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2021 Journal Article ‘We don’t read in science’: student perceptions of literacy and learning science in middle schoolScholes, Laura, Stahl, Garth, Comber, Barbara, McDonald, Sarah and Brownlee, Jo Lunn (2021). ‘We don’t read in science’: student perceptions of literacy and learning science in middle school. Cambridge Journal of Education, 51 (4), 1-16. doi: 10.1080/0305764x.2020.1860192 |
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2021 Book Chapter An accidental institutional ethnographer: reflections on paradoxes and positionalityStahl, Garth (2021). An accidental institutional ethnographer: reflections on paradoxes and positionality. Becoming an educational ethnographer: the challenges and opportunities of undertaking research. (pp. 95-110) edited by Juana M. Sancho-Gil and Fernando Hernández-Hernández. New York, NY, United States: Routledge. |
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2021 Journal Article Middle school students’ science epistemic beliefs – Implications for measurementLunn Brownlee, Jo, Ferguson, Leila, Scholes, Laura, McDonald, Sarah, Stahl, Garth, Comber, Barbara and Mills, Reece (2021). Middle school students’ science epistemic beliefs – Implications for measurement. International Journal of Educational Research, 105 101719, 101719. doi: 10.1016/j.ijer.2020.101719 |
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2021 Book Chapter Thinking with habitus in the study of learner identitiesStahl, Garth and McDonald, Sarah (2021). Thinking with habitus in the study of learner identities. The handbook of critical theoretical research methods in education. (pp. 199-211) edited by Cheryl E. Matias. Abingdon, Oxon United Kingdom: Routledge. doi: 10.4324/9780429056963-13 |
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2021 Journal Article Mobilising capitals and gender performativity within the practice of arts entrepreneurship: A case studyBurnard, Pamela and Stahl, Garth (2021). Mobilising capitals and gender performativity within the practice of arts entrepreneurship: A case study. Australian Art Education, 42 (1), 27-49. |
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2021 Book Chapter Mobilising capitals in the creative industries: an investigation of emotional and professional capital in women creatives navigating boundaryless careersBurnard, Pamela and Stahl, Garth (2021). Mobilising capitals in the creative industries: an investigation of emotional and professional capital in women creatives navigating boundaryless careers. The Routledge Handbook to Sociology of Music Education. (pp. 258-274) edited by Ruth Wright, Geir Johansen, Panagiotis A. Kanellopoulos and Patrick Schmidt. Abingdon, Oxon, United Kingdom: Taylor and Francis. doi: 10.4324/9780429504631-18-25 |
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2020 Journal Article 'We have to be really careful': policy intermediaries preventing violent extremism in an era of riskBaak, Melanie, Stahl, Garth, Schulz, Samantha and Ben Adams, (2020). 'We have to be really careful': policy intermediaries preventing violent extremism in an era of risk. Journal of Education Policy, 37 (3), 1-21. doi: 10.1080/02680939.2020.1859620 |
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2020 Journal Article Feminine subjectivities and aspirational learner identities: Asian–Australian young women navigating possible selves in the first year of universityStahl, Garth, McDonald, Sarah and Loeser, Cassandra (2020). Feminine subjectivities and aspirational learner identities: Asian–Australian young women navigating possible selves in the first year of university. Gender and Education, 33 (7), 1-16. doi: 10.1080/09540253.2020.1786013 |
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2020 Journal Article Possible selves in a transforming economy: upwardly mobile working-class masculinities, service work and negotiated aspirations in AustraliaStahl, Garth, McDonald, Sarah and Young, John (2020). Possible selves in a transforming economy: upwardly mobile working-class masculinities, service work and negotiated aspirations in Australia. Work, Employment and Society, 35 (1) 0950017020922336, 1-19. doi: 10.1177/0950017020922336 |
