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Abrams, Benjamin; (2024) Mobilisation without opportunity: The UK’s 2020 Black Lives Matter protests. European Journal of Cultural and Political Sociology , 10 (4) pp. 603-631. 10.1080/23254823.2023.2239328.

Abrams, Benjamin; (2023) The Rise of the Masses: Spontaneous Mobilization and Contentious Politics. [Book]. University of Chicago Press

Abrams, Benjamin; (2021) McKee Hurwitz, Heather. 2020. Are We the 99%? The Occupy Movement, Feminism and Intersectionality [Philadelphia, PA: Temple University Press. 208 pp, index. EAN: 978-1-4399-2021-3]. [Review]. Contention , 9 (2) pp. 87-90. 10.3167/cont.2021.090206.

Abrams, Benjamin; Gardner, Peter; (2023) Resistance with and against symbolic objects: material targets of resistance and symbolic recruitment in the American Revolution, the anti-Apartheid movement, and Just Stop Oil protests. Journal of Resistance Studies , 9 (2) pp. 78-112.

Abrams, Benjamin; Travaglino, Giovanni A; Gardner, Peter R; Callan, Brian; (2022) The Meaning of Contention. Contention , 10 (2) pp. 83-101. 10.3167/cont.2022.100205.

Abu Moghli, M; (2020) Re-conceptualising Human Rights Education: from the Global to the Occupied. International Journal of Human Rights Education , 4 (1) , Article 5.

Abu Moghli, M; Kadiwal, L; (2021) Decolonising the curriculum beyond the surge: Conceptualisation, positionality and conduct. London Review of Education , 19 (1) pp. 1-16. 10.14324/LRE.19.1.23.

Abu Moghli, Mai; (2017) The Struggle to Reclaim Human Rights Education in Palestinian Authority Schools in the Occupied West Bank. Doctoral thesis (Ph.D), UCL (University College London).

Adams, D; Bragg, S; Corble, A; Darking, M; Davies, C; Flegg, M; Gordon-Walker, M; + view all Adams, D; Bragg, S; Corble, A; Darking, M; Davies, C; Flegg, M; Gordon-Walker, M; Hatfield, D; Weiner, K; Will, C; - view fewer (2018) New Practices for New Publics. University of Brighton: Brighton, UK.

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Adamson, Laela; (2020) Negotiating Language and Learning: An ethnographic study of students' experiences in two Tanzanian secondary schools. Doctoral thesis (Ph.D), UCL (University College London).

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Aidonopoulou-Read, Anastasia-Tereza; (2017) Formative assessment for non-verbal students with autism and severe learning difficulties: a case study. Doctoral thesis (Ph.D), UCL (University College London).

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Akhtar, N; Khan, A; Pervez, A; Batool, I; (2019) Interpersonal Problems in Arranged and Love Marriages. Pakistan Journal of Social and Clinical Psychology , 15 (2) pp. 18-22.

Akunzirwe, Rebecca; Carter, Daniel J; Hanna, Lauren; Zinke-Allmang, Anja; Akim, Aggrey; Datzberger, Simone; Parkes, Jenny; ... Bhatia, Amiya; + view all Akunzirwe, Rebecca; Carter, Daniel J; Hanna, Lauren; Zinke-Allmang, Anja; Akim, Aggrey; Datzberger, Simone; Parkes, Jenny; Knight, Louise; Atuhaire, Lydia; Nakuti, Janet; Mirembe, Angel; Allen, Elizabeth; Naker, Dipak; Devries, Karen; Bhatia, Amiya; - view fewer (2024) Associations between violence in childhood, depression and suicide attempts in adolescence: evidence from a cohort study in Luwero district, Uganda. BMC Public Health , 24 , Article 3405. 10.1186/s12889-024-20950-7.

Akyeampong, Kwame; Rolleston, Caine; (2013) Low-fee Private Schooling in Ghana: is growing demand improving equitable and affordable access for the poor? In: Srivastava, P, (ed.) Low-fee Private Schooling aggravating equity or mitigating disadvantage? (pp. 37-64). Symposium Books Ltd.: Oxford, UK.

Alcott, B; (2017) Cognitive Framing and Its Theoretical Implications for Tuition Fee Policies in England. (Working Papers Series, Faculty of Education, University of Cambridge 04/2016). Faculty of Education, University of Cambridge: Cambridge, UK.

Alcott, B; Rose, P; (2018) Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa. In: Srivastava, P and Walford, G, (eds.) Non-State Actors in Education in the Global South. Routledge: Abingdon, UK.

Alcott, B; Rose, P; (2015) How can education systems become equitable by 2030? Health & Education Advice & Resource Team (HEART): Oxford, UK.

Alcott, B; Rose, P; Sabates, R; (2016) Targeted, multidimensional approaches to overcome inequalities in secondary education: Case study of Camfed in Tanzania. (background paper for the report, The Learning Generation: Investing in education for a changing world ). United Nations International Commission on Financing Global Education Opportunity

Alcott, B; Rose, P; Sabates, R; Cherfils, M; (2018) Experience and lessons of learning intervention programmes across the PAL Network members. (REAL Centre Research and Policy Paper 18/4). Research for Equitable Access and Learning (REAL) Centre, University of Cambridge: Cambridge, UK.

Alcott, B; Rose, P; Sabates, R; Cherfils, M; Alonso, ML; (2018) Assessment for Action: An Organic, Free-Range Approach to Raising Learning for All. (REAL Centre Research and Policy Paper 18/5). Research for Equitable Access and Learning (REAL) Centre, University of Cambridge: Cambridge, UK.

Alcott, B; Rose, P; Sabates, R; Torres, R; (2018) Measuring equity for national education planning. In: Chien, C-L and Huebler, F, (eds.) Handbook on Measurement of Equity in Education. (pp. 80-107). UNESCO Institute for Statistics: Montreal, Canada.

Alcott, B; (2017) Does Teacher Encouragement Influence Students' Educational Progress? A Propensity-Score Matching Analysis. Research in Higher Education , 58 pp. 773-804. 10.1007/s11162-017-9446-2.

Alcott, B; Rose, P; Sabates, R; Ellison, C; (2020) From assessment to action: lessons from the development of Theories of Change with the People’s Action for Learning Network. Global Education Review , 7 (1) pp. 6-19.

Aldersson, Russell; (2021) An analysis of how metalinguistic terms are realised in British Sign Language in the context of teaching English to deaf learners. Doctoral thesis (Ed.D), UCL (University College London).

Alhouti, Ibrahim; (2022) The Politics of Teacher Policies Reforms in the Arab Gulf States: A Comparative Study. Doctoral thesis (Ph.D), UCL (University College London).

Alhouti, I; Male, T; (2017) Kuwait Principals: Preparation, Induction and Continuing Development. International Studies in Educational Administration , 45 (1) pp. 89-105.

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Allsopp, Jennifer; Chase, Elaine; Pherali, Tejendra; (2024) Critical Rights Literacy as Foundational Learning: Lessons from Indigenous Migrant Communities. Norrag Special , 9 pp. 77-80.

Allsopp, J; Chase, E; (2019) Best interests, durable solutions and belonging: future prospects for unaccompanied migrant minors coming of age in Europe. Journal of Ethnic and Migration Studies , 45 (2) pp. 293-311. 10.1080/1369183X.2017.1404265.

Almoaibed, Hanaa Abdulla; (2020) Choosing a career in Saudi Arabia: the role of structure and agency in young people's perceptions of technical and vocational education. Doctoral thesis (Ph.D), UCL (University College London).

Anand, K; Lall, M; (2021) Teachers’ Digital Agency and Pedagogy during the COVID-19 Crisis in Delhi. NORRAG Special Issue (6) pp. 64-66.

Anand, Kusha; (2023) Teaching India-Pakistan Relations: Teachers’ attitudes, practices and agency. [Book]. UCL Press: London, UK.

Anand, P; Ferrer, B; Gao, Q; Nogales, R; Unterhalter, E; (2020) COVID-19 as a Capability Crisis: Using the Capability Framework to Understand Policy Challenges. Journal of Human Development and Capabilities , 21 (3) pp. 293-299. 10.1080/19452829.2020.1789079.

Anders, Jake; Green, Francis; Henderson, Morag; Henseke, Golo; (2020) Determinants of private school participation: all about the money? British Educational Research Journal , 46 (5) pp. 967-992. 10.1002/berj.3608.

Anderson, E; White, J; (2019) Elizabeth Anderson interviewed by John White. Journal of Philosophy of Education , 53 (1) pp. 5-20. 10.1111/1467-9752.12336.

Andrabi, R; Kadiwal, L; (2021) Education under surveillance in Kashmir in the era of Covid-19. NORRAG Special Issue (6) pp. 85-88.

Antoninis, Manos; Alcott, Benjamin; Al Hadheri, Samaher; April, Daniel; Fouad Barakat, Bilal; Barrios Rivera, Marcela; Baskakova, Yekaterina; + view all Antoninis, Manos; Alcott, Benjamin; Al Hadheri, Samaher; April, Daniel; Fouad Barakat, Bilal; Barrios Rivera, Marcela; Baskakova, Yekaterina; Barry, Madeleine; Bekkouche, Yasmine; Caro Vasquez, Daniel; D’Addio, Anna Cristina; Davydov, Dmitri; Endrizzi, Francesca; Flynn, Stephen; Gil, Lara; Jain, Chandni; Joshi, Priyadarshani; Kaldi, Maria-Rafaela; Kiyenje, Josephine; Linkins, Kate; De Moraes, Camila Lima; Lucatello, Alice; Lythrangomitis, Kassiani; Mechtar, Anissa; Montjouridès, Patrick; Mukizwa, Claudine; Murakami, Yuki; Pombo Polanco, Manuela; Randrianatoavina, Judith; Redman, Kate; Rojnov, Maria; Sharma, Divya; Stipanovic, Laura; Wang, Dorothy; Weill, Elsa; - view fewer (2023) Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? UNESCO: Paris, France.

Araya, Mesele; Rolleston, Caine; Rose, Pauline; Sabates, Ricardo; Tiruneh, Dawit; Woldehanna, Tassew; (2025) Tracking Learning Outcomes in Ethiopia: How Large-Scale Educational Reform Shaped Student Attainment from 2012/13 to 2018/19. Africa Education Review 10.1080/18146627.2025.2504043. (In press).

Araya, Mesele; Rolleston, Caine; Rose, Pauline; Sabates, Ricardo; Tiruneh, Dawit; Woldehanna, Tassew; (2023) Understanding the impact of large-scale educational reform on students’ learning outcomes in Ethiopia: the GEQIP-II case. (Research on Improving Systems of Education (RISE) Working Papers 23/125). Research on Improving Systems of Education (RISE): Oxford, UK.

Archer, L; Calabrese Barton, A; Dawson, E; Godec, S; Mau, A; Patel, U; (2022) Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning. Cultural Studies in Science Education 10.1007/s11422-021-10065-5. (In press).

Archer, L.; King, H.; Godec, S.; Chowdhuri, M.N.; (2024) Applying the principles of culturally sustaining pedagogy to a model for justice-oriented school science pedagogy in England: the science capital teaching approach. London Review of Education , 22 (1) , Article 7. 10.14324/LRE.22.1.07.

Archer, Louise; (2024) Misfits or misrecognition? Exploring STEMM degree students' concerns about non-completion. Science Education , 107 (4) pp. 912-938. 10.1002/sce.21794.

