of Education, Ben Gurion University of the Negev, Beer Sheva, IsraelProf. Dorit Tubin, Head of the Program for Educational Administration, Policy, and Society, and Head of the Principal Training Program, Department of Education, Ben-Gurion University of the Negev, Israel. Her main interests are school organizations, educational leadership, professional development, innovative learning environments, and national culture and schooling.Dr. Hilla Tal, is a research fellow in the Laboratory for the Study of Pedagogy at the Department of Education, Ben Gurion University of the Negev, Israel. Dr. Tal is Head of the Program for Teachers’ Specialization in Educational Evaluation and Assessment. Her main interests are educational entrepreneurship, policy making in educational reforms, and school organization.International Studies in Sociology of Education3248799012023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/09620214.2021.1941185https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1941185?af=RRefugee education: homogenized policy provisions and overlooked factors of disadvantage
https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1948892?af=R
<a href="/toc/riss20/32/4">Volume 32, Issue 4</a>, December 2023, Page 902-923<br/>. <br/>Volume 32, Issue 4, December 2023, Page 902-923<br/>. <br/>Refugee education: homogenized policy provisions and overlooked factors of disadvantagedoi:10.1080/09620214.2021.1948892International Studies in Sociology of Education2021-06-30T08:07:38ZTebeje MollaSchool of Education, Deakin University, Melbourne, VIC, AustraliaTebeje Molla is an ARC DECRA Fellow in the School of Education, Deakin University. His research areas include educational inequality and policy responses and transnational education policy processes. He is currently leading a nationally funded project that explores higher education participation among African refugee youth in Australia. Theoretically, Tebeje’s work is informed by critical sociology and the capability approach to social justice and human development.International Studies in Sociology of Education3249029232023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/09620214.2021.1948892https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1948892?af=RRural-urban gap and career preparation trajectories in a Chinese elite university
https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1948893?af=R
<a href="/toc/riss20/32/4">Volume 32, Issue 4</a>, December 2023, Page 924-949<br/>. <br/>Volume 32, Issue 4, December 2023, Page 924-949<br/>. <br/>Rural-urban gap and career preparation trajectories in a Chinese elite universitydoi:10.1080/09620214.2021.1948893International Studies in Sociology of Education2021-07-05T10:15:31ZLin ChenFelicia F. Tiana Department of Social Work School of Social Development and Public Policy LSE-Fudan Research Centre for Global Public Policy, Fudan University, Shanghai, Chinab Department of Sociology School of Social Development and Public Policy, Fudan University, Shanghai, ChinaLin Chen, PhD, (University of California, Los Angeles) is an Associate Professor at Fudan University. Her research interests include identity, interaction, long-term care, and qualitative research methods.Felicia F. Tian is an Associate Professor of Sociology at Fudan University. Her research interests include transition to adulthood, social networks, and social stratification and mobility in Chinese society.International Studies in Sociology of Education3249249492023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/09620214.2021.1948893https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1948893?af=R‘Cultural capital in the wrong currency’: the reflective accounts of scholarship students attending elite secondary schools
https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1956996?af=R
<a href="/toc/riss20/32/4">Volume 32, Issue 4</a>, December 2023, Page 973-991<br/>. <br/>Volume 32, Issue 4, December 2023, Page 973-991<br/>. <br/>‘Cultural capital in the wrong currency’: the reflective accounts of scholarship students attending elite secondary schoolsdoi:10.1080/09620214.2021.1956996International Studies in Sociology of Education2021-07-21T02:21:19ZJennifer FeldmanJennifer Wallacea Department of Education Policy Studies, Stellenbosch University, Stellenbosch, South Africab School of Education, University of Cape Town, Rondebosch, South AfricaJennifer Feldman is a lecturer in the Department of Education Policy Studies at Stellenbosch University. Her research and teaching focus primarily on issues of education, policy and management in relation to South African education; marginalised students, diversity, inclusivity and social justice; and the integration of technology in teaching and learning in diverse educational contexts.Jennifer Wallace is a principal of a government girls-only school in South Africa. The focus of her research work, and recently submitted PhD, is on the experiences of scholarship students within elite educational institutions.International Studies in Sociology of Education3249739912023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/09620214.2021.1956996https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1956996?af=RCuriosity and careers: Female working-class students’ experiences of university
https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1959378?af=R
<a href="/toc/riss20/32/4">Volume 32, Issue 4</a>, December 2023, Page 992-1012<br/>. <br/>Volume 32, Issue 4, December 2023, Page 992-1012<br/>. <br/>Curiosity and careers: Female working-class students’ experiences of universitydoi:10.1080/09620214.2021.1959378International Studies in Sociology of Education2021-07-30T01:06:09ZSam ShieldsSchool of Education, Communication and Language Sciences, Newcastle University, NewcastleSam Shields is a Lecturer in Education at Newcastle University, UK. Her research interests are assessment and feedback and widening participation in higher education.International Studies in Sociology of Education32499210122023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/09620214.2021.1959378https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1959378?af=RBeyond the school refusal/truancy binary: engaging with the complexities of extended school non-attendance
