Martin Mills
Biographic Data
| ID | 3701126 |
|---|---|
| NAME | Martin Mills |
| GIVEN NAMES | Martin |
| FAMILY NAME | Mills |
| SIGNATURE | MILLS M |
| AFFILIATIONS | The University of Queensland |
| ORCID | 0000-0003-2168-3536 |
| VERIFIED | Yes |
| TOTAL WORKS | 64 |
| TOTAL CITATIONS | 248 |
| AUTHOR COUNT | 64 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 10 |
Barriers to fair participation for career change teachers entering teaching
Biographies, ontological security and the socio‐spatial politics shaping teachers' mobility in remote Australia
The global teacher shortage continues to intensify, with disparate impacts across geographic and socio‐economic communities. In Queensland, Australia, where this study originates, post‐COVID teacher shortages have intensified workforce pressures, leaving several regional, rural and remote schools as some of the ‘hardest‐to‐staff’ in the country. Despite Queensland's mobility policy and high teacher mobility potential, encouraging teachers, especi…
Global schooling and social justice: Oscillations, tensions, and dilemmas
This conceptual article identifies tensions and dilemmas that cut across global schooling and social justice, albeit in context-rooted and multifaceted ways. We pay particular attention to social justice dilemmas and tensions, and oscillations between them in school governance, curriculum, and identities. We argue that a global analytical tool for enhancing a socially just approach to schooling must include (1) a redistribution of resources, (2) …
Hard-, harder-, hardest-to-staff: Teacher shortages and spatial (in)justice in Queensland, Australia
Career change teacher: Exploring perceptions from 23 Australian teacher educators
Career change teachers (CCTs) are heralded in international education policies as key to addressing teacher shortages and increasing quality and diversity in the profession. Using a qualitative approach inspired by Ball’s discursive facet of policy enactment, interview responses from 23 Australian teacher educators were examined. The aim was to determine how these teacher educators spoke and thought about CCTs as well as how they discursively pos…
‘I learn best when I am given a challenge’: Young people’s voices on learning in flexi schools in Australia
It is well established through existing research that flexi schools effectively re-engage disenfranchised young people back into education. However, there is a gap in large-scale studies that privileges the voices of young people who attend flexi schools, particularly regarding their experiences and perspectives on teaching and learning at their schools. This paper shares some key findings from a large-scale national survey that outlines how youn…
Staffing rural and remote school communities: Right fit – right school, right teacher, right community
Career change teachers: Solving the teacher shortage
Teacher shortages are a global problem. One solution to this problem, offered in Australian policy, is the notion of the career change teacher (CCT). This study analyses the responses from 23 teacher educators who were asked what they themselves thought might enable and/or constrain this cohort entering teaching as well as those they saw for the pre-service teachers and the systems of both the university and the school. Data were analysed inducti…
(Re)considering ‘radical’ for the teaching profession: A Global North-South reflection on teachers and teaching
Reconceptualising social (in)justice for research in rural South African schools: The roles of space, place and collective response
How are teacher shortages in hardest-to-staff schools represented in (inter)national policy documents from England and Australia
ABSTARCTTeacher shortages are a significant global problem disproportionally affecting “hardest-to-staff” schools and subjects. To better understand (inter)national policy responses to teacher shortages, this paper uses a Bacchian-inspired approach to critically examine proposals suggested as solutions in policy documents from England and Australia, and thus how the problem is being thought about especially in relation to hardest-to-staff context…
Deconstructing gendered approaches in ‘single-sex’ flexi schools: Two Australian case studies
In Australia coeducation dominates government schooling, with single-sex institutions usually being the preserve of selective government schools and private, often elite, institutions. For marginalised young people who ‘drop out’ or are forced to leave the coeducational mainstream system, flexible and/or non-traditional schools provide alternative pathways. Such schools are primarily coeducational. This paper draws upon data from two flexible/non…
Developing environments for research engagement in English schools: Re-professionalising teachers’ work
This paper examines teachers' research engagement and its relationship to teacher professionalism in the English context, drawing on qualitative semi-structured interviews with early career and experienced teachers, and with middle and senior leaders in three comparative case study sites: a school with designated teacher-researcher positions; a school sponsored by a university; and a loose network of schools where research engagement is coordinat…
Love, care, and solidarity: Understanding the emotional and affective labour of school leadership
This paper explores the emotional work involved in leading schools in marginalised communities, through case studies of Australian and English government-school principals theorised through Lynch’s framework of affective justice and the embedded concepts of love, care and solidarity. Participants demonstrated solidarity in their choice of working in these particular schools, which brings with them a higher level of emotional complexity. Their wor…
