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Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2012) Talkin’ ‘bout a revolution: the social, political, and fantasmatic logics of education policy. Journal of Education Policy, 27 (2). pp. 173-191.

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Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2016) The intimate alterity of identity. In: Barkhuizen, Gary, (ed.) Reflections on language teacher identity. New York, Routledge, pp. 264-269

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2012) The other side of education: A Lacanian critique of neoliberal education policy. Other Education: The Journal of Educational Alternatives, 1 (1). pp. 46-60.

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Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Gallagher, Kay (2008) Revitalizing curriculum : A UAE perspective. In: Hayes, David and Sharkey, Judy, (eds.) Revitalizing a curriculum for school-age learners. Alexandria, VA, TESOL Publications, pp. 11-30

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Haines Lyon, Charlotte ORCID: https://orcid.org/0000-0001-8341-744X (2023) The evil of authoritarian education: Banality and compliance in the neoliberal era. Forum: For Promoting 3-19 Comprehensive Education, 65 (1). pp. 130-139.

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Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Hennig, Barbara (2013) Motivation as Ethical Self-Formation. Educational Philosophy and Theory, 45 (1). pp. 77-90.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Mills, Martin (2022) ‘We have never been public’: Continuity and change in the policy production of ‘the public’ in education in England. European Educational Research Journal, 21 (1). pp. 13-28.

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Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Phelan, Anne (2015) The power of negative thinking in and for teacher education. Power and Education, 7 (3). pp. 257-271.

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Clarke, Matthew and Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590 (2022) Immunitas and Teacher Knowledge. In: Nordic Educational Research Association (NERA), June 2022, Reykjavik, Iceland.

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Darkes-Sutcliffe, Janice (2023) Recognising the Significance of Early Years Practitioners as Creators of Knowledge. Doctoral thesis, York St John University.

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Huntsley, Jennifer ORCID: https://orcid.org/0000-0001-5613-5703 and Brentnall, Catherine (2021) Generative critical conversation: A method for developing reflexivity and criticality. Journal of Small Business Management.

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Orr, Susan and McDougall, Julian (2018) Enquiry into learning and teaching in arts and creative practice. In: Teaching and Learning in Higher Education Disciplinary Approaches to Educational Enquiry. UK, Sage

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Peters, Gary (2018) John Cage and the 'Freshening' of Education. Journal of Aesthetic Education, 52 (4). pp. 1-20.

Pherali, Tejendra and Garratt, Dean (2014) Post-conflict identity crisis in Nepal: Implications for educational reforms. International Journal of Educational Development, 34. pp. 42-50.

Piper, Heather, Garratt, Dean and Taylor, Bill (2012) Child abuse, child protection, and defensive ‘touch’ in PE teaching and sports coaching. Sport, Education and Society, 18 (5). pp. 583-598.

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Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590 (2022) TEAN Webinar: What Should We Teach New Teachers? In: TEAN Webinar, 26/01/2022, Online.

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Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590, Clarke, Matthew and Rüsselbæk Hansen, Dion (2023) Immunitas and (un)desirable teacher knowledge in teacher education. European Journal of Education, 59 (1).

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Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590 and Raymond, Peter ORCID: https://orcid.org/0000-0002-0462-8984 (2023) Developing Creative Thinking. Impact Journal. pp. 30-31.

Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590 and Tummons, Jonathan (2021) Reassembling teachers’ professional practice: an ethnography of intertextual hierarchies in primary mathematics. Ethnography and Education, 16 (1). pp. 109-126.

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Whitfield, Louise (2022) A Rollercoaster of Challenges and Rewards: How Primary Early Career Teachers (ECTs) in England navigate and manage their professional identity against the current educational policy context. Doctoral thesis, York St John University.

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Wilson, Ian ORCID: https://orcid.org/0000-0002-9110-9997 (2021) Controversial Content and Continuum of Conversation. In: Talis Elevate Conference, 12-13 July 2021, Online. (Unpublished)

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Wood, Margaret ORCID: https://orcid.org/0000-0001-5067-1978 (2019) The Use of Dialogue in Professional Learning in Higher Education. In: Peters, Michael A. and Heraud, Richards, (eds.) Encyclopedia of Educational Innovation. Singapore, Springer, pp. 1-6

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Wood, Margaret ORCID: https://orcid.org/0000-0001-5067-1978, Pennington, Andrew and Su, Feng (2018) Pre-figurative practice and the educational leadership of Sir Alec Clegg in the West Riding of Yorkshire, England (1945-1974). Journal of Educational Administration and History, 50 (4). pp. 299-315.

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