Archer, Louise; DeWitt, Jen; Freedman, Esme; Thomas, Kylo; (2022) Developing equitable practice with youth in makerspaces: ideas and case studies from the Making Spaces project - Executive Summary. UCL (University College London)

Archer, Louise; DeWitt, Jen; Freedman, Esme; Thomas, Kylo; (2022) Developing equitable practice with youth in makerspaces: ideas and case studies from the Making Spaces project - Main Report. UCL (University College London) - Institute of Education (IOE)

Archer, Louise; DeWitt, Jen; Freedman, Esme; Thomas, kylo; (2022) Makerspaces मा युवाहरूसँग समानताको व्यवहार विकसित गर्दै Making Spaces परियोजनाबाट लिइएका विचार तथा केस अध्ययनहरू - कार्यकारिणी सारांश. IOE, UCL's Faculty of Education and Society: London, UK.

Archer, louise; DeWitt, Jen; Freedman, Esme; Thomas, kylo; (2022) Makerspaces मा युवाहरूसँग समानताको व्यवहार विकसित गर्दै Making Spaces परियोजनाबाट लिइएका विचार तथा केस अध््ययनहरू - मूल प्रतिवेदन. IOE, UCL's Faculty of Education and Society: London, UK.

Archer, louise; DeWitt, jen; Freedman, Esme; Thomas, kylo; (2022) تطوير الممارسة المنصفة مع الشباب في ساحات الصنَّاع أفكار ودراسات حالة من مشروع Making Spaces (ساحات التصنيع) - التقرير الرئيسي. IOE, UCL's Faculty of Education and Society: London, UK.

Archer, Louise; DeWitt, jen; Freedman, Esme; Thomas, kylo; (2022) Razvijanje enakopravne prakse z mladimi v ustvarjalnih prostorih Zamisli in študije primerov iz projekta Making Spaces - Glavno poročilo. IOE, UCL's Faculty of Education and Society: London, UK.

Archer, louise; DeWitt, jen; Freedman, Esme; Thomas, kylo; (2022) Razvijanje enakopravne prakse z mladimi v ustvarjalnih prostorih Zamisli in študije primerov iz projekta Making Spaces - Povzetek. IOE, UCL's Faculty of Education and Society: London, UK.

Archer, Louise; DeWitt, Jen; Freedman, Esme; Thomas, Kylo; Designed by Nifty Fox Creative; (2022) Supporting equitable practice for makerspace practitioners - visual summary. IOE - Faculty of Education and Society: London, UK.

Archer, Louise; DeWitt, Jen; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; + view all Archer, Louise; DeWitt, Jen; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; Mendick, Heather; Moote, Julie; Watson, Emma; - view fewer (2023) ASPIRES3 Main Report: Young People's STEM Trajectories, Age 10-22. Department of Education, Practice and Society, UCL Institute of Education: London, UK.

Archer, Louise; DeWitt, Jen; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; + view all Archer, Louise; DeWitt, Jen; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; Mendick, Heather; Moote, Julie; Watson, Emma; - view fewer (2023) ASPIRES3 Summary Report: Computing. Department of Education, Practice and Society, UCL Institute of Education: London, UK.

Archer, Louise; DeWitt, Jen; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; + view all Archer, Louise; DeWitt, Jen; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; Mendick, Heather; Moote, Julie; Watson, Emma; - view fewer (2023) ASPIRES3 Summary Report: Engineering. Department of Education, Practice and Society, UCL Institute of Education: London, UK.

Archer, Louise; DeWitt, Jen; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; + view all Archer, Louise; DeWitt, Jen; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; Mendick, Heather; Moote, Julie; Watson, Emma; - view fewer (2023) ASPIRES3 Summary Report: Mathematics. Department of Education, Practice and Society, UCL Institute of Education: London, UK.

Archer, Louise; DeWitt, Jenn; Freedman, Esme; Thomas, Kylo; (2022) تطوير الممارسة المنصفة مع الشباب في ساحات الصنَّاع أفكار ودراسات حالة من مشروع Making Spaces (ساحات التصنيع) - الملخص التنفيذي. IOE, UCL's Faculty of Education and Society: London, UK.

Archer, Louise; DeWitt, Jennifer; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; + view all Archer, Louise; DeWitt, Jennifer; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; Mendick, Heather; Moote, Julie; Watson, Emma; - view fewer (2023) ASPIRES3 Summary Report: Chemistry. Department of Education, Practice and Society, UCL Institute of Education: London, UK.

Archer, Louise; Francis, Becky; Henderson, Morag; Holmegaard, Henriette; Macleod, Emily; Moote, Julie; Watson, Emma; (2024) Get lucky? Luck and educational mobility in working-class young people’s lives from age 10–21. British Journal of Sociology of Education , 44 (5) pp. 843-859. 10.1080/01425692.2023.2211234.

Archer, Louise; Francis, Becky; Moote, Julie; Watson, E; Henderson, Morag; Holmegaard, Henriette T; Macleod, Emily; (2023) Reasons for Not/Choosing Chemistry: Why Advanced Level Chemistry Students in England Do/ Not Pursue Chemistry Undergraduate Degrees. Journal of Research in Science Teaching 10.1002/tea.21822. (In press).

Archer, Louise; Freedman, Esme; Chowdhuri, Meghna Nag; DeWitt, Jennifer; Gonzalez, Francisco Garcia; Liu, Qian; (2025) From STEM learning ecosystems to STEM learning markets: critically conceptualising relationships between formal and informal STEM learning provision. International Journal of STEM Education , 12 (1) , Article 22. 10.1186/s40594-025-00544-4.

Archer, Louise; Freedman, Esme; Nag Chowdhuri, Meghna; Dewitt, Jennifer; Liu, Qian; Garcia Gonzalez, Francisco; (2025) "It's always been a challenge, right?" An analysis of the affordances and limitations of STEM educators' attempts to improve gender equity in Global South and North makerspaces. Frontiers in Education , 10 , Article 1507424. 10.3389/feduc.2025.1507424.

Archer, Louise; Godec, Spela; Patel, Uma; Dawson, Emily; Calabrese Barton, Angela; (2023) “It really has made me think”: Exploring how informal STEM learning practitioners developed critical reflective practice for social justice using the Equity Compass tool. Pedagogy, Culture and Society 10.1080/14681366.2022.2159504. (In press).

Archer, Louise; Nag Chowdhuri, Meghna; Freedman, Esme; DeWitt, Jen; Liu, Qian; (2024) Making Spaces 2: Impact and evaluation report. Department of Education, Practice and Society (EPS), UCL Institute of Education: London, UK.

Archer, Louise; Rodriguez, Paulina; (2022) Reproducing Privilege Through Whiteness and Beauty: An Intersectional Analysis of Elite Chilean University Students’ Practices. British Journal of Sociology of Education 10.1080/01425692.2022.2060186. (In press).

Archer, MO; DeWitt, J; (2021) "Thanks for helping me find my enthusiasm for physics": the lasting impacts "research in schools" projects can have on students, teachers, and schools. Geoscience Communication , 4 (2) pp. 169-188. 10.5194/gc-4-169-2021.

Archer, MO; Dewitt, J; Thorley, C; Keenan, O; (2021) Evaluating participants' experience of extended interaction with cutting-edge physics research through the PRiSE "research in schools" programme. Geoscience Communication , 4 (2) pp. 147-168. 10.5194/gc-4-147-2021.

Archer, L; (2020) 'The shape of things that are and were' and 'the shape of things to come': some reflections on the sociology of education at the 40th anniversary of BJSE. British Journal of Sociology of Education , 41 (6) pp. 900-909. 10.1080/01425692.2020.1768825.

Archer, L; Dawson, E; DeWitt, J; Godec, S; King, H; Mau, A; Nomikou, E; Archer, L; Dawson, E; DeWitt, J; Godec, S; King, H; Mau, A; Nomikou, E; Seakins, A; - view fewer (2018) Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach. British Journal of Sociology of Education , 39 (3) pp. 283-298. 10.1080/01425692.2017.1335591.

Archer, L; Dawson, E; DeWitt, J; Seakins, A; Wong, B; (2015) "Science capital": A conceptual, methodological, and empirical argument for extending Bourdieusian notions of capital beyond the arts. Journal of Research in Science Teaching , 52 (7) 922- 948. 10.1002/tea.21227.

Archer, L; Dawson, E; Seakins, A; DeWitt, J; Godec, S; Whitby, C; (2016) “I’m Being a Man Here”: Urban Boys’ Performances of Masculinity and Engagement With Science During a Science Museum Visit. Journal of the Learning Sciences , 25 (3) pp. 438-485. 10.1080/10508406.2016.1187147.

Archer, L; Dawson, E; Seakins, A; Dewitt, J; Wong, B; (2015) Author Response. Science Education , 99 (6) pp. 1147-1149. 10.1002/sce.21209.

Archer, L; DeWitt, J; Dawson, E; Godec, S; King, H; Mau, A; Nomikou, E; Archer, L; DeWitt, J; Dawson, E; Godec, S; King, H; Mau, A; Nomikou, E; Seakins, A; - view fewer (2017) Killing curiosity? An analysis of celebrated identity performances among teachers and students in nine London Secondary Science Classrooms. Science Education , 101 (5) pp. 741-764. 10.1002/sce.21291.

Archer, L; DeWitt, J; King, H; (2018) Improving science participation: Five evidence-based messages for policy-makers and funders. UCL Institute of Education: London, UK.

Archer, L; Francis, B; Miller, S; Taylor, B; Tereschenko, A; Mazenod, A; Pepper, D; Archer, L; Francis, B; Miller, S; Taylor, B; Tereschenko, A; Mazenod, A; Pepper, D; Travers, M-C; - view fewer (2018) The symbolic violence of setting: A Bourdieusian analysis of mixed methods data on secondary students' views about setting. British Educational Research Journal , 44 (1) pp. 119-140. 10.1002/berj.3321.

Archer, L; Godec, S; Calabrese Barton, A; Dawson, E; Mau, A; Patel, U; (2021) Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programmes. Science Education , 105 (1) pp. 166-203. 10.1002/sce.21602.

Archer, L; Macleod, E; Moote, J; (2020) Going, Going, Gone: A Feminist Bourdieusian Analysis of Young Women's Trajectories in, Through and Out of Physics, Age 10–19. In: Gonsalves, AJ and Danielsson, AT, (eds.) Physics Education and Gender: Identity as an Analytic Lens for Research. (pp. 9-28). Springer: Cham, Switzerland.

Archer, L; Moote, J; Francis, B; DeWitt, J; Yeomans, L; (2017) The "Exceptional" Physics Girl: A Sociological Analysis of Multimethod Data From Young Women Aged 10-16 to Explore Gendered Patterns of Post-16 Participation. American Educational Research Journal , 54 (1) pp. 88-126. 10.3102/0002831216678379.

Archer, L; Moote, J; Francis, B; DeWitt, J; Yeomans, L; (2017) Stratifying science: a Bourdieusian analysis of student views and experiences of school selective practices in relation to ‘Triple Science’ at KS4 in England. Research Papers in Education , 32 (3) pp. 296-315. 10.1080/02671522.2016.1219382.

Archer, L; Moote, J; Macleod, E; (2020) Lighting the fuse: Cultivating the masculine physics habitus – a case study of Victor aged 10-18. In: Gonsalves, AJ and Danielsson, AT, (eds.) Physics Education and Gender: Identity as an Analytic Lens for Research. (pp. 29-51). Springer: Cham, Switzerland.