https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1966827?af=R
<a href="/toc/riss20/32/4">Volume 32, Issue 4</a>, December 2023, Page 1013-1037<br/>. <br/>Volume 32, Issue 4, December 2023, Page 1013-1037<br/>. <br/>Beyond the school refusal/truancy binary: engaging with the complexities of extended school non-attendancedoi:10.1080/09620214.2021.1966827International Studies in Sociology of Education2021-08-17T12:31:19ZFrederikke Skaaning KnageDepartment Of Educational Psychology, Aarhus University, Danish School Of Education, Copenhagen, DenmarkFrederikke Skaaning Knage is a PhD candidate at the Danish School of Education, Aarhus University, Denmark. Frederikke specializes in school (dis)engagement.Email: fsk@edu.au.dkInternational Studies in Sociology of Education324101310372023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/09620214.2021.1966827https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1966827?af=R‘Guarding the gate’: the hidden practices behind admission to an Elite Traditional International School in Japan
https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1981771?af=R
<a href="/toc/riss20/32/4">Volume 32, Issue 4</a>, December 2023, Page 1038-1060<br/>. <br/>Volume 32, Issue 4, December 2023, Page 1038-1060<br/>. <br/>‘Guarding the gate’: the hidden practices behind admission to an Elite Traditional International School in Japandoi:10.1080/09620214.2021.1981771International Studies in Sociology of Education2021-09-21T04:53:48ZTristan BunnellJames Hatcha Department of Education, University of Bath, Bath, UKb Independent Researcher, Tokyo, JapanTristan Bunnell is a Lecturer in International Education at the University of Bath.James Hatch is an independent researcher in Tokyo, Japan, and obtained his Doctorate from the University of Bath in 2017.International Studies in Sociology of Education324103810602023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/09620214.2021.1981771https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1981771?af=RHow working-class students choose higher education. The role of family, social networks and the institutional habitus of secondary schools
https://www.tandfonline.com/doi/full/10.1080/09620214.2021.2014932?af=R
<a href="/toc/riss20/32/4">Volume 32, Issue 4</a>, December 2023, Page 1083-1105<br/>. <br/>Volume 32, Issue 4, December 2023, Page 1083-1105<br/>. <br/>How working-class students choose higher education. The role of family, social networks and the institutional habitus of secondary schoolsdoi:10.1080/09620214.2021.2014932International Studies in Sociology of Education2022-01-19T07:17:08ZMarco RomitoDepartment of Sociology and Social Research, University of Milano-Bicocca, Milan, ItalyInternational Studies in Sociology of Education324108311052023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/09620214.2021.2014932https://www.tandfonline.com/doi/full/10.1080/09620214.2021.2014932?af=RExtracurricular activities and educational ouctomes: evidence from high-performing schools in St Petersburg, Russia
https://www.tandfonline.com/doi/full/10.1080/09620214.2021.2014933?af=R
<a href="/toc/riss20/32/4">Volume 32, Issue 4</a>, December 2023, Page 1106-1125<br/>. <br/>Volume 32, Issue 4, December 2023, Page 1106-1125<br/>. <br/>Extracurricular activities and educational ouctomes: evidence from high-performing schools in St Petersburg, Russiadoi:10.1080/09620214.2021.2014933International Studies in Sociology of Education2022-01-10T11:37:45ZZhanna KravchenkoOlav Nygårda School of Social Sciences, Södertörn University, Huddinge, Swedenb Department of Culture and Society, Institute for Research on Migration, Ethnicity and Society, Linköping University, Norrköping, SwedenZhanna Kravchenko is Associate Professor of Sociology at the School of Social Sciences, Södertörn University. She has earlier published about various aspects of inequalities and welfare states, transition to adulthood and educational reforms, as well as about civil society in Russia and other countries, often from a comparative perspective.Olav Nygård PhD in Sociology, is researcher and lecturer at Linköping University and Södertörn University. His research focuses on inequalities in educational opportunity, outcomes, and aspirations, and on the roles of institutions and social networks in shaping these inequalities.International Studies in Sociology of Education324110611252023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/09620214.2021.2014933https://www.tandfonline.com/doi/full/10.1080/09620214.2021.2014933?af=RInternational academics in the peripheries. A qualitative meta-analysis across fifteen countries
https://www.tandfonline.com/doi/full/10.1080/09620214.2021.2023322?af=R
<a href="/toc/riss20/32/4">Volume 32, Issue 4</a>, December 2023, Page 1126-1151<br/>. <br/>Volume 32, Issue 4, December 2023, Page 1126-1151<br/>. <br/>International academics in the peripheries. A qualitative meta-analysis across fifteen countriesdoi:10.1080/09620214.2021.2023322International Studies in Sociology of Education2022-01-19T07:23:27ZKamil LuczajMagdalena Holy-Luczaja College of Media and Social Communication, University of Information Technology and Management, Rzeszow, Polandb Faculty of Education, University of Cambridge, Cambridge, UKKamil Luczaj is an Assistant Professor of Sociology at the University of Information Technology and Management in Rzeszow, Poland. He graduated with a degree in sociology and philosophy. His research focuses on migration studies, higher education studies, and the sociology of culture.Magdalena Holy-Luczaj is an Assistant Professor of Philosophy at the University of Information Technology and Management in Rzeszow, Poland. Her research interests include posthumanism in contemporary philosophy, environmental philosophy, and cultural aspects of knowledge production.International Studies in Sociology of Education324112611512023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/09620214.2021.2023322https://www.tandfonline.com/doi/full/10.1080/09620214.2021.2023322?af=RGetting schools ready for Indigenous academic achievement: a meta-synthesis of the issues and challenges in Australian schools
