All Stories

  1. Democracy and education: In terminal crisis or to come?
  2. Eyes wide shut: the fantasies and disavowals of education policy
  3. Democracy and education: ‘In spite of it all’
  4. Rethinking democracy and education: Alternatives to capitalist reproduction or writing the poetry of the future?
  5. Spaces of agency within contextual constraints: a case study of teacher’s response to EFL reform in a Chinese university
  6. The morbid dance of ideology on the scaffold: On subjectivity and capital punishment in Iran
  7. Teacher education as the practice of virtue ethics: Editorial
  8. Education beyond reason and redemption: a detour through the death drive
  9. The Indispensability and Impossibility of Teacher Identity
  10. Agonistic democracy and passionate professional development in teacher-leaders
  11. Doing ‘Identity Work’ in Teacher Education
  12. Teacher Education and the Political
  13. Fantasy, nostalgia and ideology: A Lacanian reading of post-revolutionary Iran
  14. Editorial
  15. Dialectics of development: teacher identity formation in the interplay of ideal ego and ego ideal
  16. Heroes and villains: the insistence of the imaginary and the novice teacher’s need to believe
  17. Introduction to the new Editors
  18. ‘Cruel optimism’: teacher attachment to professionalism in an era of performativity
  19. The power of negative thinking in and for teacher education
  20. Education Policy and Contemporary Theory
  21. Lacanian perspectives on education policy analysis
  22. ‘Knowledge is power’? A Lacanian entanglement with political ideology in education
  23. The politics of collaboration: discourse, identities, and power in a school–university partnership in Hong Kong
  24. Democracy, ‘sector-blindness’ and the delegitimation of dissent in neoliberal education policy: a response toDiscourse34(2), May 2013
  25. The sublime objects of education policy: quality, equity and ideology
  26. Terror/enjoyment: performativity, resistance and the teacher’s psyche
  27. Professional standards, teacher identities and an ethics of singularity
  28. The (absent) politics of neo-liberal education policy
  29. Motivation as Ethical Self-Formation
  30. Talkin’ ‘bout a revolution: the social, political, and fantasmatic logics of education policy
  31. Chapter 4. Education and Social Justice in Neoliberal Times: Historical and Pedagogical Perspectives from Two Postcolonial Contexts
  32. Dilemmas of identity, language and culture in higher education in China
  33. Practicing or Preaching? Teacher Educators and Student Teachers Appropriating New Literacies
  34. Post-Structuralism and Education
  35. The discursive construction of interpersonal relations in an online community of practice
  36. Discourse as Cultural Struggle
  37. The Ethico‐politics of Teacher Identity
  38. Language Teacher Identities
  39. Language Policy and Language Teacher Education in the United Arab Emirates
  40. Beyond Antagonism? The Discursive Construction of ‘New’ Teachers in the United Arab Emirates
  41. Reflection ‘on’ and ‘in’ teacher education in the United Arab Emirates
  42. Identity in Second Language Teaching and Learning