Archer, L; Moote, J; Macleod, E; (2020) Learning that physics is “not for me”: pedagogic work and the cultivation of habitus among Advanced Level physics students. Journal of the Learning Sciences , 29 (3) pp. 347-384. 10.1080/10508406.2019.1707679.

Archer, L; Moote, J; Macleod, E; Francis, B; DeWitt, J; (2020) ASPIRES 2: Young people's science and career aspirations, age 10–19. UCL Institute of Education: London, UK.

Archer, L; Nomikou, E; Mau, A; King, H; Godec, S; DeWitt, J; Dawson, E; (2019) Can the subaltern 'speak' science? An intersectional analysis of performances of 'talking science through muscular intellect' by 'subaltern' students in UK urban secondary science classrooms. Cultural Studies of Science Education , 14 pp. 723-751. 10.1007/s11422-018-9870-4.

Arellano, Adrian; (2023) Intergenerational Immobility: A Legacy of Racial Violence. Security Studies , 32 (4-5) pp. 846-870. 10.1080/09636412.2023.2256664.

Asali Nuseibeh, Rawan; Cohen, Aviv; Bekerman, Zvi; (2025) 'They don’t really know what they’re getting into': the impact of neoliberal and colonial policies within Israeli institutions of higher education on Palestinian Jerusalemite students. Race Ethnicity and Education , 28 (2) pp. 211-226. 10.1080/13613324.2024.2372444.

Ashraf, Sadia; (2019) Parents’ Views Regarding Their Children’s Education and Future in Pakistan. Doctoral thesis (Ph.D), UCL (University College London).

Ashwin, P; Carpentier, V; Case, J; Marshall, D; McCowan, T; McKenna, S; Naidoo, R; ... Walker, M; + view all Ashwin, P; Carpentier, V; Case, J; Marshall, D; McCowan, T; McKenna, S; Naidoo, R; Schendel, R; Walker, M; - view fewer (2018) What have we learned about pathways to the public good from South African undergraduate education? In: Ashwin, P and Case, JM, (eds.) Higher Education Pathways: South African Undergraduate Education and the Public Good. (pp. 291-298). African Minds: Cape Town, South Africa.

Aslam, M; Kingdon, G; (2012) Can education be a path to gender equality in the labour market? An update on Pakistan. Comparative Education , 48 (2) pp. 211-229. 10.1080/03050068.2011.608898.

Aslam, M; Kingdon, GG; (2012) Parental Education and Child Health - Understanding the Pathways of Impact in Pakistan. World Development , 40 (10) pp. 2014-2032. 10.1016/j.worlddev.2012.05.007.

ASPIRES; (2020) Supporting increased and wider participation in STEM. UCL Institute of Education: London, UK.

ASPIRES Research; (2022) "Make it more relevant and practical": Young people's visions for school science in England. IOE, UCL's Faculty of Education and Society: London, UK.

ASPIRES Research; The impact of the COVID-19 lockdown on 20/21 year old post-millennials in England. (ASPIRES 3 Project Spotlight 1 ). UCL Institute of Education: London, UK.

ASPIRES2 project; (2018) ASPIRES 2: Research and Policy Briefing. UCL Institute of Education: London, UK.

ASPIRES2 project; (2018) ASPIRES 2: Research and Policy Briefing: Women in Physics. UCL Institute of Education: London, UK.

Atkinson, Karen Ann; (2019) Experiences of Practice Educators Supporting Disabled Physiotherapy Students: a Critical Exploration. Doctoral thesis (Ed.D), University of London.

Auerbach, Paul; Green, Francis; (2024) Reformulating the Critique of Human Capital Theory. Journal of Economic Surveys 10.1111/joes.12675. (In press).

Auld, E; Li, X; Morris, P; (2020) Piloting PISA for development to success: an analysis of its findings, framework and recommendations. Compare: A Journal of Comparative and International Education 10.1080/03057925.2020.1852914. (In press).

Auld, E; Morris, P; (2023) Global Salvation Inc.: Sir Michael Barber's education for the apocalypse and the church of Deliverology®. Comparative Education 10.1080/03050068.2023.2241006. (In press).

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Bamberger, A; Yan, F; Morris, P; (2023) Adapting 'internationalization' to integrate 'troublesome' minorities: higher education policies towards Hong Kong and East Jerusalem. Journal of Education Policy , 38 (2) pp. 254-276. 10.1080/02680939.2021.2002419.

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Bhatia, Amiya; Turner, Ellen; Akim, Aggrey; Mirembe, Angel; Nakuti, Janet; Parkes, Jenny; Datzberger, Simone; ... Devries, Karen; + view all Bhatia, Amiya; Turner, Ellen; Akim, Aggrey; Mirembe, Angel; Nakuti, Janet; Parkes, Jenny; Datzberger, Simone; Nagawa, Rehema; Kung'u, Mary; Babu, Hellen; Kabuti, Rhoda; Kimani, Joshua; Beattie, Tara S; d'Oliveira, Ana Flavia; Rishal, Poonam; Nyakuwa, Robert; Bell, Sadie; Bukuluki, Paul; Cislaghi, Beniamino; Tanton, Clare; Conolly, Anne; Mercer, Catherine H; Seeley, Janet; Bacchus, Loraine J; Devries, Karen; - view fewer (2022) Remote methods for research on violence against women and children: lessons and challenges from research during the COVID-19 pandemic. BMJ Global Health , 7 (11) , Article e008460. 10.1136/bmjgh-2022-008460.

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Bhorkar, Shalini; Bray, Mark; (2018) The expansion and roles of private tutoring in India: From supplementation to supplantation. International Journal of Educational Development , 62 pp. 148-156. 10.1016/j.ijedudev.2018.03.003.

Bhorkar, Shalini S; (2021) Private Tutoring and Mainstream Education Linkages in India: A Political Economy Approach. Doctoral thesis (Ph.D), UCL (University College London).

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Blitz, B; (2013) Neither Seen nor Heard: Compound Deprivation among Stateless Children. In: Bhabha, J, (ed.) Children Without a State: A Global Human Rights Challenge. (pp. 43-66). MIT Press: Cambridge, Massachusetts, USA.

Blitz, BK; (2021) Protection through Revisionism? In: Land, M and Libal, K and Chambers, J, (eds.) Beyond Borders: The Human Rights of Non-Citizens at Home and Abroad. (pp. 71-93). Cambridge University Press: Cambridge, UK.

Blitz, BK; (2018) Statelessness and cultural security. In: Watanabe, Yasushi, (ed.) Handbook of Cultural Security. (pp. 167-187). Edward Elgar Publishing

Blitz, BK; (2014) Migration and freedom: Mobility, Citizenship and Exclusion. [Book]. Edward Elgar Publishing

Blitz, BK; D'Angelo, A; Kofman, E; (2019) Counting the Population in Need of International Protection Globally. In: Evans, J and Ruane, S and Southall, H, (eds.) Data in Society: Challenging Statistics in an Age of Globalisation. (pp. 91-101). Policy Press: Bristol, UK.

Blitz, BK; Kim, MJ; (2023) Coercive Laboring Economies. In: Ventrella, M and Lawrance, BN, (eds.) A Cultural History of Slavery and Human Trafficking in the Age of Globalization. Bloomsbury Publishing: London, UK.

Blitz, Brad; (2024) Citizenship and statelessness. In: Cabeza, Marisol García and Faist, Thomas, (eds.) Encyclopedia of Citizenship Studies. (pp. 192-197). Edward Elgar Publishing: Cheltenham, UK.

Blitz, Brad; (2023) Introduction to Forced Migration and Modern Slavery: Unplanned Journeys of Exploitation and Survival. Journal of Modern Slavery , 8 (1) pp. 1-4.

Blitz, Brad; (2014) Chapter 1: Migration and freedom. In: Migration and Freedom Mobility, Citizenship and Exclusion. (pp. 1-17). Edward Elgar Publishing

Blitz, Brad; (2010) Fractured Lives and Grim Expectations: Freedom of Movement and the Downgrading of Status in the Italian University System. Bulletin of Italian Politics , 2 (2) pp. 123-140.

Blitz, Brad; Porobić, Selma; (2023) Introduction to Forced Migration, Gender and Wellbeing. In: Blitz, Brad and Porobić, Selma, (eds.) Forced Migration, Gender and Wellbeing: The Long-Term Effects of Displacement on Women. (pp. 1-21). Edward Elgar Publishing: Cheltenham, UK.

Blitz, Brad K; (2023) Mira Siegelberg, Statelessness: A Modern History. [Review]. Society , 60 (4) pp. 624-627. 10.1007/s12115-023-00871-8.

Blitz, Brad K; (2023) Tracing Jewish family history in a post-Holocaust world. Journal of Contemporary European Studies 10.1080/14782804.2023.2221208. (In press).

Blitz, Brad K; (2023) The Wealth of Refugees: How Displaced People Can Build Economies (Oxford: Oxford University Press, 2021), Alexander Betts, 448 pp., cloth $25.95, eBook $17.99. [Review]. Ethics & International Affairs , 37 (2) pp. 247-249. 10.1017/s0892679423000229.

Blitz, Brad K; (2011) Statelessness and Citizenship: A Comparative Study on the Benefits of Nationality. [Book]. Edward Elgar Publishing

Blitz, Brad K; (2010) Highly skilled migration. In: Denemark, Robert and Marlin-Bennett, Renée, (eds.) The International Studies Encyclopedia, 12 Volume Set. (pp. 3293-3320). Oxford University Press (OUP): Oxford, UK.

Blitz, Brad K; (2008) Libyan Nationals in the United Kingdom: Geopolitical Considerations and Trends in Asylum and Return. International Journal on Multicultural Societies , 10 (2) pp. 106-127.

Blitz, Brad K; Lynch, Maureen; (2009) Statelessness and the benefits of citizenship: a comparative study. [Book]. Geneva Academy for International and Humanitarian Law and International Observatory on Statelessness: Geneva, Switzerland.

Blitz, B; Simic, A; (2019) The modern slavery regime: a critical evaluation. Journal of the British Academy , 7 (Supp. 1) pp. 1-34. 10.5871/jba/007s1.001.

Blitz, BK; (2017) The state and the stateless: The legacy of Hannah Arendt reconsidered. In: Bloom, T and Tonkiss, K and Cole, P, (eds.) Understanding Statelessness. (pp. 70-84). Routledge: London, UK.

Blitz, BK; (1999) Professional mobility and the mutual recognition of qualifications in the European Union: Two institutional approaches. Comparative Education Review , 43 (3) pp. 311-331. 10.1086/447565.

Blitz, BK; d'Angelo, A; Kofman, E; Montagna, N; (2017) Health Challenges in Refugee Reception: Dateline Europe 2016. International Journal of Environmental Research and Public Health , 14 (12) , Article 1484. 10.3390/ijerph14121484.

Blythe, M; Steane, J; Roe, J; Oliver, C; (2015) Solutionism, the Game: Design Fictions for Positive Aging. In: Begole, B and Kim, J, (eds.) CHI '15: Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems. (pp. pp. 3849-3858). Association for Computing Machinery (ACM): New York, NY, USA.

Boatman, Angela; Callender, Claire; Evans, Brent; (2022) Comparing high school students' attitudes towards borrowing for higher education in England and the United States: Who are the most loan averse? European Journal of Education 10.1111/ejed.12499. (In press).

Boddy, J; Statham, J; Warwick, I; Hollingworth, K; Spencer, G; (2016) What Kind of Trouble? Meeting the Health Needs of 'Troubled Families' through Intensive Family Support. Social Policy and Society , 15 (02) pp. 275-288. 10.1017/S1474746415000494.