https://www.tandfonline.com/doi/full/10.1080/09620214.2021.2025142?af=R
<a href="/toc/riss20/32/4">Volume 32, Issue 4</a>, December 2023, Page 1152-1175<br/>. <br/>Volume 32, Issue 4, December 2023, Page 1152-1175<br/>. <br/>Getting schools ready for Indigenous academic achievement: a meta-synthesis of the issues and challenges in Australian schoolsdoi:10.1080/09620214.2021.2025142International Studies in Sociology of Education2022-01-23T08:16:12ZPeter J. AndersonSun Yee YipZane M. Diamonda Caramba Institute, Chancellery Division, Queensland University of Technology, Brisbane, Australiab School of Education, Culture, and Society, Faculty of Education, Monash University, Melbourne, AustraliaPeter J. Anderson is the inaugural Executive Director of the Carumba Institute and Professor of Education. He researches in the areas of organisational leadership, Indigenous peoples’ education, teacher and academic professional developmentSun Yee Yip is a Teaching Associate at the Faculty of Education, Monash University, Melbourne. Her research interest includes Indigenous education, cross-cultural teaching, teacher identity and emotion, and school leadership. Prior to teaching at the higher education level, she worked as a vice principal in a secondary school in Singapore.Zane M. Diamond is a teacher educator and researches in the field of the wisdom studies in education. International and comparativist in approach, she researches pedagogies for embedding Indigenous and other ancient wisdom traditions in modern universities and schools, wise leadership and organizational change, and, an overarching study of system level transformation in education that leads to wellbeing in modern education systems.International Studies in Sociology of Education324115211752023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/09620214.2021.2025142https://www.tandfonline.com/doi/full/10.1080/09620214.2021.2025142?af=RInternational studies in sociology of education in times of tumult
https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2288057?af=R
<a href="/toc/riss20/32/4">Volume 32, Issue 4</a>, December 2023, Page 823-825<br/>. <br/>Volume 32, Issue 4, December 2023, Page 823-825<br/>. <br/>International studies in sociology of education in times of tumultdoi:10.1080/09620214.2023.2288057International Studies in Sociology of Education2023-11-30T12:34:48ZMiri YeminiClaire MaxwellLaura EngelInternational Studies in Sociology of Education3248238252023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/09620214.2023.2288057https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2288057?af=RDo student loans compensate for parental resources? The role of student loans in the transition to higher education
https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2034032?af=R
. <br/>. <br/>Do student loans compensate for parental resources? The role of student loans in the transition to higher educationdoi:10.1080/09620214.2022.2034032International Studies in Sociology of Education2022-02-02T07:38:34ZKazuhisa FurutaInstitute of Humanities and Social Sciences,Niigata University, Niigata, JapanKazuhisa Furuta is an Associate Professor at Niigata University. His research interests include sociology of education, particularly educational inequality, the association between education and labour market outcomes, and educational policies and attitudes towards education.International Studies in Sociology of Education12410.1080/09620214.2022.2034032https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2034032?af=RInvestigating the resilience of first-in-family men longitudinally: a mixed method approach
https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2072932?af=R
. <br/>. <br/>Investigating the resilience of first-in-family men longitudinally: a mixed method approachdoi:10.1080/09620214.2022.2072932International Studies in Sociology of Education2022-05-12T12:43:41ZGarth StahlWojtek TomaszewskiNicholas Ghana School of Education, University of Queensland, Brisbane, Australiab Institute for Social Science Research, University of Queensland, Brisbane, Australiac Education Futures, University of South Australia, Adelaide, AustraliaGarth Stahl is an Associate Professor in the School of Education at the University of Queensland and Research Fellow, Australian Research Council (DECRA). His research interests lie on the nexus of neoliberalism and socio-cultural studies of education, identity, equity/inequality, and social change. Currently, his research projects encompass theoretical and empirical studies of learner identities, sociology of schooling in a neoliberal age, educational reform and gendered subjectivities.Wojtek Tomaszewski is a Research Fellow at the Institute for Social Science Research of the University of Queensland. His expertise is in quantitative research methods, statistical analysis of complex data, and in research on poverty, social exclusion, housing, homelessness and ageing.Nicholas Ghan is a Research Assistant in Education Futures at the University of South Australia. He has researched many projects involving the study of learner identities, masculinities and widening participation.International Studies in Sociology of Education12410.1080/09620214.2022.2072932https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2072932?af=RThe academic advantage of having university-educated parents decreases with the proportion of university-educated parents in a society: evidence from Spain
https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2089715?af=R