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2020 Journal Article ‘I’m good at science but I don’t want to be a scientist’: Australian primary school student stereotypes of science and scientistsScholes, Laura and Stahl, Garth (2020). ‘I’m good at science but I don’t want to be a scientist’: Australian primary school student stereotypes of science and scientists. International Journal of Inclusive Education, 26 (9), 1-16. doi: 10.1080/13603116.2020.1751316 |
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2020 Journal Article Corporate practices and ethical tensions: researching social justice values and neoliberal paradoxes in a ‘no excuses’ charter schoolStahl, Garth D. (2020). Corporate practices and ethical tensions: researching social justice values and neoliberal paradoxes in a ‘no excuses’ charter school. British Educational Research Journal, 46 (4), 878-893. doi: 10.1002/berj.3617 |
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2020 Journal Article ‘I see myself as undeveloped’: supporting Indigenous first-in-family males in the transition to higher educationStahl, Garth, McDonald, Sarah and Stokes, Jennifer (2020). ‘I see myself as undeveloped’: supporting Indigenous first-in-family males in the transition to higher education. Higher Education Research and Development, 39 (7), 1-14. doi: 10.1080/07294360.2020.1728521 |
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2020 Journal Article ‘My little beautiful mess’: a longitudinal study of working-class masculinity in transitionStahl, Garth (2020). ‘My little beautiful mess’: a longitudinal study of working-class masculinity in transition. NORMA, 15 (2), 1-17. doi: 10.1080/18902138.2020.1729572 |
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2020 Journal Article The emotional labor of doing 'boy work': Considering affective economies of boyhood in schoolingStahl, Garth and Keddie, Amanda (2020). The emotional labor of doing 'boy work': Considering affective economies of boyhood in schooling. Educational Philosophy and Theory, 52 (8), 1-11. doi: 10.1080/00131857.2019.1699403 |
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2020 Book Chapter The making of neoliberal citizenship in the United States: inculcation, responsibilization, and personhood in a “No-Excuses” charter schoolStahl, Garth (2020). The making of neoliberal citizenship in the United States: inculcation, responsibilization, and personhood in a “No-Excuses” charter school. The Palgrave handbook of citizenship and education. (pp. 211-225) edited by Andrew Peterson, Garth Stahl and Hannah Soong. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-67828-3_79 |
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2020 Book Chapter Class differences and impact on student access and outcomesStahl, Garth (2020). Class differences and impact on student access and outcomes. The SAGE Encyclopedia of Higher Education. edited by Miriam E. David and Marilyn J. Amey. London, United Kingdom: SAGE. doi: 10.4135/9781529714395.n94 |
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2020 Book The Palgrave Handbook of Citizenship and EducationPeterson, Andrew, Stahl, Garth and Soong, Hannah eds. (2020). The Palgrave Handbook of Citizenship and Education. Cham, Switzerland: Springer. doi: 10.1007/978-3-319-67828-3 |
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2020 Book Chapter Real-time coaching for pre-service teachersSharplin, Erica , Stahl, Garth and Kehrwald, Ben (2020). Real-time coaching for pre-service teachers. Oxford Research Encyclopedia: Education. (pp. ---) London, United Kingdom: Oxford University Press. doi: 10.1093/acrefore/9780190264093.013.422 |
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2019 Journal Article Middle years students’ engagement with science in rural and urban communities in Australia: exploring science capital, place-based knowledges and familial relationshipsStahl, Garth, Scholes, Laura, McDonald, Sarah and Lunn, Jo (2019). Middle years students’ engagement with science in rural and urban communities in Australia: exploring science capital, place-based knowledges and familial relationships. Pedagogy, Culture and Society, 29 (1), 1-18. doi: 10.1080/14681366.2019.1684351 |
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2019 Journal Article Critiquing the corporeal curriculum: body pedagogies in 'no excuses' charter schoolsStahl, Garth (2019). Critiquing the corporeal curriculum: body pedagogies in 'no excuses' charter schools. Journal of Youth Studies, 23 (10), 1-17. doi: 10.1080/13676261.2019.1671582 |