Bohrer, JN; (2016) Regulating Academic Quality in English Higher Education between 2010 and 2014. Doctoral thesis , UCL (University College London).

Bojesen, E; Suissa, J; (2019) Minimal utopianism in the classroom. Educational Philosophy and Theory , 51 (3) pp. 286-297. 10.1080/00131857.2018.1472576.

Bols, Alexander Thomas George; (2022) Perceptions and perspectives on effective student representation. Doctoral thesis (Ed.D), UCL (University College London).

Bond, Jennifer; (2023) ‘How I am brought into the Light’: Representations of Childhood by Missionary Schoolgirls in East China, 1917-1930. Twentieth-Century China , 48 (3) pp. 250-270. 10.1353/tcc.2023.a905568.

Bond, Jennifer; (2023) Gender, Christianity and Peace in Chinese Women’s International Thought 1914–1953. Global Studies Quarterly (In press).

Bond, Jennifer; (2023) Inculcating a Gendered Christian Internationalism: The Student YWCAs of China. Journal of Women's History , 35 (1) pp. 34-56. 10.1353/jowh.2023.0002.

Bond, Jennifer; Jortay, Coraline; Liu, Chang; (2023) Introduction: Gender from the Margins of China. Sextant , 38 pp. 7-20. (In press).

Bourn, D; Cara, O; (2012) Evaluating Partnerships in Development: Contribution of international school partnerships to education and development. (Development Education Research Centre Research Reports 5 , pp. pp. 1-56 ). Development Education Research Centre, Institute of Education, University College London in partnership with Link Community Development: London, UK.

Bradbury, A; (2020) The Five Ps of Dataficatio. Presented at: Workshop replacing ECER symposium, London.

Bradbury, A; (2020) The Five Ps of Datafication. In: (Proceedings) Seeing Through Data Workshop (replacing ECER symposium). Proceedings of the Reconnecting European Educational Research Association (EERA)

Bradbury, A; Braun, A; Duncan, S; Harmey, S; Levy, R; Moss, G; (2022) Crisis policy enactment: primary school leaders’ responses to the Covid-19 pandemic in England. Journal of Education Policy 10.1080/02680939.2022.2097316. (In press).

Bradbury, A; Braun, A; Duncan, S; Levy, R; Moss, G; (2021) Learning through disruption 2: schools serving high poverty communities need funding that fully reflects the work that they do. (Policy Briefing 2: Learning Through Disruption ). UCL Institute of Education: London, UK.

Bradbury, A; Braun, A; Quick, L; (2021) Intervention culture, grouping and triage: high-stakes tests and practices of division in English primary schools. British Journal of Sociology of Education , 42 (2) pp. 147-163. 10.1080/01425692.2021.1878873.

Bradbury, A; Roberts-Holmes, G; (2017) How data impacts on early years educators. Early Years Educator 10.12968/eyed.2018.19.10.38.

Bradbury, A; Roberts-Holmes, G; (2017) Grouping in Early Years and Key Stage 1: A 'necessary evil'? National Education Union: London, UK.

Bradbury, A; Roberts-Holmes, G; (2017) Creating an Ofsted story: the role of early years assessment data in schools' narratives of progress. British Journal of Sociology of Education , 38 (7) pp. 943-955. 10.1080/01425692.2016.1202748.

Bradbury, Alice; (2019) Inappropriate, Unhelpful, Unnecessary: the Headteachers’ Verdict on Baseline. More Than a Score: London, UK.

Bradbury, Alice; (2019) Pressure, Anxiety and Collateral Damage: the Headteachers’ Verdict on SATs. More Than A Score

Bradbury, Alice; (2019) Rethinking ‘fixed ability thinking’ and grouping practices: questions, disruptions and barriers to change in primary and early years education. FORUM , 61 (1) pp. 41-52. 10.15730/forum.2019.61.1.41.

Bradbury, Alice; Jones, Bronwen; (2022) Talk at Home, Talk at School: An evaluation of Philosophy for Children Home Learning Resources. UCL Institute of Education: London, UK.

Bradbury, Alice; Tereshchenko, Antonina; Mills, Martin; (2022) Minoritised teachers' experiences of multiple, intersectional racisms in the school system in England: 'carrying the weight of racism'. Race Ethnicity and Education 10.1080/13613324.2022.2069734. (In press).

Bradbury, Alice; Vince, Sharon; (2024) Food banks in early years settings: The impact on children, families and staff. Helen Hamlyn Centre for Pedagogy (0-11 years), UCL Institute of Education: London, UK.

Bradbury, Alice; Vince, Sharon; (2023) Food Banks in Schools: Educational Responses to the Cost-of-living Crisis. Helen Hamlyn Centre for Pedagogy (0-11 years): London, UK.

Bradbury, A; (2020) The use of the Phonics Screening Check in Year 2: The views of Year 2 teachers and headteachers. (HHPC Working Papers 1). Helen Hamlyn Centre for Pedagogy, UCL Institute of Education: London, UK.

Bradbury, A; (2020) A critical race theory framework for education policy analysis: the case of bilingual learners and assessment policy in England. Race Ethnicity and Education , 23 (2) pp. 241-260. 10.1080/13613324.2019.1599338.

Bradbury, A; (2019) Making little neo-liberals: The production of ideal child/learner subjectivities in primary school through choice, self-improvement and 'growth mindsets'. Power and Education , 11 (3) pp. 309-326. 10.1177/1757743818816336.

Bradbury, A; (2019) Datafied at four: the role of data in the 'schoolification' of early childhood education in England. Learning, Media and Technology , 44 (1) pp. 7-21. 10.1080/17439884.2018.1511577.

Bradbury, A; (2019) Taking the 'early yearsy' route: resistance and professionalism in the enactment of assessment policy in early childhood in England. Education 3-13 , 47 (7) pp. 819-830. 10.1080/03004279.2019.1622497.

Bradbury, A; (2018) The impact of the Phonics Screening Check on grouping by ability: a 'necessary evil' amid the policy storm. British Educational Research Journal , 44 (4) pp. 539-556. 10.1002/berj.3449.

Bradbury, A; (2014) Learning, assessment and equality in Early Childhood Education (ECE) settings in England. European Early Childhood Education Research Journal , 22 (3) pp. 347-354. 10.1080/1350293X.2014.912897.

Bradbury, A; (2013) From model minorities to disposable models: the de-legitimisation of educational success through discourses of authenticity. Discourse: Studies in the Cultural Politics of Education , 34 (4) pp. 548-561. 10.1080/01596306.2013.822618.

Bradbury, A; Hoskins, K; Fogarty, L; (2021) Policy actors in a hostile environment: the views of staff in maintained nursery schools in England. Education 3-13 10.1080/03004279.2021.1956561. (In press).

Bradbury, A; McGimpsey, I; Santori, D; (2013) Revising rationality: the use of ‘Nudge’ approaches in neoliberal education policy. Journal of Education Policy , 28 (2) pp. 247-267. 10.1080/02680939.2012.719638.

Bradbury, A; Roberts-Holmes, GP; (2017) Assessment: Reducing children to numbers. Nursery World

Bradbury, A; Wyse, D; Manyukhina, Y; (2020) CIE0192 - The impact of COVID-19 on education and children's services: Written evidence submitted by Helen Hamlyn Centre for Pedagogy, UCL Institute of Education. (The impact of COVID-19 on education and children’s services CIE0192 ). UK Parliament: London, UK.

Bradbury, Alice; (2011) Learner identities, assessment and equality in early years education. Doctoral thesis (Ph.D), Institute of Education, University of London.

Brady, Alison; (2024) Experimental Literature and Post-Critique: Reflections on Italo Calvino’s Invisible Cities. Journal of Philosophy of Education , 58 (6) pp. 973-995. 10.1093/jopedu/qhae082.

Brady, Alison; (2024) Cultivating slowness as contemplative practice: literature in the modern university. In: Proceedings - PES 2024 Conference. Philosophy of Education Society: Salt Lake City, UT, USA.

Brady, Alison; (2024) Cultivating Slowness as Contemplative Practice: Literature, (Dis)Enchantment and the Modern University. Philosophy of Education , 80 (2) pp. 109-125.

Brady, Alison; (2023) Cultivating Slowness as Contemplative Practice: Literature, (dis)enchantment and the crisis of the humanities. Presented at: PES 2023 Conference, Chicago, IL, USA.

Brady, Alison; (2022) Accounting for Oneself in Teaching: Trust, Parrhesia, and Bad Faith. Studies in Philosophy and Education: an international quarterly 10.1007/s11217-022-09824-w. (In press).

Brady, Alison; (2022) Towards an Existentialist Account of Teaching. In: Being a Teacher: From Technicist to Existential Accounts, in conversation with Jean-Paul Sartre. (pp. 181-185). Springer Nature

Brady, Alison; (2021) Accounting for Oneself in Teaching: Trust, Parrhesia, and Bad Faith Parrhesiastic accounts of teaching? Presented at: PESGB Annual Conference 2021, New College, Oxford, UK.

Brady, Alison; (2021) Existentialism and Education. In: (Proceedings) The Role of Philosophy of Education in Teacher and Teaching Practice.

Brady, Alison; Da Silva, Marie; Yun, SunInn; (2018) “When are we ever at home?”: Nostalgia for the future, for Europe and elsewhere. In: (Proceedings) ECER 2018. European Educational Research Association: Bolzano, Italy.

Brady, Alison; Schildermans, Hans; Wortmann, Kai; Thoilliez, Bianca; Schwimmer, Marina; Oliverio, Stefano; (2023) Post-Critical approaches to educational research. In: (Proceedings) Philosophy of Education Society of Great Britain Conference. Philosophy of Education Society of Great Britain

Brady, Alison; Sun, Chien Ya; Williams, Emma; Farrell, Emma; (2023) Narratives of Mental Health. In: (Proceedings) Philosophy of Education Society of Great Britain Conference. Philosophy of Education Society of Great Britain

Brady, Alison M; (2025) Digital dystopianism as affirmation: Notes on the perpetual loose ends of scholarly reading. Research in Education 10.1177/00345237251364545. (In press).

Brady, Alison M; (2025) The Measure of Sincerity: A Response To Gibbs’ Review of Being a Teacher. Studies in Philosophy and Education 10.1007/s11217-025-09990-7. (In press).

Brady, Alison M; (2025) Negotiating attention: An ecology of reading in the digital age. Educational Philosophy and Theory 10.1080/00131857.2025.2486651. (In press).

Brady, Alison M; (2022) Self-understanding and vulnerability towards others: notes on education 'from the inside'. In: Proceedings of the Philosophy of Education Society 78th Annual Meeting. Philosophy of Education Society: San Jose, CA, USA.

Brady, Alison M; (2022) Mental health, resilience and existential literature. Journal of Philosophy of Education Journal of Philosophy of Education. (In press).

Brady, Alison M; (2022) Being a Teacher: From Technicist to Existential Accounts, in conversation with Jean-Paul Sartre. Springer Nature

Brady, Alison Mary; (2020) Being a Teacher: Towards an Existentialist Account. Doctoral thesis (Ph.D), UCL (University College London).

Brady, AM; (2022) Early career anxieties in the university: The crisis of institutional bad faith. In: Mahon, A, (ed.) The promise of the university: reclaiming humanity, humility and hope. (pp. 67-78). Springer: Cham, Switzerland.