. <br/>. <br/>The academic advantage of having university-educated parents decreases with the proportion of university-educated parents in a society: evidence from Spaindoi:10.1080/09620214.2022.2089715International Studies in Sociology of Education2022-06-17T02:02:50ZManuel T. ValdésDepartment of Sociology II, UNED, Obispo Trejo, SpainManuel T. Valdés is a post-doctoral researcher at the Department of Sociology II of the National Distance Education University (UNED) in Madrid, Spain. His current research interests comprise educational expectations and transitions, inequality of educational opportunities, and social stratification. His research has been published in journals such as Research in Social Stratification and Mobility, Educational Review, Social Science Research, or the International Journal of Sociology of Education.International Studies in Sociology of Education12510.1080/09620214.2022.2089715https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2089715?af=R‘You want to be better in almost every aspect:’ a narrative inquiry of male tongzhi university student identities in China
https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2089714?af=R
. <br/>. <br/>‘You want to be better in almost every aspect:’ a narrative inquiry of male tongzhi university student identities in Chinadoi:10.1080/09620214.2022.2089714International Studies in Sociology of Education2022-06-20T02:32:13ZKai RenGerardo L. BlancoYi-Bing Xua School of Education, Shaanxi Normal University, Xi’an, Shaanxi, Chinab Center for International Higher Education, Boston College, Newton, MA, USAc Department of Sociology, Jiangnan University, Wuxi, Jiangnan, ChinaInternational Studies in Sociology of Education11810.1080/09620214.2022.2089714https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2089714?af=RPolicymaking to the test? How international large-scale assessments (ILSAs) influence repetition rates
https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2090414?af=R
. <br/>. <br/>Policymaking to the test? How international large-scale assessments (ILSAs) influence repetition ratesdoi:10.1080/09620214.2022.2090414International Studies in Sociology of Education2022-06-20T02:32:35ZManuel Enrique CardosoTeachers College, Columbia University, New York, NY, USAManuel Enrique Cardoso is a recent graduate from the PhD program in Comparative and International Education at Teachers College and Columbia University’s Graduate School of Arts and Sciences. Manuel specializes in the sociology of education, assessment, education policy, and language issues.International Studies in Sociology of Education12610.1080/09620214.2022.2090414https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2090414?af=R‘Pedagogic bodies’: embodied teaching-learning in the field of well-being
https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2095295?af=R
. <br/>. <br/>‘Pedagogic bodies’: embodied teaching-learning in the field of well-beingdoi:10.1080/09620214.2022.2095295International Studies in Sociology of Education2022-07-01T02:09:52ZNeha MiglaniRossier School of Education, University of Southern California, Los Angeles, California, USANeha Miglani is an incoming Assistant Professor in the College of Education at Florida State University. Her research engages with interdisciplinary scholarship on well-being and educational technologies at the intersection of sociology, cultural studies, and public policy.International Studies in Sociology of Education12110.1080/09620214.2022.2095295https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2095295?af=R“Head in the clouds”: Global citizenship education in conflict-affected South Korea
https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2179523?af=R
. <br/>. <br/>“Head in the clouds”: Global citizenship education in conflict-affected South Koreadoi:10.1080/09620214.2023.2179523International Studies in Sociology of Education2023-02-22T01:52:11ZYeji KimSocial Studies Education, University of Missouri, Columbia, Missouri, United StatesYeji Kim is an assistant professor of social studies education at University of Missouri. Her research interests include social studies and teacher education in transnational contexts and citizenship education for migrant children and communities. Her work has appeared in publications such as Theory & Research in Social Education, British Journal of Educational Studies, Critical Studies in Education, and Teaching and Teacher Education.International Studies in Sociology of Education12110.1080/09620214.2023.2179523https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2179523?af=R”Help them follow the proper path”
https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2185902?af=R
. <br/>. <br/>”Help them follow the proper path”doi:10.1080/09620214.2023.2185902International Studies in Sociology of Education2023-03-02T02:48:10ZJonas Højgaard FrydenlundInstitute of psychosocial health, University of Agder, Grimstad, NorwayJonas Højgaard Frydenlund graduated with a master’s degree in psychology January 2018, his final project being about young people’ reasons for absence in the context of their own lives. In May 2022, he defended his Ph.D. thesis, utilizing participant observation and interviews to explore how certain meanings of absence from school come to dominate the handling of absence. He currently works at the University of Agder in Norway focusing on the psychological and social health of young people.International Studies in Sociology of Education11810.1080/09620214.2023.2185902https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2185902?af=RAre the school choices of indigenous students affected by discrimination? Evidence from Chile
https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2211607?af=R
