Viva la revolución? Teachers as conduits or curriculum makers
Bibliographic Data
| ID | 12905798 |
|---|---|
| Authors | Emily Ross (0000-0002-5964-6549, The University of Queensland, corresponding author), Steven Hodges (0000-0002-1194-5208, Griffith University) |
| Year | 2026 |
| Pages | 1-18 |
| Publication date | 2026-03-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Critical Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508487.2026.2640498 |
| OpenAlex | W7134251031 |
| Language | ES |
| References cited | 25 |
Curriculum · Curriculum development · Electrical conduit · Higher education · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms · Literacy, Media, and Education
Conceptualizing the curriculum enactment process in mathematics education
Digital Technologies and the Automation of Education — Key Questions and Concerns
Responding to sociotechnical controversies in education
Education and Neoliberal Globalization
Characteristics of consumers using ‘better for you’ front-of-pack food labelling schemes – an example from the Australian Heart Foundation Tick
Alienating curriculum work in Australian vocational education and training
Document Analysis as a Qualitative Research Method
How teachers become teacher researchers
The Practical 4
Teacher Agency in Curriculum Making
The socially skilled teacher and the development of tacit knowledge
Parents as educators during lockdown
Reducing teachers’ workload or deskilling ‘core’ work? Analysis of a policy response to teacher workload demands
Dead Spaces in Teaching and Teacher Education
Policy actors
Reflections on the Narrative Research Approach
| Citation velocity | historical |
|---|---|
| Highly cited | No |