Brady, AM; (2020) Struggling Teachers and the Recognition of Effective Practice. Journal of Philosophy of Education , 54 (1) pp. 183-200. 10.1111/1467-9752.12371.

Brady, A; (2018) Entering the Void: Representation and Experience in the Work of Yves Klein, with Some Implications for Education. Educational Frontiers: Philosophy, Film, and Representation

Brady, A; (2017) Technicisation and Recognition of Effective Teaching in Inspection Policy. In: Proceedings of the IoE-KUL Doctoral Seminar. KU Leuven

Brady, A; (2017) Exile and Inclusion: Excerpts from Albert Camus' "Exile and the Kingdom". Educational Frontiers: The Anxiety of Inclusion

Brady, AM; (2020) Response and Responsibility: Rethinking Accountability in Education. Journal of Philosophy of Education 10.1111/1467-9752.12501. (In press).

BRADY, AM; (2020) Del docente reflexivo al docente post-personal = From The Reflective To The Post-personal Teacher. Teoría de la Educación. Revista Interuniversitaria , 32 (1) pp. 55-71. 10.14201/teri.21438. (In press).

Brady, AM; (2019) Anxiety of performativity and anxiety of performance: self-evaluation as bad faith. Oxford Review of Education , 45 (5) pp. 605-618. 10.1080/03054985.2018.1556626.

Brady, AM; (2016) The Regime of Self-Evaluation: Self-Conception for Teachers and Schools. British Journal of Educational Studies , 64 (4) pp. 523-541. 10.1080/00071005.2016.1164829.

Bragg, S; (2021) Student voice in education. Journal of the British Academy , 8 (4) 041-051. 10.5871/jba/008s4.041.

Bragg, S; (2020) Sexuality and Childhood. In: Cook, DT, (ed.) The SAGE Encyclopedia of Children and Childhood Studies. (pp. 1445-1449). Sage: London, UK.

Bragg, S; Ponsford, R; Bonell, C; Meiksin, R; Tilouche, N; Van Dyck, L; Sturgess, J; ... Campbell, R; + view all Bragg, S; Ponsford, R; Bonell, C; Meiksin, R; Tilouche, N; Van Dyck, L; Sturgess, J; Allen, E; Elbourne, D; Hadley, A; Lohan, M; Mercer, C; Melendez Torres, GJ; Morris, S; Young, H; Campbell, R; - view fewer (2022) Feasibility and acceptability of a whole-school social-marketing intervention to prevent unintended teenage pregnancies and promote sexual health: evidence for progression from a pilot to a phase III randomised trial in English secondary schools. Pilot and Feasibility Studies , 8 , Article 52. 10.1186/s40814-022-00971-y.

Bragg, S; Thomson, R; O'Riordan, K; (2021) Digital Intimacies and LGBT+ Youth: Celebration, Equity and Safety. University of Sussex: Brighton, UK.

Bragg, Sara; (2024) A logic of care in / of / for voice: tuning-in, enacting and assembling in student voice practices and education. Education 3-13 10.1080/03004279.2024.2331955. (In press).

Bragg, Sara; Ponsford, Ruth; Meiksin, Rebecca; Lohan, Maria; Melendez-Torres, GJ; Hadley, Alison; Young, Honor; ... Bonell, Chris; + view all Bragg, Sara; Ponsford, Ruth; Meiksin, Rebecca; Lohan, Maria; Melendez-Torres, GJ; Hadley, Alison; Young, Honor; Barter, Christine Anne; Taylor, Bruce; Bonell, Chris; - view fewer (2022) Enacting whole-school relationships and sexuality education in England: Context matters. British Educational Research Journal 10.1002/berj.3788. (In press).

Bragg, Sara; Ringrose, Jessica; (2023) Intervening in School Uniform Debates: Making Equity Matter in England. In: Shanks, Rachel, (ed.) School Uniforms: New Materialist Perspectives. (pp. 49-65). Palgrave Macmillan: Cham, Switzerland.

Bragg, Sara; Ringrose, Jessica; (2022) The State of UK Boys: Understanding and Transforming Gender in the Lives of UK Boys. Equimundo: Washington, DC.

Bragg, S; Boddy, J; Stryker, R; Sims-Schouten, W; (2019) The Future of Childhood Studies and Children & Society. [Editorial comment]. Children and Society , 33 (4) pp. 301-308. 10.1111/chso.12345.

Bragg, S; Manchester, H; (2017) Considerate, convivial and capacious? Finding a language to capture ethos in ‘creative’ schools. Discourse: Studies in the Cultural Politics of Education , 38 (6) pp. 864-879. 10.1080/01596306.2016.1227302.

Bragg, S; Ponsford, R; Meiksin, R; Bonell, C; Emmerson, L; (2020) Dilemmas of school-based Relationships and Sexuality Education for and about consent. Sex Education: sexuality, society and learning 10.1080/14681811.2020.1788528. (In press).

Bragg, S; Ponsford, R; Meiksin, R; Crichton, J; Emmerson, L; Tancred, T; Tilouche, N; ... Bonell, C; + view all Bragg, S; Ponsford, R; Meiksin, R; Crichton, J; Emmerson, L; Tancred, T; Tilouche, N; Morgan, G; Gee, P; Young, H; Hadley, A; Campbell, R; Bonell, C; - view fewer (2021) Co-production of two whole-school sexual health interventions for English secondary schools: Positive Choices and Project Respect. Pilot and Feasibility Studies (In press).

Bragg, S; Renold, E; Ringrose, J; Jackson, C; (2018) 'More than boy, girl, male, female': exploring young people’s views on gender diversity within and beyond school contexts. Sex Education , 18 (4) pp. 420-434. 10.1080/14681811.2018.1439373.

Braun, Annette; (2017) Education Policy and the Intensification of Teachers’ Work: The Changing Professional Culture of Teaching in England and Implications for Social Justice. In: Parker, S and Gulson, K and Gale, T, (eds.) Policy and Inequality in Education. (pp. 169-185). Springer, Singapore: Singapore, Singapore.

Braun, A; (2014) The politics of teaching as an occupation in the professional borderlands: the interplay of gender, class and professional status in a biographical study of trainee teachers in England. Journal of Education Policy , 30 (2) pp. 258-274. 10.1080/02680939.2014.961967.

Braun, A; Maguire, M; (2020) Doing without believing – enacting policy in the English primary school. Critical Studies in Education , 61 (4) pp. 433-447. 10.1080/17508487.2018.1500384.

Braun, A; Vincent, C; Ball, SJ; (2008) 'I'm so much more myself now, coming back to work' - Working class mothers, paid work and childcare. Journal of Education Policy , 23 (5) pp. 533-548. 10.1080/02680930802054370.

Braun, AE; (2009) Becoming teachers :gender biographies and a borderland profession. UNSPECIFIED thesis , UNSPECIFIED.

Brehm, W; (2021) Everyday Privatization. In: Cambodia for Sale: Everyday Privatization in Education and Beyond. (pp. 17-37). Routledge: London, UK.

Brehm, W; (2020) No turning back? Reflections on education during the pandemic. [Lecture]. Presented at: Japan Educational Research Association webinar: "Pandemic and Education", Online conference.

Brehm, W; (2020) We might all be socialists; we might all be alone. [Digital scholarly resource]. https://blogs.ucl.ac.uk/ceid/2020/04/02/brehm/

Brehm, W; (2019) A successful university-to-university international partnership? Critical lessons from history. Presented at: EU-Japan Dialogues in a Changing World, Tokyo, Japan.

Brehm, W; (2019) Constructing Memory in Contemporary Cambodia: "Cautious resistance and calculated conformity". Presented at: 2019 Comparative and International Education Society Conference, San Francisco, CA, USA.

Brehm, W; (2019) Researching National and Regional identity in Southeast Asian Schools. [Digital scholarly resource]. https://www.waseda.jp/inst/wias/news-en/2019/04/09...

Brehm, W; (2018) Six Lessons from UNESCO’s 2018 Global Education Meeting. [Digital scholarly resource]. https://www.norrag.org/six-lessons-from-unescos-20...

Brehm, W; (2018) A Requiem for Cambodian Elections. [Digital scholarly resource]. https://thediplomat.com/2018/08/a-requiem-for-camb...

Brehm, W; (2018) Towards an ASEAN Regional Identity? Balancing National and Regional Priorities in Cambodia's Curricular Reform. Presented at: The 54th Annual Conference of Japan Comparative Education Society, Hiroshima, Japan.

Brehm, W; (2018) Historical memory in the Mekong: Towards a regional identity? Presented at: 11th Biennial Comparative Education Society of Asia (CESA 2018), Siem Reap, Cambodia.

Brehm, W; (2018) History from below, censorship from above: Memory, identity, and schooling across the Mekong. Presented at: 2018 Asia Pacific Economic and Business History Conference, Hobart, Australia.

Brehm, W; (2018) Disbursement Linked Indicators: A new trend in World Bank lending? Presented at: 2018 Australasia Aid Conference, Canberra, Australia.

Brehm, W; (2018) Private Tutoring in Southeast Asia: Knowledge Economies, Positional Goods, and Double Entendres. In: Kennedy, K and Chi-Kin Lee, J, (eds.) Routledge International Handbook of Schools and Schooling in Asia. Routledge: Abingdon, UK.

Brehm, W; (2017) The Trauma of Remembering: Politics and National Identity in Post-Khmer Rouge Cambodia. Presented at: 2017 Consortium for Southeast Asian Studies in Asia Conference, Bangkok, Thailand.

Brehm, W; (2017) Education's Big Short: Betting against SLABS, Bubbles, and Human Capital Theory. Presented at: 65th Annual Conference of the Japan Society of Political Economy (JSPE), Tokyo, Japan.

Brehm, W; (2017) Cambodia’s social media warnings for Trump’s America. [Digital scholarly resource]. https://www.eastasiaforum.org/2017/01/19/cambodias...

Brehm, W; (2016) Remembering to Forget Kor Pram: Politics and National Identity in Post-Khmer Rouge Cambodia. Presented at: War Memoryscapes in Asia Project Conference, Fukuoka, Japan.

Brehm, W; (2016) Enacting Educational Spaces: A Landscape Portrait of Privatization in Cambodia. Presented at: 2016 CIES Annual Conference, Vancouver, Canada.

Brehm, W; (2015) Changing Education in Action in Cambodia: The Embattled Teach. In: Evers, J and Kneyber, R, (eds.) Flip the system: Changing education from the ground up. Routledge: Abingdon, UK.

Brehm, W; (2015) The structures and agents enabling educational corruption in Cambodia: Shadow education and the business of examination. Presented at: 59th Annual CIES Conference, Washington, D.C., USA.

Brehm, W; (2014) Strategic ‘Linguistic Communities’: The Political Struggle for Nationalism in School. In: (Re)Constructing Memory: School Textbooks and the Imagination of the Nation. (pp. 319-325). Sense Publishing: Rotterdam, Netherlands.

Brehm, W; (2014) The cultural mechanisms producing hybrid education in Cambodia: Towards a dialectical critical cultural political economy of education. Presented at: CIES Annual Conference 2014, Toronto, Canada.

Brehm, W; (2014) An Educational Development Agenda For A Round Earth: Learning From Political Philosophy. [Digital scholarly resource]. https://baice.ac.uk/an-educational-development-age...

Brehm, W; (2013) Private Complementary Tutoring in Cambodia: Gender and Equity Implications. Presented at: CIES Annual Conference 2013, New Orleans, LA, USA.