. <br/>. <br/>Are the school choices of indigenous students affected by discrimination? Evidence from Chiledoi:10.1080/09620214.2023.2211607International Studies in Sociology of Education2023-05-13T03:08:52ZAlvaro HofflingerCristóbal VillalobosLoreto CárdenasErnesto Treviñoa Núcleo de Cs Sociales y Humanidades, Universidad de la Frontera, Temuco, Chileb Facultad de Educación, Pontificia Universidad Católica de Chile, Santiago, ChileInternational Studies in Sociology of Education12410.1080/09620214.2023.2211607https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2211607?af=R‘Untangling the entangled knot’: a critical and genealogical examination of Multi-Academy Trusts’ (MATs) ideologies, power and governance in England
https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2230980?af=R
. <br/>. <br/>‘Untangling the entangled knot’: a critical and genealogical examination of Multi-Academy Trusts’ (MATs) ideologies, power and governance in Englanddoi:10.1080/09620214.2023.2230980International Studies in Sociology of Education2023-07-05T06:22:14ZAndrew PenningtonFeng SuMargaret Wooda School of Education, Language and Psychology, York St John University, York, UKb School of Education, Liverpool Hope University, Liverpool, UKAndrew Pennington was a senior officer in two local authority education and children’s services departments. He is now a post-doctoral researcher at York St John University. His main research interests are concerned with democracy, power and community engagement in the governance of schools.Feng Su is an Associate Professor and Head of Education Studies at Liverpool Hope University, UK. His main research interests and writings are located within the following areas: education policy, the development of the learner in higher education settings, academic practice and professional learning. He Tweets @DrFengSu.Margaret Wood is a Senior Lecturer in Education at York St John University, UK. Her recent research and publications have explored: the centralizing tendencies of much current education policy and its relation to community and democracy at the local level; and the development of academic practice in higher education.International Studies in Sociology of Education12210.1080/09620214.2023.2230980https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2230980?af=RRe/Definitions of teachers and teaching work in UK and US policy discourses under Covid-19 and their implications for social justice
https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2243282?af=R
. <br/>. <br/>Re/Definitions of teachers and teaching work in UK and US policy discourses under Covid-19 and their implications for social justicedoi:10.1080/09620214.2023.2243282International Studies in Sociology of Education2023-08-03T05:43:39ZMarie-Pierre MoreauSarah A. Roberta Anglia Ruskin University, UKb State University New York, Buffalo, USInternational Studies in Sociology of Education12310.1080/09620214.2023.2243282https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2243282?af=RA bourdieusian analysis of vaccine hesitancy. The case of Italian upper secondary school students
https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2243963?af=R
. <br/>. <br/>A bourdieusian analysis of vaccine hesitancy. The case of Italian upper secondary school studentsdoi:10.1080/09620214.2023.2243963International Studies in Sociology of Education2023-08-08T05:43:24ZFiorenzo ParzialeDepartment of Communication and Social Research, Sapienza-University of RomeInternational Studies in Sociology of Education12110.1080/09620214.2023.2243963https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2243963?af=RInformal arts engagement programs in disadvantaged schools: student aspirations and creative limits
https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2258141?af=R
. <br/>. <br/>Informal arts engagement programs in disadvantaged schools: student aspirations and creative limitsdoi:10.1080/09620214.2023.2258141International Studies in Sociology of Education2023-09-25T08:04:53ZMichael ScottKristin NatalierCollege of Humanities, Arts and Social Sciences, Flinders University, Adelaide, AustraliaMichael Scott (Flinders University) is a sociologist who investigates entrepreneurial action in urban cultural economies and the Creative Industries. He has previously published in: Poetics, Cultural Sociology, and City, Culture and Society.Kristin Natalier (Flinders University) is a qualitative sociologist who explores the intersection of personal experience and policy, specifically the expressive dimensions and gendered power dynamics in families, and the lives of children in socio-economically disadvantaged contexts.International Studies in Sociology of Education12010.1080/09620214.2023.2258141https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2258141?af=RCultural capital on the move: ethnic and class distinctions in Asian-Australian academic achievement
https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2258387?af=R
. <br/>. <br/>Cultural capital on the move: ethnic and class distinctions in Asian-Australian academic achievementdoi:10.1080/09620214.2023.2258387International Studies in Sociology of Education2023-09-25T08:04:54ZQuentin MaireChristina Hoa Graduate School of Education, The University of Melbourne, Melbourne, Australiab Faculty of Arts and Social Sciences, University of Technology Sydney, Sydney, AustraliaInternational Studies in Sociology of Education12410.1080/09620214.2023.2258387https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2258387?af=RWesternization or internationalization? Academic expectations and challenges faced by international postgraduates in China
https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2291677?af=R
. <br/>. <br/>Westernization or internationalization? Academic expectations and challenges faced by international postgraduates in Chinadoi:10.1080/09620214.2023.2291677International Studies in Sociology of Education2023-12-06T02:22:43ZBin ZhaoShuiyun Liua Higher Education Research Institute, Shantou University, Shantou, Chinab Faculty of Education, Beijing Normal University, Beijing, ChinaInternational Studies in Sociology of Education12210.1080/09620214.2023.2291677https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2291677?af=RCanary in the mine: what white working-class underachievement reveals about processes of marginalisation in English secondary education
