Walker, Emma

• School of Education, Language & Psychology

Link to Public Profile

Article

Walker, Emma ORCID: https://orcid.org/0000-0002-4494-8093, Pennington, Andrew, Wood, Margaret ORCID: https://orcid.org/0000-0001-5067-1978 and Su, Feng (2023) Lived experiences of educators and leaders in multi-academy trusts in England: The colonisation of schools, the erosion of community engagement and the need for alternative futures. Research in Education.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X, Haines Lyon, Charlotte ORCID: https://orcid.org/0000-0001-8341-744X, Walker, Emma ORCID: https://orcid.org/0000-0002-4494-8093, Walz, Linda, Collet, Jordi and Pritchard, Kate (2021) The banality of education policy: Discipline as extensive evil in the neoliberal era. Power and Education, 13 (3). pp. 187-204.

Ashbridge, Chloe, Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X, Bell, Beth T. ORCID: https://orcid.org/0000-0002-6587-0336, Sauntson, Helen ORCID: https://orcid.org/0000-0002-0373-1242 and Walker, Emma ORCID: https://orcid.org/0000-0002-4494-8093 (2021) Democratic citizenship, critical literacy and educational policy in England: a conceptual paradox? Cambridge Journal of Education, 52 (3). pp. 291-307.

Book Section

Walker, Emma ORCID: https://orcid.org/0000-0002-4494-8093 and Walker, Lily (2023) Mapping the importance of place, identity and local ways of knowing. In: Rawlings Smith, Emma and Pike, Susan, (eds.) Encountering Ideas of Place in Education. Routledge, pp. 107-116

Conference or Workshop Item

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X, Walker, Emma ORCID: https://orcid.org/0000-0002-4494-8093 and Haines Lyon, Charlotte ORCID: https://orcid.org/0000-0001-8341-744X (2021) Banality of Education Policy. In: Banality of Education Policy, Research Seminar School of Education, Language and Psychology, 19/05/2021, York St John, MS Teams Meeting. (Unpublished)

Thesis

Walker, Emma ORCID: https://orcid.org/0000-0002-4494-8093 (2019) Restorying ‘our school’: mapping a school improvement counternarrative through place, space, and the light of local knowledge. Doctoral thesis, York St John University.