Brehm, W; (2013) Development Efforts in a Time of Educational Capitalism: The Effects of Shadow Education on the Nation-State in Cambodia. Presented at: 8th Annual Conference of The Asian Studies Association of Hong Kong, Hong Kong.

Brehm, W; (2013) Theorizing Educational Capitalism: Shadows, commodities, and social relations. Presented at: Comparative Education Society of Hong Kong (CESHK) Annual Conference 2013, Hong Kong.

Brehm, W; Bray, M; (2016) Education governance in East Asia. UNESCO: Paris, France.

Brehm, W; Edwards, B; (2014) The many space of learning: Private tutoring and post-2015. Education For All. [Digital scholarly resource]. https://resources.norrag.org/resource/5/the-global...

Brehm, W; Iveta, S; (2019) Five Generations of NGOs in Education: From Humanitarianism to Global Capitalism. In: Davies, T, (ed.) Routledge Handbook of NGOs and International Relations. Routledge: London, UK.

Brehm, W; Silova, I; Tuot, M; (2012) Hidden Privatization of Public Education in Cambodia: the Impact and Implications of Private Tutoring. (Education Support Program Working Paper Series 32 ). Open Society Foundations: OSF

Brehm, W; Unterhalter, E; Oketch, M; (2021) States of Emergency: Education in the Time of COVID-19. NORRAG Special Issue (6) pp. 8-13.

Brehm, W; Webster, C; (2014) Global Citizenship, European Citizenship, or Local Citizenship? The Discursive Politics of Citizenship Education in Central and Eastern Europe. In: Globalizing Minds: Rhetoric & Realities in International Schools. (pp. 225-248). Information Age Publishing: Charlotte, NC, USA.

Brehm, WC; (2012) The Post-Conflict Social Contract in Cambodia: The Effects of Private Tutoring in Public Education. Presented at: 2012 World History Association Symposium, Siem Reap, Cambodia.

Brehm, WC; (2011) Education, Equity, and Development in Cambodia: All Education for Some? Presented at: Development Research Forum annual conference, Phnom Penh, Cambodia.

Brehm, WC; Sen, S; Gorter, B; (2011) New Approaches to the Study of Private Tutoring: The Case of Cambodia. Presented at: CESHK Annual Conference 2011, Hong Kong.

Brehm, WC; Silova, I; (2012) The Hidden Privatization of Public Education in Cambodia. Presented at: 56th Annual Meeting of the Comparative and International Education Society (CIES 2012), San Juan, Puerto Rico.

Brehm, WC; Silova, I; (2011) The hidden privatization of public education in Cambodia: Quality and equity implications of private tutoring. Presented at: 55th Annual CIES Conference, Montreal, Canada.

Brehm, Will; (2023) Comparative education as a political project. Comparative Education pp. 1-17. 10.1080/03050068.2023.2193807. (In press).

Brehm, Will; (2023) Hun Sen closes in on independent media in Cambodia. [Digital scholarly resource]. https://www.eastasiaforum.org/2023/03/28/hun-sen-c...

Brehm, Will; (2022) Podcasting and Education: Reflections on the Case of FreshEd. ECNU Review of Education 10.1177/20965311221094860. (In press).

Brehm, Will; Kitamura, Yuto; (2022) Memory in the Mekong: Regional Identity, Schools, and Politics in Southeast Asia. [Book]. International Perspectives on Educational Reform Series. Teachers College Press

Brehm, William; (2019) Formative Evaluation of the Secondary Education Improvement Project’s School Based Managed Activities. World Bank Group

Brehm, William; (2019) Community Based Education in Afghanistan: Why do students outperform their peers in public schools? World Bank Cambodia: Phnom Penh, Cambodia.

Brehm, William; Silova, Iveta; (2014) Ethical Dilemmas in the Education Marketplace: Shadow Education, Political Philosophy, and Social (In)justice in Cambodia. In: Education, Privatisation, and Social Justice: Case studies from Africa, South Asia and South East Asia. (pp. 159-178). Symposium Books: Oxford, UK.

Brehm, W; (2020) Learning from Philanthropy: Tax Avoidance Strategies by the Ultra-Wealthy. NORRAG Special Issue (5) pp. 67-69.

Brehm, W; (2019) Cambodian Higher Education Governance: The Politics of Global Summitry and Clientelism. In: Jarvis, DSL and Mok, JKH, (eds.) Transformations in Higher Education Governance in Asia: Policy, Politics and Progress. (pp. 229-243). Springer Nature: Singapore.

Brehm, W; (2019) Education’s big short: learning peonage in American universities. Globalisation, Societies and Education , 17 (3) pp. 296-309. 10.1080/14767724.2019.1608163.

Brehm, W; (2019) Historical memory and educational privatisation: a portrait from Cambodia. Ethnography and Education , 14 (1) pp. 34-50. 10.1080/17457823.2017.1387065.

Brehm, W; (2018) The challenges of human rights education in the Mekong: Disputed histories, contested identities. In: Cha, YK and Ham, S and Lee, M, (eds.) Routledge International Handbook of Multicultural Education Research in Asia Pacific. (pp. 104-119). Routledge

Brehm, W; (2017) The is and the ought of Knowing: Ontological Observations on Shadow Education Research in Cambodia. Southeast Asian Studies , 6 (3) pp. 485-503. 10.20495/seas.6.3_485.

Brehm, W; Aktas, F; (2019) All education for some? International development and shadow education in Cambodia. International Journal of Comparative Education and Development 10.1108/ijced-01-2019-0005. (In press).

Brehm, W; Iveta, S; (2010) The Ignorant Donor: A Radical Re-imagination of International Aid, Development, and Education. Current Issues in Comparative Education (CICE) , 13 (1) pp. 27-34.

Brehm, WC; (2015) Strike for America: Chicago Teachers Against Austerity by Micah Uetricht. New York: Verso, 2014. 128 pp. $14.95. ISBN 978-1-78168-325-5. Comparative Education Review , 59 (1) pp. 177-179. 10.1086/679296.

Brew-Riverson, Irene; (2021) Staff perspectives on enterprise culture - A tale of two colleges 2011-2016. Doctoral thesis (Ed.D), UCL (University College London).

Brewis, E; McCowan, T; (2016) Enhancing Teaching in African Higher Education: Perspectives of quality assurance and academic development practitioners in Ghana, Nigeria, Kenya and South Africa. British Council: Manchester.

Brewis, G; (2018) Introduction to exhibition catalogue for ‘Dangers and Delusions’? Perspectives on the women’s suffrage movement. In: ‘Dangers and Delusions’? Perspectives on the women’s suffrage movement. (pp. 4-9). UCL: London, UK.

Brewis, G; (2011) A short history of student volunteering: Celebrating ten years of Student Volunteering Week. Volunteering England: London, UK.

Brewis, G; (2010) Students, Volunteering and Community Action, 1960‐2000: A Witness Seminar. Institute for Volunteering Research, University of East Anglia: Norwich, UK.

Brewis, G; (2008) Volunteering Hub: Final Report. Volunteering England: London, UK.

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Carpentier, V; Book review: Social Equality in Education: France and England 1789–1939, by Ann Margaret Doyle. London Review of Education , 18 (2) 10.14324/lre.18.2.12.

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Lagos-Serrano, María José; (2021) The intersubjective production of Chilean early childhood educators: a free associative group exploration of the unconscious aspects of professional subjectivities. Doctoral thesis (Ph.D), UCL (University College London).

Lahiff, A; (2018) Student learning and engagement in Project-based learning (PjBL) activities. Presented at: Developing curriculum, learning and pedagogies in STEM subjects: the case of Engineering, London, UK.

Lahiff, A; Broad, J; Tilley, E; Roach, K; Detmer, A; (2018) Fitness for purpose? project-based, collaborative learning in engineering undergraduate education. Presented at: 7th International Symposium of Engineering Education 2018, London, UK.

Lahiff, A; Tilley, E; Broad, J; Roach, K; Detmer, A; (2018) Highlighting the learning in project-based undergraduate engineering education: pedagogical and methodological considerations. Presented at: 6th Annual Symposium of the UK and Ireland Engineering Education Research Network, Portsmouth, UK.

Lahiff, A; Broad, JH; (2019) Capturing the Elusive: How Vocational Teachers Develop and Sustain their Expertise. In: Guile, D and Unwin, L, (eds.) The Wiley Handbook of Vocational Education and Training. (pp. 433-454). Wiley-Blackwell: Hoboken. NJ, USA.

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Lakshman, R W. D.; Amirthalingam, K; Ekanayake, A; Blitz, BK; (2021) Gender and displacement in Jaffna, Sri Lanka. UKRI GCRF Gender, Justice and Security Hub, London School of Economics and Political Science: London, UK.

Lall, M; (2021) The value of Bama-saga: minorities within minorities’ views in Shan and Rakhine States. Language and Education , 35 (3) pp. 204-225. 10.1080/09500782.2020.1846553.

Lall, Marie; Mann, Min Aung; Proserpio, Licia; (2025) Emerging from adversity: Spring Universities in post-coup Myanmar. Education and Conflict Review , 5 pp. 89-96. 10.14324/000.ch.10207908.

Lall, M; South, A; (2018) Power dynamics of language and education policy in Myanmar's contested transition. Comparative Education Review , 62 (4) pp. 482-502. 10.1086/699655.

Lall, M-C; (2020) Myanmar’s Education Reforms: A pathway to social justice? [Book]. UCL Press: London.

Lall, M-C; Kandiko Howson, C; (2020) Higher Education reform in Myanmar: Neoliberalism versus an inclusive developmental agenda. Globalisation, Societies and Education , 18 (2) pp. 109-124. 10.1080/14767724.2019.1689488.

Lambert, Rita; Sullivan, Jessie; (2025) Environmental Justice and the (Re) Production of Sacrifice Zones: The Impact of Migration Policies and Practices in the Aegean. Geopolitics 10.1080/14650045.2025.2558873. (In press).

Lambert, DM; Guile, D; Reiss, M; (2017) Consistency, contradiction and ceaseless enquiry in the work of Michael Young. In: Sociology, Curriculum Studies and Professional Knowledge: New perspectives on the work of Michael Young. (pp. 1-14). Routledge: Abingdon, UK.

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Lange Salvia, Amanda; Rolleston, Caine; Nussey, Charlotte; Veisa, Felipe; Okinyi, Rachel; Mananze, Rosario; McCowan, Tristan; (2022) Technical Note: The design and implementation of the Climate-U survey ‘Climate Change – Practices, Experiences and Attitudes’. (Transforming Universities for a Changing Climate, Working Paper Series 7). Climate-U, UCL Institute of Education: London, UK.

Laqua, Daniel; Brewis, Georgina; (2024) Rehearsals for democracy: Student life in Central and Eastern Europe, 1919–1923. BERA: London, UK.

Lashua, B; Johnson, CW; Parry, DC; (2021) Leisure in the time of coronavirus: A rapid response special issue. Leisure Sciences , 43 (1-2) pp. 6-11. 10.1080/01490400.2020.1774827.

Lashua, B; Owusu, Y; (2021) Decentring Liverpool’s popular music heritage: Routes jukebox. In: Music and Heritage: New Perspectives on Place-making and Sonic Identity. (pp. 69-79). Routledge: London, UK.

Lashua, Brett D; Thompson, Paul; (2024) Changing the Record? The (re)Making of Rock ‘n’ Roll, ‘Race’ and Teenage Leisure in 1950s Cleveland. International Journal of the Sociology of Leisure 10.1007/s41978-024-00170-4. (In press).