Teachers for social justice: Exploring the lives and work of teachers committed to social justice in education
Drawing on life history interviews, this paper seeks to explore the lives of a group of eight teachers, all with working experience in England, who self-identify as committed to a more socially just education system. Drawing on Levitas’ Utopia as method, this article examines these teachers’ perspectives on and practices around social justice in education, such as aiming to eradicate exclusion policies and processes, and organising with like-mind…
“We have never been public: ” Continuity and change in the policy production of “the public” in education in England
Recent educational reforms in England have sought to reshape public education by extending central government control of curriculum and assessment, while replacing local government control of schools with a quasi-private system of academies and multi academy trusts. In this paper, we resist reading this as the latest iteration of the debate between “traditional” and “progressive” education. Instead, we note how, despite the mobilisation of the rh…
What is the ‘public’ in public education? Mapping past, present and future educational imaginaries of Europe and beyond
This special issue explores past, present and potential future imaginaries of ‘public’ education in Europe and beyond. The special issue is located in a contemporary context of political turmoil, in which one in four European voters allegedly supports populist political parties, with the largest support for far-right forms of populism; it is also set against a historical background of several decades of significant change in the social, political…
Minoritised teachers’ experiences of multiple, intersectional racisms in the school system in England: ‘Carrying the Weight of Racism’
This paper recounts the experiences of 24 primary and secondary teachers from a number of minoritised groups in the education system in England, using interview data collected for a project exploring the retention of minority teachers. The teachers’ experiences of racism are discussed alongside other intersectional aspects of their identities–including gender, class, accent, and the subject they taught–to emphasise the variety of racisms experien…
Professionalism and teacher education in Australia and England
In the past decade, notions of teacher professionalism have been associated with increased accountability, standards, performance assessments, and teacher testing, and impacted by alternative pathways into the profession that downplays professional education and foreground subject content knowledge expertise and opportunity to learn on the job. This paper examines the relationship between teacher professionalism and teacher education in Australia…
Student engagement in schools serving marginalised communities
This paper shares findings from a project that examined how schools serving marginalised communities facilitated students’ substantive engagement. Through interviews with students, parents, teachers and school leaders, we determined that substantive engagement was supported by formal and informal strategies that enabled access to rich learning opportunities, the provision of welcoming school and classroom climates, and the enactment of pedagogies…
Towards an understanding of curricular justice and democratic schooling
Curricular justice, achieved through a counter-hegemonic curriculum that serves the needs of the least rather than most advantaged members of society, plays a central role in providing more equitable access to meaningful education for all young people. We contend that the defining features of the contemporary schooling context in many parts of the globe, including Australia, are growing inequality and increasing disparity between students who hav…
Autonomy, Accountability and Social Justice: Stories of English Schooling
Autonomy, Accountability and Social Justice provides an account of recent developments in English state education, with a particular focus on the ‘academisation’ of schooling. It examines how head teachers, teachers and others working in diverse education settings navigate the current policy environment. The authors provide readers with insight into the complex decision-making processes that shape school responses to current educational agendas a…
The co-operative schools movement in England: Who, where and why
This paper is concerned with the recent growth of the co-operative schools movement (CSM) in education in England. It provides a detailed description of the demography and distribution of co-operative schools and the motivations for becoming a co-operative school. Based on data provided by the Co-operative College (2014) the paper will identify schools’ geographical distribution, the particular loadings in terms of primary and secondary instituti…
Towards social justice in education: Contradictions and dilemmas
The article builds on prior arguments that research on issues of social justice in education has often lacked constructive engagement with education policy-making, and that this can be partly attributed to a lack of clarity about what a socially just education system might look like. Extending this analysis, this article argues that this lack of clarity is perpetuated by a series of contradictions and dilemmas underpinning ‘progressive’ debate in…
