Gerrard, J., & Proctor, H. (2022). Activist women, schooling and the rise of grassroots christian conservatism. Australian Educational Researcher, 49(5), 879-895. http://dx.doi.org/10.1007/s13384-021-00461-9
Gerrard, J. (2023). Against “progressivism”: schooling and the cohering of conservative interests in Australia, 1970s-1980s. Journal of Australian Studies, 47(4), 766-780. https://doi.org/10.1080/14443058.2023.2248153
Gerrard, J., Goodwin, S., & Proctor, H. (2024). Participatory politics and education policy reform: publics and histories. Discourse: Studies in the Cultural Politics of Education, 1-13. https://doi.org/10.1080/01596306.2024.2330344
Gerrard, J., & Proctor, H. (2023). The new sociology of education and the ‘new’ conservatives: the battle over the school social sciences curriculum. Curric Perspect, 43, 203-206. https://doi.org/10.1007/s41297-023-00217-8
International Special Issue:
Journal of Educational Administration and History, Volume 55, Issue 3 (2023)
Guest Editors: Helen Proctor, Jessica Gerrard, and Susan Goodwin.
Barnes, N., Myers, M., & E Knight. (2022). School choice to religiously discriminate: reliopolitical activism and secularism in public schooling. Journal of Educational Administration and History, 55(3), 323-340. https://doi.org/10.1080/00220620.2022.2147151
Delamaza, G., & Carvajal, J. P. (2022). From above or below? Chilean NGOS, the State and education reforms. Journal of Educational Administration and History, 55(3), 241-256. https://doi.org/10.1080/00220620.2022.2137480
Johanek, M. (2022). ‘If you want justice, organise for power!’ Community organising, Catholicism and Chicago school reform. Journal of Educational Administration and History, 55(3), 307-322. https://doi.org/10.1080/00220620.2022.2153112
Lee, Y. (2022). Teachers empowered by shame: the politics of compressed modernisation and democratisation in South Korean education in the 1980s. Journal of Educational Administration and History, 55(3), 274-289. https://doi.org/10.1080/00220620.2022.2141212
McDermid, P., & Winton, S. (2022). What’s ‘fairness’ got to do with it? Discourse coalitions, arguments, and discursive struggles over public funding of Ontario’s private schools. Journal of Educational Administration and History, 55(3), 341-357. https://doi.org/10.1080/00220620.2022.2137479
Parcerisa, L., Collet-Sabé, J., & Villalobos, C. (2023). The (im)possibilities of an ideal education reform, discourses, alliances and construction of alternatives of the Rosa Sensat movement in Catalonia. Journal of Educational Administration and History, 55(3), 290-306. https://doi.org/10.1080/00220620.2022.2153813
Proctor, H., Gerrard, J., & Goodwin, S. (2023). Working with and against the bureaucratic state: histories of grassroots organising for public education reform, 1970s-1980s. Journal of Educational Administration and History, 55(3), 231-240. https://doi.org/10.1080/00220620.2023.2211911
Thomas, A. (2022). ‘We wanted to be boss’: self determination, Indigenous governance and the Yipirinya School. Journal of Educational Administration and History, 55(3), 257-273. https://doi.org/10.1080/00220620.2022.2151578