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Lattery-Lee, Marcia Angela; (2025) ‘Overcoming adversity in the context of colonial legacies’: Education, social mobility and British and Dutch African-Caribbean heritage citizens from low-socioeconomic backgrounds in the UK and The Kingdom of the Netherlands. Doctoral thesis (Ph.D), UCL (University College London).

Laurillard, D; Kennedy, E; (2020) MOOCs and professional development: the global potential of online collaboration. In: Callender, C and Locke, W and Marginson, S, (eds.) Changing Higher Education for a Changing World. Bloomsbury: London.

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Lee, Pui; (2025) Development of teaching practice among university English language teachers – cases from Hong Kong. Doctoral thesis (Ed.D), UCL (University College London).

Lee, Sangeun; (2025) The Subjectivity of the Student and the Language of the Curriculum: Levinas, Cavell and the Ethics of Learning. Doctoral thesis (Ph.D), UCL (University College London).

Lee, Sangwoo; (2022) Does University Level the Playing Field? Impacts of Spatial Inequalities on the Gap in the Earnings of Similar Graduates: Evidence from the UK. Higher Education Policy 10.1057/s41307-022-00292-y. (In press).

Lee, M; Morris, P; (2016) Lifelong learning, income inequality and social mobility in Singapore. International Journal of Lifelong Education , 35 (3) pp. 286-312. 10.1080/02601370.2016.1165747.

Lee, Soyoung; (2020) Poetics of Alterity: Education, Art, Politics. Doctoral thesis (Ph.D), UCL (University College London).

Lemaistre, Laetitia; (2025) Acts of Quiet Rebellion: Refugee-led Education in Indonesia. Doctoral thesis (Ed.D), UCL (University College London).

Leonard, P; Wilde, RJ; (2017) Giving Young People the Chance to Demonstrate their Employability. Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES): London, UK.

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Leonard, P; Fuller, A; Unwin, L; (2018) A new start? Negotiations of age and chrononormativity by older apprentices in England. Ageing & Society , 38 (8) pp. 1667-1692. 10.1017/S0144686X17000204.

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Mace, Rebecca; (2024) #Know Thyself @selfiegeneration: Philosophical Foundations of Self-knowledge expressed through social media. Doctoral thesis (Ph.D), UCL (University College London).

Macintyre, Helen Charlotte; (2022) Understanding school mealtimes as contexts for children's peer relations and adjustment to school. Doctoral thesis (Ph.D), UCL (University College London).

MacLeod, Emily; (2023) The status and safety of teaching: A longitudinal study of why some young people in England become teachers, and why others do not. Doctoral thesis (Ph.D), UCL (University College London).

Magee, Arran; (2025) Non-Governmental Organisations’ Role in Shaping Refugee Youth Education:A Case Study of NGOs working with Syrian Refugee Youth in Jordan, 2019-2020. Doctoral thesis (Ph.D), UCL (University College London).

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Mahmut, D; Waite, E; (2021) Lost in Translation: Exploring Uyghur identity in Canada. Taboo: the Journal of Culture and Education , 20 (1) , Article 11.

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Mallows, D; Carpentieri, JD; Litster, J; (2016) Impact of poor English and maths skills on employers: literature review. (Research paper number 266 ). Department for Business Innovation and Skills: London, UK.

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Mallows, D; Carpentieri, J; Cara, O; (2013) The Intergenerational Transfer of Numeracy Skills [IOE Research Briefing N°60]. Institute of Education, University of London, London.

Malloy, Meaghan; Unterhalter, Elaine; Peppin Vaughan, Rosie; Longlands, Helen; (2024) Sustainability, gender equality and girls' education: Reflections from approaches to MEL (Monitoring, Evaluation and Learning) in Girls' Education Challenge projects in Kenya. Accountability for Gender Equality in Education (AGEE): London, UK.

Manning, Thomas; (2023) What is conversation theory? Cybernetics and Human Knowing: a journal of second order cybernetics, autopoiesis and cyber-semiotics , 30 (1-2) pp. 47-65.

Manoussaki-Adamopoulou, Ioanna; Sedacca, Natalie; Benchekroun, Rachel; Knight, Andrew; Saavedra, Andrea Cortés; (2022) Reflecting on Crisis: Ethics of Dis/Engagement in Migration Research. Migration and Society , 5 (1) pp. 124-135. 10.3167/arms.2022.050111.

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Mao, Jingyu; Zhu, Yan; (2024) ‘Friends are those who can help you out’: unpacking the understanding and experiences of friendship among young migrant workers in China. Families, Relationships and Societies , 13 (1) pp. 17-33. 10.1332/204674321X16770752617895.

Marini, G; Fumasoli, T; (2021) How to trace and hear from doctoral alumni. Presented at: CHES-CDE Doctoral Seminars, London, UK.

Marini, G; Henseke, G; (2023) Is a PhD worth more than a Master's in the UK labour market? The role of specialisation and managerial position. Studies in Higher Education , 48 (10) pp. 1538-1550. 10.1080/03075079.2023.2254806.

Marini, G; Locke, W; Whitchurch, C; (2019) The future higher education workforce in locally and globally engaged higher education institutions: a review of literature on the topic of 'the academic workforce'. Centre for Global Higher Education: London, UK.

Marini, G; Locke, W; Whitchurch, C; (2018) Academic staffing policies in UK universities and the agency of individuals. Presented at: CHER 31st Annual Conference, Moscow, Russia.

Marini, G; Locke, W; Whitchurch, C; (2017) The implications of a diversifying workforce for higher education systems, institutions and individuals. Presented at: SRHE, Newport, Wales. (In press).

Mark, Sophia; (2022) ‘A raw experience’: a study of Nigerian women living with HIV in Jos, Nigeria. Doctoral thesis (Ph.D), UCL (University College London).

Markou, E; (2016) Real principals in real multiethnic schools: the (im)possibilities for inclusive principal practice. Doctoral thesis , UCL (University College London).

Marshall, John Bernard; (2020) Educating for Humanity in Today's World: Towards a new model of education to meet the challenge. Doctoral thesis (Ph.D), UCL (University College London).

Maxwell, C; Yemini, M; (2018) Discourses of Global Citizenship Education: The Influence of the Global Middle Classes. In: Peterson, A and Stahl, G and Soong, H, (eds.) The Palgrave Handbook of Citizenship and Education. Palgrave Macmillan: Basingstoke, UK.

Mazenod, A; Francis, B; Archer, L; Hodgen, J; Taylor, B; Tereshchenko, A; Pepper, D; (2018) Nurturing Learning or Encouraging Dependency? Teacher Constructions of Students in Lower Attainment Groups in English Secondary Schools. Cambridge Journal of Education 10.1080/0305764X.2018.1441372.

Mccarthy, Francesca; (2022) Testing times? Exploring how pupils reacted to 2020 Covid-19 GCSE and A level exam cancellation. Teachers and Teaching 10.1080/13540602.2022.2098268. (In press).

McCarthy, Francesca Louise; (2023) Victims and survivors of symbolic violence: an examination of the lived experiences of 'near-miss' pupils within an academically selective education system. Doctoral thesis (Ph.D), UCL (University College London).

McCowan, T; (2023) The crosscutting impact of higher education on the Sustainable Development Goals. International Journal of Educational Development , 103 , Article 102945. 10.1016/j.ijedudev.2023.102945.

McCowan, T; (2020) The impact of universities on climate change: a theoretical framework. (Transforming Universities for a Changing Climate, Working Paper Series 1). Climate-U, UCL Institute of Education: London, UK.

McCowan, T; (2006) Educating citizens for participatory democracy: A case study of local government education policy in Pelotas, Brazil. INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT , 26 (5) pp. 456-470. 10.1016/j.ijedudev.2005.09.011.

McCowan, T; Omingo, M; Schendel, R; Adu-Yeboah, C; Tabulawa, R; (2022) Enablers of pedagogical change within universities: Evidence from Kenya, Ghana and Botswana. International Journal of Educational Development , 90 , Article 102558. 10.1016/j.ijedudev.2022.102558.

McCowan, T; Trahar, S; Janmaat, JG; (2020) 50 years of Compare: editors’ reflections on the life course of the journal. Compare , 50 (8) pp. 1081-1085. 10.1080/03057925.2020.1831749.

McCowan, Tristan; (2025) Universities and Climate Action. UCL Press: London, UK.

McCowan, Tristan; (2023) The climate crisis as a driver for pedagogical renewal in higher education. Teaching in Higher Education , 28 (5) pp. 933-952. 10.1080/13562517.2023.2197113.

McCowan, Tristan; (2023) Internationalisation and Climate Impacts of Higher Education: Towards an Analytical Framework. Journal of Studies in International Education 10.1177/10283153231164843. (In press).

McCowan, Tristan; (2022) Teaching Climate Change in the University. (Transforming Universities for a Changing Climate Working Paper Series 8). Climate-U, UCL Institute of Education: London, UK.

McCowan, Tristan; (2021) Climate change in higher education: a curriculum topography approach. (Transforming Universities for a Changing Climate: Working Paper Series 6). Climate-U: London, UK.

McCowan, Tristan; (2021) Desinstitucionalização e Renovação no Ensino Superior = Deinstitutionalisation and Renewal in Higher Education. Educação & Realidade , 46 (4) , Article e117607. 10.1590/2175-6236117607.

McCowan, Tristan; Bertolin, Julio; (2020) Inequalities in Higher Education Access and Completion in Brazil. (Universities and Social Inequalities in the Global South ). United Nations Research Institute for Social Development (UNRISD): Geneva.

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McCowan, Tristan; Leal Filho, Walter; Brandli, Luciana; (2021) Universities facing Climate Change and Sustainability. Körber-Stiftung: Hamburg, Germany.

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Nag Chowdhuri, Meghna; King, Heather; Archer, Louise; (2022) Método de enseñanza enfocado en el capital científico en la educación primaria: Manual para docentes. [Book]. UCL Institute of Education: London, UK.

Nag Chowdhuri, Meghna; Singal, Nidhi; Singh, Ruchi; (2023) Approaches to Deliver Inclusive Education in Sub-Saharan Africa and South Asia. The World Bank: Washington DC, US.

Nag Chowdhuri, M; (2019) Two primary school teachers’ pedagogical design capacity of using mathematics textbooks in Delhi, India. In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. (pp. pp. 4284-4291). Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and European Society for Research in Mathematics Education

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Unterhalter, E; North, A; Ward, O; (2018) Accountability for gender equality. United Nations Educational, Scientific and Cultural Organization (UNESCO): Paris, France.

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Welch, Graham F; Ockelford, Adam; (2016) The Role of the Institution and Teachers in Supporting Learning. In: Hallam, S and Cross, I and That, M, (eds.) The Oxford Handbook of Music Psychology. (pp. 509-526). Oxford University Press: Oxford, United Kingdom.

Weldesilassie, Alebel Bayrau; Sabates, Ricardo; Woldehanna, Tassew; Oketch, Moses; (2025) Students’ perceptions of teachers and teaching as determinants of primary school completion in Ethiopia. Journal of International Cooperation in Education , 27 (1) pp. 18-40. 10.1108/jice-03-2024-0011.

Wen, Xiaoyu; (2023) The Impacts of Social Class and Gender on Elite Doctoral School Access Equality in China: A Theoretical Framework Linking Sen and Bourdieu, with A Case Study of The Economics Discipline. Doctoral thesis (Ph.D), UCL (University College London).