Alternative programmes, alternative schools and social justice
Alternative educational programmes and alternative schools have been a feature of the educational landscape for some 50 years or more. These alternatives cater for children and young people who have generally experienced a variety of forms of exclusion during their schooling (Arnold, Yeomans, & Simpson, 2009; Sparkes & Glennerster, 2002). In some jurisdictions, a common aim of alternative education programmes is to return students to ‘regular sch…
Alternative education sites and marginalised young people: ‘I wish there were more schools like this one’
This paper reports on research conducted in alternative schools/flexible learning centres 1 There was debate amongst participants as to the preferred term ‘school’ or ‘centre’. For the purpose of this paper, we have chosen to refer to these sites as alternative schools in order to foreground viability as equal pathways of choice within current educational offerings. designed to support young people marginalised from mainstream schooling in Austra…
Issues in boys' education: A question of teacher threshold knowledges
This paper exploresthe effects of specific teacher threshold knowledges about boys and gender on the implementation of a so‐called ‘boy friendly’ curriculum at one junior secondary high school in Australia. Through semi‐structured interviews with selected staff at the school, it examines the normalizing assumptionsand ‘truth claims’ about boys, as gendered subjects, which drive the pedagogical impetus for such a curriculum initiative. This resear…
Attracting, recruiting and retaining male teachers: Policy issues in the male teacher debate
Frequent calls for more male teachers are being made in English‐speaking countries. Many of these calls are based upon the fact that the teaching profession has become (even more) ‘feminized’ and the presumption that this has had negative effects for the education of boys. The employment of more male teachers is sometimes suggested as a way to re‐masculinize schools so they become more ‘boy‐friendly’ and thus contribute to improving boys' school …
Shaping the boys' agenda: The backlash blockbusters
The boys’ debate internationally is being fuelled by a range of texts on boys and masculinity. Many of the most popular texts are situated firmly within a backlash politics. These politics suggest that boys are the new ‘victims’ of schooling and that the girls’ agenda in schooling is a completed one. This paper will challenge the arguments contained within a number of the most recent of these ‘backlash blockbusters’. The paper will argue that, ra…
Pedagogies making a difference: Issues of social justice and inclusion
This paper provides an introduction and framing for this special issue of International Journal of Inclusive Education on pedagogies as an issue of social justice and inclusion. The paper works in the interstices between a sociologically sophisticated reproduction theory and a sociologically naïve school effectiveness framework in suggesting pedagogies can make a difference in terms of schooling as a good in and of itself and as a positional good…
Towards social justice in education: Contradictions and dilemmas
The article builds on prior arguments that research on issues of social justice in education has often lacked constructive engagement with education policy-making, and that this can be partly attributed to a lack of clarity about what a socially just education system might look like. Extending this analysis, this article argues that this lack of clarity is perpetuated by a series of contradictions and dilemmas underpinning ‘progressive’ debate in…
Excluded from school: Getting a second chance at a ‘meaningful’ education
In this paper, we draw upon the experiences of a group of young people who have been excluded from mainstream schools in two Australian states to provide an account of the ways in which they have found their way to education in educational sites that are variously referred to as ‘flexible learning centres', ‘second chance schools' and ‘alternative schools'. Whilst often clashing with school authorities in their original schools, these young peopl…
Education and the global rural: Feminist perspectives
AcknowledgementsWe would like to acknowledge the wonderful assistance we have been given by Helen Rowlands throughout all stages of putting this issue together
Getting boys’ education ‘right’: The Australian Government’s Parliamentary Inquiry Report as an exemplary instance of recuperative masculinity politics
This paper focuses on the Australian federal Parliamentary Inquiry into Boys’ Education, Boys: Getting it Right, which is shown to be an exemplary instance of recuperative masculinity politics. The paper demonstrates how, through a variety of rhetorical strategies, its anti‐feminist politics are masked and how the report works with essentialised differences between boys and girls. The argument is demonstrated through a focus on a number of the re…
Issues in Implementing Boys’ Programme in Schools: Male teachers and empowerment
In recent times the neologism 'boyswork' has surfaced in Australian educational discourse. The term usually refers to programmes which are introduced into schools specifically for boys. Such programmes may represent either a backlash politics, which argues that schools no longer cater to the needs of boys, or a (pro)feminist politics, which contends that the creation of a more just society will entail boys acknowledging and acting to undermine th…
Alternative education and social justice: Considering issues of affective and contributive justice