https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2274612?af=R
. <br/>. <br/>Canary in the mine: what white working-class underachievement reveals about processes of marginalisation in English secondary educationdoi:10.1080/09620214.2023.2274612International Studies in Sociology of Education2023-11-02T10:33:00ZEmma SimpsonEducation, Practice and Society Faculty, Institute of Education, University College London, UKInternational Studies in Sociology of Education12010.1080/09620214.2023.2274612https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2274612?af=RRacialised underclass: pathways to work for Roma students in the Czech Republic
https://www.tandfonline.com/doi/full/10.1080/09620214.2024.2319108?af=R
. <br/>. <br/>Racialised underclass: pathways to work for Roma students in the Czech Republicdoi:10.1080/09620214.2024.2319108International Studies in Sociology of Education2024-02-18T05:17:43ZOlga GheorghievKarel ČadaAlžběta Wolfováa Department of Gender and Sociology, Institute of Sociology of the Czech Academy of Sciences, Prague, Czech Republicb Department of Managerial Psychology and Sociology, University of Economics, Prague, Czech RepublicOlga Gheorghiev, PhD. is a researcher at the the Czech Academy of Sciences, where she conducts gender-sensitive research on labour market integration of vulnerable groups. She has a Ph.D. in sociology and was a research fellow at the University of Jyväskylä in Finland.Karel Čada, PhD. is a sociologist. He works at the University of Economics and Charles University. His research focuses on discourses and narratives in public policies, social exclusion and migration. His work has been published in Policy and Society, Voluntas or Critical Housing Analysis.Alžběta Wolfová, PhD. is a Czech social anthropologist specialising in the anthropology of body and health with a long experience with applied research on various topics regarding social inequalities. Among these, she has focused on the issues of education or un/employment and related social politics.International Studies in Sociology of Education11810.1080/09620214.2024.2319108https://www.tandfonline.com/doi/full/10.1080/09620214.2024.2319108?af=RThe united world college experience and its framing: the evidence from a residential short course
https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2104743?af=R
. <br/>. <br/>The united world college experience and its framing: the evidence from a residential short coursedoi:10.1080/09620214.2022.2104743International Studies in Sociology of Education2022-07-25T01:41:09ZTristan BunnellNicola SavvidesDepartment of Education, University of Bath, Claverton Down, UKInternational Studies in Sociology of Education11910.1080/09620214.2022.2104743https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2104743?af=RProblematising flagship ‘disadvantage’ policies in English schools: agenda setting and incoherence in the absence of an over-arching theory of change
https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2154245?af=R
. <br/>. <br/>Problematising flagship ‘disadvantage’ policies in English schools: agenda setting and incoherence in the absence of an over-arching theory of changedoi:10.1080/09620214.2022.2154245International Studies in Sociology of Education2022-12-19T12:15:29ZLouise GazeleyEducation, University of Sussex, Brighton, UKLouise Gazeley is a Senior Lecturer in Education and Director of the Centre for Teaching and Learning Research (CTLR) in the School of Education and Social Work at the University of Sussex, England. Louise’s research focuses on the intersection of educational with social disadvantage. It combines a focus on inequalities in university access with how education policies and practices in schools can be developed to improve future life chances.International Studies in Sociology of Education12210.1080/09620214.2022.2154245https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2154245?af=RAnalysis of media reporting on desecularization in non-religious public education in Israel
https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2249925?af=R
. <br/>. <br/>Analysis of media reporting on desecularization in non-religious public education in Israeldoi:10.1080/09620214.2023.2249925International Studies in Sociology of Education2023-09-05T01:04:12ZShiran German Ben-HayunIzhak BerkovichDepartment of Education and Psychology, The Open University of Israel, Raanana, IsraelInternational Studies in Sociology of Education12310.1080/09620214.2023.2249925https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2249925?af=RCrossing a social demarcation line: Students experience friction in the transformed Swedish higher education system
https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2125039?af=R
. <br/>. <br/>Crossing a social demarcation line: Students experience friction in the transformed Swedish higher education systemdoi:10.1080/09620214.2022.2125039International Studies in Sociology of Education2022-09-21T11:46:41ZMagnus PerssonSenior Lecturer in Sociology, Department of Social Studies, Linnaeus University, Kalmar, SwedenInternational Studies in Sociology of Education12010.1080/09620214.2022.2125039https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2125039?af=RCultural participation and taste cultivation in a transitional setting: museum education fever in contemporary China
https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2128853?af=R