Westerveld, R; Johnson Ross, F; Parkes, JLN; Heslop, J; Unterhalter, E; (2017) Addressing School-Related Gender-Based Violence in Côte d’Ivoire: A Scoping Study. UCL Institute of Education: London, UK.

Westerveld, R; Johnson Ross, F; Parkes, JLN; Heslop, J; Unterhalter, E; (2017) Lutter contre les violences basées sur le genre en milieu scolaire en Côte d’Ivoire: Étude exploratoire. UCL Institute of Education: London, UK.

Wetheridge, Louise; (2022) Negotiated Realities: adolescent girls, formal schooling, and early marriage in Kaduna state, North West Nigeria. Doctoral thesis (Ph.D), UCL (University College London).

Wetheridge, L; Kapaya, O; Unterhalter, E; Heslop, J; (2012) Transforming education for girls in Tanzania: Endline research summary report. ActionAid

Wetheridge, L; Mamedu, A; Unterhalter, E; Heslop, J; (2012) Transforming education for girls in Nigeria: Endline research summary report. ActionAid

Wheaton, Alison Thompson; (2022) An investigation of influences on and dimensions of English university governing body roles. Doctoral thesis (Ph.D), UCL (University College London).

Whewall, Sam; Keating, Avril; (2025) 'We need a few more places to go': Youth, place & belonging in English seaside towns. Presented at: British Sociological Association Annual Conference 2025: Social Transformations, Manchester, UK.

Whewall, Sam; Keating, Avril; (2024) Wish you were here? English coastal youth and their sense of place. Presented at: Stop the Clock - 4th Journal of Youth Studies Conference, Belfast, UK.

Whitchurch, C; (2020) Defining the Third Space. Presented at: University of Melbourne Data Analytics Platform and University of Sydney Webinar, Online conference.

Whitchurch, C; (2009) The rise of the blended professional in higher education: a comparison between the United Kingdom, Australia and the United States. Higher Education , 58 (3) pp. 407-418.

Whitchurch, C; (2008) Shifting identities and blurring boundaries : the emergence of Third Space professionals in UK higher education. Higher Education Quarterly , 62 (4) pp. 377-396.

Whitchurch, C; Locke, W; Marini, G; (2021) Whither the Academic Profession? Presented at: CGHE Seminar, Oxford, UK.

Whitchurch, C; Locke, W; Marini, G; (2019) A delicate balance: optimising individual aspirations and institutional missions in higher education. (CGHE Working Paper 45). Centre for Global Higher Education: London, UK.

Whitchurch, C; Marini, G; Locke, W; (2019) The future higher education workforce in locally and globally engaged Higher Education Institutions. Presented at: CGHE 2019 annual conference, London, UK.

Whitchurch, C; Marini, G; Locke, W; (2018) The impact of a changing academic profession on career paths and aspirations. Presented at: AMIN (Employability and academic mobility event), Warwick, UK.

Whitchurch, Celia; (2009) Optimising the Potential of Third Space Professionals: Final Report. Advance HE: London, UK.

Whitchurch, Celia; (2009) The Challenges of a Diversifying Workforce. In: Whitchurch, Celia and Gordon, George, (eds.) Academic and Professional Identities in Higher Education: The Challenges of a Diversifying Workforce. (pp. 245-255). Routledge: Abingdon, UK.

Whitchurch, Celia; (2009) Convergence and Divergence in Professional Identities. In: Whitchurch, Celia and Gordon, George, (eds.) Academic and Professional Identities in Higher Education: The Challenges of a Diversifying Workforce. (pp. 167-183). Routledge: Abingdon, UK.

Whitchurch, CM; (2017) Reconstructing Relationships in Higher Education: Challenging Agendas. [Book]. (1st ed.). Routledge: London, UK.

Whitchurch, C; (2019) The Implications of a Diversifying Workforce for Institutional Governance and Management. In: Redding, G and Drew, A and Crump, S, (eds.) The Oxford Handbook of Higher Education Systems and University Management. Oxford University Press: Oxford, UK.

Whitchurch, C; (2018) Being a Higher Education Professional Today: Working in a Third Space. In: Bossu, C and Brown, N, (eds.) Professional and Support Staff in Higher Education. (pp. 1-11). Springer: Singapore.

Whitchurch, C; (2012) Expanding the parameters of academia. Higher Education , 64 (1) pp. 99-117.

Whitchurch, C; (2010) The use of management trainee schemes in higher education institutions. Perspectives: Policy and Practice in Higher Education , 14 (3) pp. 76-79.

Whitchurch, C; (2009) Progressing Professional Careers in UK Higher Education. Perspectives: Policy and Practice in Higher Education , 13 pp. 3-10. 10.1080/13603100802596983.

Whitchurch, C; (2008) Beyond administration and management: reconstructing the identities of professional staff in UK higher education. Journal of Higher Education Policy and Management , 30 (4) pp. 375-386. 10.1080/13600800802383042.

Whitchurch, C; (2008) Beyond 'administration' and 'management' : reconstructing professional identities in UK higher education. Doctoral thesis , Institute of Education, University of London.

Whitchurch, C; (2008) Beyond Administration and Management? Changing Professional Identities in UK Higher Education. In: Barnett, R and di Napoli, R, (eds.) Changing Identities in Higher Education: Voicing Perspectives. (pp. 69-88). Routledge: Abingdon, UK.

Whitchurch, C; (2007) The changing roles and identities of professional managers in UK higher education. Perspectives: Policy and Practice in Higher Education , 11 (2) pp. 53-60. 10.1080/13603100701259022.

Whitchurch, C; (2006) Professional Managers in UK Higher Education: Preparing for Complex Futures: Interim Report. Leadership Foundation for Higher Education (LFHE): London, UK.

Whitchurch, C; (2006) Who do they think they are? The changing identities of professional administrators and managers in UK higher education. Journal of Higher Education Policy and Management , 28 (2) pp. 159-171. 10.1080/13600800600751002.

Whitchurch, C; (2005) Administrators or managers? The shifting roles and identities of professional administrators and managers in UK higher education. In: MacNay, I, (ed.) Beyond mass higher education: building on experience. (pp. 199-208). Open University Press: Maidenhead, UK.

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Whitchurch, CM; (2018) From a diversifying workforce to the rise of the itinerant academic. Higher Education 10.1007/s10734-018-0294-6.

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WHITE, J; (2017) Indoctrination and Systems: A Reply to Rebecca Taylor. Journal of Philosophy of Education , 51 (4) pp. 760-768. 10.1111/1467-9752.12259.

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Witthaus, Gabi; (2023) Refugees and Online Engagement in Higher Education: A Capabilitarian Model. EADTU Conference Special Issue , 27 (2) pp. 46-66. 10.24059/olj.v27i2.3762.

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Woodin, T; (2019) Useable pasts for a co-operative university: as different as light from darkness? In: Noble, M and Ross, C, (eds.) Reclaiming the University for the Public Good Experiments and Futures in Co-operative Higher Education. (pp. 23-43). Palgrave Macmillan

Woodin, T; (2010) Let the children write! Student written books in 1970s and 1980s London. In: Meda, J and Montino, D and Sani, R, (eds.) School exercise books: a complex source for a history of the approach to schooling and education in the 19th and 20th centuries. Polistampa: Firenze, Italy.

Woodin, T; (2009) Working class education and social change in nineteenth and twentieth century Britain. In: Goodman, J and McCulloch, G and Richardson, W, (eds.) Social change in the history of education. (pp. 81-94). Routledge: Abingdon, UK.

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Woodin, T; Noble, M; (2020) Review of Periodical Literature on the History of Education published in 2018. History of Education Researcher (105) pp. 32-59.

Woodin, T; Wright, S; (2023) The history of education in Britain and Ireland: changing perspectives and continuing themes. History of Education: Journal of the History of Education Society pp. 1-21. 10.1080/0046760X.2023.2180095. (In press).

Woodin, Tom; (2023) The uses of Robert Owen in co-operative education, 1844-1939. Journal of Co-operative Studies , 56 (3) pp. 38-49. 10.61869/uual9194.

Woodin, Tom; Gristy, Cath; (2022) Democracy and schooling: The paradox of co‐operative schools in a neoliberal age? Journal of Philosophy of Education 10.1111/1467-9752.12690. (In press).

Woodin, T; (2021) The UCL Institute of Education. UCL Press: London, UK.

Woodin, T; (2020) Democratic alternatives in a neoliberal age? Co-operation, governance and schooling. In: Allan, J and Harwood, V and Jørgensen, CR, (eds.) World Yearbook of Education 2020: schooling, governance and inequalities. (pp. 217-237). Routledge: Abingdon. (In press).

Woodin, T; (2019) Recovering co-operative education and training: character, culture and citizenship. In: Woodin, T and Shaw, L, (eds.) Learning for a Co-operative World. (pp. 18-35). Trentham Books: London, UK.

Woodin, T; (2019) Co-operative schools: democratic values, networks and leadership. International Journal of Inclusive Education , 23 (11) pp. 1164-1179. 10.1080/13603116.2019.1617359.

Woodin, T; (2019) Evaluating co-operative schools: values, democracy and leadership. International Journal of Inclusive Education , 23 (11) pp. 1095-1102. 10.1080/13603116.2019.1629165.

Woodin, T; (2018) Working-Class Writing and Publishing in the Late-Twentieth Century. [Book]. Manchester University Press: Manchester, UK.

Woodin, T; (2018) Remembering 1968: the Hackney Centerprise Co-operative. [Digital scholarly resource]. http://www.historyworkshop.org.uk/remembering-1968...

Woodin, T; (2018) Co-operative approaches to leading and learning: ideas for democratic innovation from the UK and beyond. In: Gornall, L and Thomas, B and Sweetman, L, (eds.) Exploring Consensual Leadership in Higher Education Co-operation, Collaboration and Partnership. Bloomsbury Academic: London, UK.

Woodin, T; (2017) Co-operation, Leadership and Learning: Fred Hall and the Co-operative College before 1939. In: Hall, R and Winn, J, (eds.) Mass intellectuality and democratic leadership in higher education. (pp. 27-40). Bloomsbury: London, UK.

Woodin, T; (2017) East London History. In: East Side Stories: Londoners in transition (exhibition). (pp. 4-7). University College London: London, UK.

Woodin, T; (2016) Co-operative education, neoliberalism and historical perspectives: the dilemmas of building alternatives. In: Rudd, T and Goodson, IF, (eds.) Negotiating neoliberalism: developing alternative educational visions. (pp. 117-128). Sense Publishing: Rotterdam, Netherlands.

Woodin, T; (2012) Co-operative Schools: building communities in the 21st century. FORUM : For Promoting 3-19 Comprehensive Education , 54 (2)

Woodin, T; Crook, D; Carpentier, V; (2010) Community and Mutual Ownership: a historical review. Joseph Rowntree Foundation: York, UK.

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Xie, Xumeng; (2023) (Un)filial daughters and digital feminisms in China: The stories of awakening, resisting, and finding comrades. Doctoral thesis (Ph.D), UCL (University College London).

Xie, Xumeng; (2023) The (im)possibilities of queer girlhoods: Chinese girls negotiating queerness and filial piety. Global Studies of Childhood 10.1177/20436106231177876. (In press).

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Yan, Kin Cheung Adrian; (2023) From Liberal Studies to National Education: The Life and Death of Liberal Studies in Hong Kong. Doctoral thesis (Ph.D), UCL (University College London).

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