This article considers the ways in which three alternative education sites in Australia support socially just education for their students and how injustice is addressed within these schools. The article begins with recognition of the importance of Nancy Fraser’s work to understandings of social justice. It then goes on to argue that her framework is insufficient for understanding the particularly complex set of injustices that are faced by many …
Interrogating recuperative masculinity politics in schooling
This article focuses on the continuing impact of recuperative masculinity politics in the schooling of economically advantaged boys (elite and middle class); yet, it also indicates resistance to this politics. An understanding that the gender order is unstable and that variants of hegemonic masculinity continue to morph in the context of globalisation is also exemplified. Two case studies are analysed, both focused on remaking masculinities: Balf…
Minoritised teachers’ experiences of multiple, intersectional racisms in the school system in England: ‘Carrying the Weight of Racism’
This paper recounts the experiences of 24 primary and secondary teachers from a number of minoritised groups in the education system in England, using interview data collected for a project exploring the retention of minority teachers. The teachers’ experiences of racism are discussed alongside other intersectional aspects of their identities–including gender, class, accent, and the subject they taught–to emphasise the variety of racisms experien…
Teaching boys and gender justice
This paper explores issues in the teaching of boys within a gender just framework. It identifies the productive pedagogies model as an appropriate means by which the specifics of boys' education can be considered. It avoids essentialist accounts of boys' pedagogies to suggest that pedagogies directed towards boys have to foreground issues of gender justice and privilege. There is a recognition that schools do not meet the needs of some boys. Howe…
Student voice and the community forum: Finding ways of ‘being heard’ at an alternative school for disenfranchised young people
Opportunities for students to speak and to be heard are important elements of democratic schooling processes but research into student voice has shown that a culture of silence is a more common feature of schooling. Efforts to re‐engage young people in learning often recognise the importance of schooling processes that provide them with opportunities to participate meaningfully in schooling dialogues. This paper describes attempts to provide such…
What would a socially just education system look like
A socially just education system seems further away than ever, as we write. The financial crisis in Europe continues, with austerity measures meaning significant cuts to public services (including Education). In spite of the banking crisis of 2008, the austerity climate in many countries in the Global North means government attachment to neoliberal market solutions to public service challenges has not abated; rather, governments are more reliant …
Enabling and aligning assessment for learning: Some research and policy lessons from Queensland
Drawing on the Queensland School Reform Longitudinal Study (QSRLS), this paper documents the assessment practices of about 250 Queensland primary and secondary classrooms and the extent to which they align with those pedagogical practices described as ‘productive pedagogies’ in the research. In considering the extent of this alignment, the paper outlines in some detail the concept of ‘productive assessment’, which also developed out of the resear…
In search of allies and others: Troubling' Gender and Education
Sacrificial girls: A case study of the impact of streaming and setting on gender reform
This article reports on research funded by the Australian Research Council to investigate school responses to gender equity. It addresses the efforts of a disadvantaged school to tackle what they perceived to be gender inequalities, but in the process of constructing a top‐set and bottom‐set/stream class they are developing new forms of old inequalities and new forms of inequalities. This research indicates that despite popular assertions that gi…
Towards an understanding of curricular justice and democratic schooling
Curricular justice, achieved through a counter-hegemonic curriculum that serves the needs of the least rather than most advantaged members of society, plays a central role in providing more equitable access to meaningful education for all young people. We contend that the defining features of the contemporary schooling context in many parts of the globe, including Australia, are growing inequality and increasing disparity between students who hav…
After exclusion what
This special issue grew out of a symposium held at the University of Gothenburg in March 2013 and builds on a collaboration between the Schools of Education at the University of Edinburgh and the U
Teaching in the ‘margins’: Rekindling a passion for teaching
The data for this paper are drawn from a qualitative research project involving a number of alternative education sites in Australia and the United Kingdom. In this paper, we focus only on the motives and teaching philosophies of a sample of teachers who have chosen to work in alternative education sites despite, for some, the prospect of uncertain employment conditions and lower salaries. A thematic approach is used with the data so as to struct…
Towards a disruptive pedagogy: Creating spaces for student and teacher resistance to social injustice