. <br/>. <br/>Cultural participation and taste cultivation in a transitional setting: museum education fever in contemporary Chinadoi:10.1080/09620214.2022.2128853International Studies in Sociology of Education2022-09-29T03:54:36ZQianyun YuYang Songa IOE, UCL’s Faculty of Education and Society, University College London, UKb Department of Urban Development and Management, Zhejiang University, Hangzhou, ChinaQianyun Yu received her PhD in Education from Institute of Education, University College London in 2020. Her research work has mainly focused on museum education and informal learning.Yang Song is a lecturer and post-doctoral research fellow at Zhejiang University, China. He completed his PhD in Geography at King’s College London in 2019. His research interests centre around second-generation migration, uneven urban development, and everyday life urbanism.International Studies in Sociology of Education12010.1080/09620214.2022.2128853https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2128853?af=RAccounting for educational expectations and achievement among native and migrant students in Qatar
https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2034518?af=R
. <br/>. <br/>Accounting for educational expectations and achievement among native and migrant students in Qatardoi:10.1080/09620214.2022.2034518International Studies in Sociology of Education2022-02-15T06:42:48ZJibril AliHassan AlsakheIbrahim IbrahimNabil KhattabMuznah MadeehaMustafa Shouiaa Program of Sociology and Anthropology, Doha Institute for Graduate Studies, Doha, Qatarb Doha Institute for Graduate Studies, Qatar, and Birmingham University, UKJibril Ali holds a master’s degree in sociology and anthropology from Doha Institute for Graduate Studies, Qatar. His research interests include nation building, sociology of elites, religion, and social inequality.Hassan Alsakhe holds a master’s degree in sociology and anthropology from Doha Institute for Graduate Studies. He is interested in modern city studies and Islamic cities.Ibrahim Ibrahim holds a master’s degree in sociology and anthropology from Doha Institute for Graduate Studies, Qatar. His research interests include economic anthropology, social theory and social and economic inequality.Nabil Khattab is a professor of sociology and quantitative methods at Doha Institute for Graduate Studies in Qatar. His research interest centres around a number of interrelated issues, including social and economic inequality, gender, religion, class and migration, quantitative research methods, from school to work, and educational and occupational aspirations amongst young people.Muznah Madeeha is a PhD candidate in the school of social policy at the University of Birmingham, UK. Her doctoral research examines women’s economic participation in Qatar. Her research interests include gender, religion, social change, and migration.Mustafa Afandy holds a master’s degree in sociology and anthropology from Doha Institute for Graduate Studies. His research interest centres around the intersection between the religious and the political. In addition to issues of postcolonial theory in education, history, and Literature.International Studies in Sociology of Education12010.1080/09620214.2022.2034518https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2034518?af=RKeeping a low profile and queering Chinese academia: gay academics’ strategies for conducting queer research in China
https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2155862?af=R
. <br/>. <br/>Keeping a low profile and queering Chinese academia: gay academics’ strategies for conducting queer research in Chinadoi:10.1080/09620214.2022.2155862International Studies in Sociology of Education2022-12-08T02:31:48ZLe CuiFaculty of Education and Social Work, University of Auckland, Auckland, New ZealandLe Cui is a qualitative sociologist interested in queer and race issues in education, particularly in the Chinese context. He received his Ph.D. in Education at the Faculty of Education and Social Work, the University of Auckland in 2022. As sole author, Cui has published his interdisciplinary work in leading international journals such as Higher Education Research & Development, International Studies in Sociology of Education, Sex Education, Journal of LGBT Youth, Asian Journal of Social Science, and Culture, Health & Sexuality.International Studies in Sociology of Education12010.1080/09620214.2022.2155862https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2155862?af=RMigrant teachers in the classroom: a key to reduce ethnic disadvantages in school?
https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2132983?af=R
. <br/>. <br/>Migrant teachers in the classroom: a key to reduce ethnic disadvantages in school?doi:10.1080/09620214.2022.2132983International Studies in Sociology of Education2022-10-13T12:29:56ZMartin NeugebauerOliver KleinMarita Jacoba Department of Education and Psychology, Freie Universität Berlin, Germanyb former employee of Mannheimer Zentrum für Europäische Sozialforschung (MZES), Mannheim, Germanyc Institute of Sociology and Social Psychology, University of Cologne, Cologne, GermanyMartin Neugebauer is Assistant Professor for Empirical Educational and Higher Education Research at the Freie Universität Berlin, Germany. He holds a PhD from the University of Mannheim. His research interests comprise social inequalities, returns to education, teacher recruitment, and experimental methods. Recent publications include “Higher education non-completion, employers, and labor market integration: Experimental evidence” (Social Science Research, 2022).Oliver Klein holds a doctoral degree from the University of Mannheim, Germany. He is an independent researcher with research interests in social and ethnic educational inequality, early skill development and socialization in the early childhood. Recent publications include “The primary effect of ethnic origin - rooted in early childhood? An anaylsis of educational disadvantages of Turkish-origin children during the the transition to secondary education in Germany” (Research in Social Stratification and Mobility, 2021).Marita Jacob is Professor of Sociology and Vice Dean of Academic Career at the Faculty of Management, Economics and Social Sciences, University of Cologne, Germany. Her main research interests are social inequality over the life course, focusing on inequalities in education, family and the labour market. She mainly works with cross-sectional and longitudinal survey data and also uses field experiments in her research.International Studies in Sociology of Education11910.1080/09620214.2022.2132983https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2132983?af=RWorlds apart? An empirical assessment of education as a social boundary among young people in Flanders
