Andrea Milligan

Biographic Data

ID4078648
NAMEAndrea Milligan
GIVEN NAMESAndrea
FAMILY NAMEMilligan
SIGNATUREMILLIGAN A
AFFILIATIONSVictoria University of Wellington
ORCID0000-0002-0715-9036
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS11
AUTHOR COUNT6
EDITOR COUNT0
FIRST PUBLICATION YEAR2008
LATEST PUBLICATION YEAR2025
H-INDEX2

  • Citizenship imaginations: Igniting young people’s care, critique and citizenship action

    Open AccessSiva Gopal Thaiyalan, B E Wood et al.ARTICLECambridge Journal of Education2025

    Igniting the ability to care, critique and act upon issues of injustice and inequality is key to understanding citizenship, yet a focus on what might spark, or mobilise citizenship imaginations and lead to informed action has not been a significant feature of citizenship scholarship. Drawing on a bricolage of theoretical ideas derived from C. Wright Mills, Paulo Freire and critical feminist theory, we propose a framework of three dimensions (cari…

  • On taking a more encompassing view: A response to den Heyer

    Andrea Milligan, Lindsay Gibson et al.ARTICLETheory & Research in Social…2019

    On taking a more encompassing view: A response to den Heyer." Theory & Research in Social Education, 47(2), pp. 299–300

  • Enriching Ethical Judgments in History Education

    Andrea Milligan, Lindsay Gibson et al.ARTICLETheory & Research in Social…2018Cited by: 4References: 46

    This article explores the relationship between the philosophy of ethics, history education, and young people’s historical ethical judgments. In the last two decades, “ethical judgments,” which focus on making decisions about the ethics of historical actions, has been acknowledged as a second-order historical thinking concept in history education. Despite the expectation that history students should make reasoned and critically thoughtful historic…

  • Active learning: Social justice education and participatory action research . By Dana E. Wright

    Andrea MilliganARTICLEBritish Journal of Educational…2017

    At heart, Active learning concerns the intersections of marginalisation experienced by young people, particularly those disenfranchised in the changing social and economic structure of their urban

  • The Embodied Experiences of Emerging Teachers: Exploring the Potential of Collective Biographical Memory Work

    Open AccessFiona Beals, Fiona Mary Beals et al.ARTICLECulture Studies ↔ Critical…2013Cited by: 2References: 13

    Collective biographical memory work attends to embodied experiences in relation to selected concepts. This article considers the concept of 'the emerging teacher' to explore the relevance of collective biographical memory work for education practitioners. Six memories, written and shared in a series of writing workshops, collectively reveal that memories of emerging as a teacher are soaked in contradictions within vulnerability, chaos and order, …

  • Inclusion and mastery: Variations on the theme of subjection

    Lise Bird Claiborne, Sue Cornforth et al.ARTICLEGender and Education2008Cited by: 5References: 9

    This article undertakes a discursive analysis of the concepts of 'inclusion' and 'mastery' using memory stories generated in a collective biography workshop. The five authors analysed their memories from childhood and adolescence on two separate and competing concepts that currently inform educational practice: inclusion and mastery. These stories of mastery/non-mastery and inclusion/exclusion often exceeded or transgressed dominant normative dis…