The impetus for this paper lies in a desire to identify students and teachers as active agents who can and do make a difference in challenging socially unjust practices within their schools. This paper examines the politicised disruptive activity of students in one Australian state secondary school. These students sought to implement social justice processes within their school. Their actions were facilitated by the existing political context in …
Student engagement in schools serving marginalised communities
This paper shares findings from a project that examined how schools serving marginalised communities facilitated students’ substantive engagement. Through interviews with students, parents, teachers and school leaders, we determined that substantive engagement was supported by formal and informal strategies that enabled access to rich learning opportunities, the provision of welcoming school and classroom climates, and the enactment of pedagogies…
The co-operative schools movement in England: Who, where and why
This paper is concerned with the recent growth of the co-operative schools movement (CSM) in education in England. It provides a detailed description of the demography and distribution of co-operative schools and the motivations for becoming a co-operative school. Based on data provided by the Co-operative College (2014) the paper will identify schools’ geographical distribution, the particular loadings in terms of primary and secondary instituti…
Homophobia Kills’: A disruptive moment in the educational politics of legitimation
This paper explores how students and, to a lesser extent teachers, have engaged with their school's politics of legitimation to participate in a disruptive moment in sex/sexual/gender relations within their school. Over a period of 3 years students have, with the support of some teachers, actively sought to make homophobia an issue of concern within their school. Their activities have served to disrupt the legitimacy of the heterosexist hegemony …
Towards a disruptive pedagogy: Creating spaces for student and teacher resistance to social injustice
The impetus for this paper lies in a desire to identify students and teachers as active agents who can and do make a difference in challenging socially unjust practices within their schools. This paper examines the politicised disruptive activity of students in one Australian state secondary school. These students sought to implement social justice processes within their school. Their actions were facilitated by the existing political context in …
Buddhism in Contemporary Tibet: Religious Revival and Cultural Identity
Issues in Implementing Boys’ Programme in Schools: Male teachers and empowerment
In recent times the neologism 'boyswork' has surfaced in Australian educational discourse. The term usually refers to programmes which are introduced into schools specifically for boys. Such programmes may represent either a backlash politics, which argues that schools no longer cater to the needs of boys, or a (pro)feminist politics, which contends that the creation of a more just society will entail boys acknowledging and acting to undermine th…
Troubling the 'Failing Boys' Discourse
(2000). Troubling the 'Failing Boys' Discourse. Discourse: Studies in the Cultural Politics of Education: Vol. 21, No. 2, pp. 237-246
Educating the Right Way, Markets, Standards, God and Inequality (Michael W. Apple)
(2002). Educating the Right Way, Markets, Standards, God and Inequality (Michael W. Apple) British Journal of Sociology of Education: Vol. 23, No. 3, pp. 483-496
Shaping the boys' agenda: The backlash blockbusters
The boys’ debate internationally is being fuelled by a range of texts on boys and masculinity. Many of the most popular texts are situated firmly within a backlash politics. These politics suggest that boys are the new ‘victims’ of schooling and that the girls’ agenda in schooling is a completed one. This paper will challenge the arguments contained within a number of the most recent of these ‘backlash blockbusters’. The paper will argue that, ra…
Issues in boys' education: A question of teacher threshold knowledges
This paper exploresthe effects of specific teacher threshold knowledges about boys and gender on the implementation of a so‐called ‘boy friendly’ curriculum at one junior secondary high school in Australia. Through semi‐structured interviews with selected staff at the school, it examines the normalizing assumptionsand ‘truth claims’ about boys, as gendered subjects, which drive the pedagogical impetus for such a curriculum initiative. This resear…
The media, marketing, and single sex schooling
The Australian media’s interest in education, as in many Anglophone countries, is frequently dominated by concerns about boys in schools. In 2002, in a country region of the Australian State of Queensland, this concern was evident in a debate on the merits of single sex schooling that took place in a small local newspaper. The debate was fuelled by the inclusion in this newspaper of an advertising brochure for an elite private girls’ school. The …
Attracting, recruiting and retaining male teachers: Policy issues in the male teacher debate
Frequent calls for more male teachers are being made in English‐speaking countries. Many of these calls are based upon the fact that the teaching profession has become (even more) ‘feminized’ and the presumption that this has had negative effects for the education of boys. The employment of more male teachers is sometimes suggested as a way to re‐masculinize schools so they become more ‘boy‐friendly’ and thus contribute to improving boys' school …