https://www.tandfonline.com/doi/full/10.1080/09620214.2024.2318316?af=R
. <br/>. <br/>Worlds apart? An empirical assessment of education as a social boundary among young people in Flandersdoi:10.1080/09620214.2024.2318316International Studies in Sociology of Education2024-02-16T11:22:03ZBram SpruytFilip Van Droogenbroecka Sociology Department, Vrije Universiteit Brussel, Brussels, Belgiumb Sociology Department & Department of Business Technology & Operations – Data Analytics Lab, Vrije Universiteit Brussel, Brussels, BelgiumBram Spruyt is associate professor of sociology at Vrije Universiteit Brussel. His main research interests include public opinion research, the sociology of education, and youth research. More specifically he is interested in the social identity processes associated with (the reproduction of) social inequalities.Filip Van Droogenbroeck is assistant professor of data analytics at Vrije Universiteit Brussel. His main research interests focus on the sociology of youth, statistical analysis and the analysis of complex databases.International Studies in Sociology of Education12110.1080/09620214.2024.2318316https://www.tandfonline.com/doi/full/10.1080/09620214.2024.2318316?af=RSchooling as uncertainty: an ethnographic memoir in comparative education
https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2149607?af=R
. <br/>. <br/>Schooling as uncertainty: an ethnographic memoir in comparative educationdoi:10.1080/09620214.2022.2149607International Studies in Sociology of Education2022-11-22T05:45:32ZAbdulrahman BindamnanUniversity of Minnesota, Minneapolis, MN, USA, binda019@umn.eduInternational Studies in Sociology of Education1510.1080/09620214.2022.2149607https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2149607?af=RStudent Migrants and Contemporary Educational Mobilities
https://www.tandfonline.com/doi/full/10.1080/09620214.2024.2318640?af=R
. <br/>. <br/>Student Migrants and Contemporary Educational Mobilitiesdoi:10.1080/09620214.2024.2318640International Studies in Sociology of Education2024-02-16T11:21:52ZMichaela PílováInstitute for Sociology of the Slovak Academy of SciencesInternational Studies in Sociology of Education1310.1080/09620214.2024.2318640https://www.tandfonline.com/doi/full/10.1080/09620214.2024.2318640?af=RThe sociology of assessment: comparative and policy perspectives
https://www.tandfonline.com/doi/full/10.1080/09620214.2024.2318643?af=R
. <br/>. <br/>The sociology of assessment: comparative and policy perspectivesdoi:10.1080/09620214.2024.2318643International Studies in Sociology of Education2024-02-24T02:19:31ZRosid BaharSudji MunadiR. RosnawatiUniversitas Negeri Yogyakarta, IndonesiaInternational Studies in Sociology of Education1310.1080/09620214.2024.2318643https://www.tandfonline.com/doi/full/10.1080/09620214.2024.2318643?af=RConstructing the Higher Education Student: Perspectives from across Europe
https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2276753?af=R
. <br/>. <br/>Constructing the Higher Education Student: Perspectives from across Europedoi:10.1080/09620214.2023.2276753International Studies in Sociology of Education2023-11-02T10:43:13ZChristina HaasLeibniz Institute for Educational Trajectories, Bamberg, GermanyInternational Studies in Sociology of Education1510.1080/09620214.2023.2276753https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2276753?af=RSocial studies education in South and South East Asian contexts
https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2284266?af=R
. <br/>. <br/>Social studies education in South and South East Asian contextsdoi:10.1080/09620214.2023.2284266International Studies in Sociology of Education2023-11-19T02:42:05ZAzinuddin Ikram HakimDepartment of Anthropology & Sociology, Universiti Kebangsaan Malaysia, MalaysiaInternational Studies in Sociology of Education1310.1080/09620214.2023.2284266https://www.tandfonline.com/doi/full/10.1080/09620214.2023.2284266?af=RThe political economy of education in South Asia: fighting poverty, inequality, and exclusion
https://www.tandfonline.com/doi/full/10.1080/09620214.2024.2314773?af=R
. <br/>. <br/>The political economy of education in South Asia: fighting poverty, inequality, and exclusiondoi:10.1080/09620214.2024.2314773International Studies in Sociology of Education2024-02-08T12:12:22ZInJung ChoGraduate School of Education and Human Development, The George Washington University, Washington DC, USAInJung Cho is a second-year Ph.D. student in Education at the Graduate School of Education and Human Development, The George Washington University. She is a co-chair of the Youth Development and Education Special Interest Group (YDESIG) at the Comparative and International Education Society (CIES). She has previously worked on developing digital literacy and arts education programs for North Korean refugee students at People for Successful Corean Reunification in South Korea. She was also a global citizenship educator at the Korea International Development Cooperation Center’s World Friends Korea Volunteer program, an intern at UNESCO Bangkok, and an outreach coordinator for the FreshEd podcast. InJung completed a master’s degree from the Graduate School of Asia-Pacific Studies at Waseda University in Japan. Her research focuses on how educational spaces both form and are being formed by learner identities in the urban slums of Jakarta, Indonesia.International Studies in Sociology of Education1410.1080/09620214.2024.2314773https://www.tandfonline.com/doi/full/10.1080/09620214.2024.2314773?af=R