Dr Carolyn Baker, 26 May 1946-12 July 2003
"Dr Carolyn Baker, 26 May 1946–12 July 2003." Discourse: Studies in the Cultural Politics of Education, 25(2), p. 131
Enabling and aligning assessment for learning: Some research and policy lessons from Queensland
Drawing on the Queensland School Reform Longitudinal Study (QSRLS), this paper documents the assessment practices of about 250 Queensland primary and secondary classrooms and the extent to which they align with those pedagogical practices described as ‘productive pedagogies’ in the research. In considering the extent of this alignment, the paper outlines in some detail the concept of ‘productive assessment’, which also developed out of the resear…
Pedagogies making a difference: Issues of social justice and inclusion
This paper provides an introduction and framing for this special issue of International Journal of Inclusive Education on pedagogies as an issue of social justice and inclusion. The paper works in the interstices between a sociologically sophisticated reproduction theory and a sociologically naïve school effectiveness framework in suggesting pedagogies can make a difference in terms of schooling as a good in and of itself and as a positional good…
Teaching boys and gender justice
This paper explores issues in the teaching of boys within a gender just framework. It identifies the productive pedagogies model as an appropriate means by which the specifics of boys' education can be considered. It avoids essentialist accounts of boys' pedagogies to suggest that pedagogies directed towards boys have to foreground issues of gender justice and privilege. There is a recognition that schools do not meet the needs of some boys. Howe…
Getting boys’ education ‘right’: The Australian Government’s Parliamentary Inquiry Report as an exemplary instance of recuperative masculinity politics
This paper focuses on the Australian federal Parliamentary Inquiry into Boys’ Education, Boys: Getting it Right, which is shown to be an exemplary instance of recuperative masculinity politics. The paper demonstrates how, through a variety of rhetorical strategies, its anti‐feminist politics are masked and how the report works with essentialised differences between boys and girls. The argument is demonstrated through a focus on a number of the re…
Sacrificial girls: A case study of the impact of streaming and setting on gender reform
This article reports on research funded by the Australian Research Council to investigate school responses to gender equity. It addresses the efforts of a disadvantaged school to tackle what they perceived to be gender inequalities, but in the process of constructing a top‐set and bottom‐set/stream class they are developing new forms of old inequalities and new forms of inequalities. This research indicates that despite popular assertions that gi…
Lhasa: Streets with memories - By Robert Barnett
In search of allies and others: Troubling' Gender and Education
The Tibetans - Matthew T Kapstein
Disrupting masculinised spaces: Teachers working for gender justice
This article rejects the notion that schools have become excessively feminised spaces that are failing to adequately provide for the educational needs of boys. This construction of schools as feminised has provided the impetus for the development of what have become known as ‘boy‐friendly’ pedagogies. Unfortunately such pedagogies work with essentialist assumptions about masculinity and as such have the potential to reinscribe and valorise those …
Alternative education sites and marginalised young people: ‘I wish there were more schools like this one’
This paper reports on research conducted in alternative schools/flexible learning centres 1 There was debate amongst participants as to the preferred term ‘school’ or ‘centre’. For the purpose of this paper, we have chosen to refer to these sites as alternative schools in order to foreground viability as equal pathways of choice within current educational offerings. designed to support young people marginalised from mainstream schooling in Austra…
Interrogating recuperative masculinity politics in schooling
This article focuses on the continuing impact of recuperative masculinity politics in the schooling of economically advantaged boys (elite and middle class); yet, it also indicates resistance to this politics. An understanding that the gender order is unstable and that variants of hegemonic masculinity continue to morph in the context of globalisation is also exemplified. Two case studies are analysed, both focused on remaking masculinities: Balf…
Medicine between science and religion. Explorations on Tibetan grounds edited by Adams, Vincanne, Mona Schrempf and Sienna R. Craig
Anthropology and Religious Studies
What would a socially just education system look like
A socially just education system seems further away than ever, as we write. The financial crisis in Europe continues, with austerity measures meaning significant cuts to public services (including Education). In spite of the banking crisis of 2008, the austerity climate in many countries in the Global North means government attachment to neoliberal market solutions to public service challenges has not abated; rather, governments are more reliant …
Sociology (52 works) · Political science (40 works) · Law (28 works) · Pedagogy (28 works) · Psychology (23 works) · Gender Studies (21 works) · Teacher Education and Leadership Studies (21 works) · Politics (20 works) · Law (19 works) · Social science (19 works)