Matthew Clarke

Research output

Research output per year 2006 2014 2017 2018 2020 2022 2022

• 38 Article
• 22 Chapter
• 6 Book
• 1 Editorial

Research output per year

Research output per year

Search results

• 2022

  Fiscal cuts in education and their effects: Politicising learned helplessness as a disciplinary technology in education leaders in Catalonia. An exploratory research study

  Collet-Sabé, J., Garcia-Molsosa, M., Clarke, M. & Haines Lyon, C., 1 Nov 2022, In: Education Policy Analysis Archives. 30, 159, 18 p., 159.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  File

  • Catalonia 100%
  • leader 54%
  • education 26%
  • special education school 17%
  • teacher 15%

• The subordination of teacher identity: Ethical risks and potential lines of flight

  Clarke, M., 29 Aug 2022, (Accepted/In press) In: Teachers and Teaching. Theory and Practice.

  Research output: Contribution to journal › Article › peer-review

  • Teacher Identity 100%
  • Professionalism 62%
  • Subordination 59%
  • flight 54%
  • professionalism 52%

• Double indemnity: dualities, tensions and loss in the moral economies of feedback

  Clarke, M. & Elbra-Ramsay, C., 30 Mar 2022, (E-pub ahead of print) In: Asia-Pacific Journal of Teacher Education. 50, 3, p. 266-281

  Research output: Contribution to journal › Article › peer-review

  • indemnity 100%
  • economy 43%
  • student teacher 29%
  • teacher 10%
  • climate policy 10%

• What is the ‘public’ in public education? Mapping past, present and future educational imaginaries of Europe and beyond

  Clarke, M., Mills, M., Mockler, N. & Singh, P., 10 Jan 2022, In: European Educational Research Journal. 21, 1, p. 3-12 10 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  File

  • public education 100%
  • populism 55%
  • present 53%
  • university education 50%
  • school education 50%
  2 Citations (Scopus)

• Education and the Fantasies of Neoliberalism: Policy, Politics and Psychoanalysis

  Clarke, M., Jan 2022, 1st ed. London: Routledge. 202 p.

  Research output: Book/Report › Book

  • psychoanalytic theory 100%
  • neoliberalism 95%
  • politics 55%
  • education 30%
  • reform policy 15%

• Democratic citizenship, critical literacy and educational policy in England: a conceptual paradox?

  Ashbridge, C., Clarke, M., Bell, B. T., Sauntson, H. & Walker, E., 2022, In: Cambridge Journal of Education. 52, 3, 18 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  File

  • educational policy 100%
  • citizenship 79%
  • literacy 70%
  • communication research 38%
  • genealogy 36%
• 2021

  The banality of education policy: Discipline as extensive evil in the neoliberal era

  Clarke, M., Lyon, C. H., Walker, E., Walz, L., Collet-Sabé, J. & Pritchard, K., 1 Nov 2021, In: Power and Education. 13, 3, p. 187-204 18 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  File

  • social isolation 100%
  • education 71%
  • policy studies 68%
  • alienation 60%
  • optimism 58%
  3 Citations (Scopus)

• Major teaching reform in England will erode the intellectual basis of the profession

  Clarke, M. & Parker, K., 17 Aug 2021, The Conversation.

  Research output: Contribution to specialist publication › Article

  Open Access

  • profession 100%
  • reform 86%
  • Teaching 62%
  • teacher 61%
  • quality assurance 35%

• “We have never been public”: Continuity and change in the policy production of “the public” in education in England

  Clarke, M. & Mills, M., 2021, In: European Educational Research Journal. 21, 1, p. 13-28 16 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  File

  • public education 100%
  • continuity 82%
  • government control 62%
  • academy 43%
  • development potential 31%
  3 Citations (Scopus)
• 2020

  Conclusion

  Schostak, J., Clarke, M. & Hammersley-Fletcher, L., 3 Jun 2020, (E-pub ahead of print) Paradoxes of democracy, leadership and education: Struggling for social justice in the twenty-first century. Schostak, J., Clarke, M. & Hammersley-Fletcher, L. (eds.). 1 ed. Routledge, 7 p.

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

  • Democratic Education 100%
  • Martin Heidegger 96%
  • Democracy 91%
  • Ethical Responsibility 76%
  • Being-in-the-world 70%

• Democracy and education: ‘In spite of it all’

  Clarke, M., 3 Jun 2020, Paradoxes of democracy, leadership and education: Struggling for social justice in the twenty-first century. Schostak, J., Clarke, M. & Hammersley-Fletcher, L. (eds.). 1 ed. Oxford, United Kingdom: Routledge, p. 55-66 12 p. (Foundations and Futures of Education).

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

  • democracy 100%
  • education 45%
  • psychoanalytic theory 37%
  • Greece 35%
  • neoliberalism 35%

• From competition to collaboration to cooperation?

  Clarke, M., Schostak, J. & Hammersley-Fletcher, L., 3 Jun 2020, Paradoxes of democracy, leadership and education: Struggling for social justice in the twenty-first century. Schostak, J., Clarke, M. & Hammersley-Fletcher, L. (eds.). 1 ed. Routledge, p. 97-105 9 p. (Foundations and Futures of Education).

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

  • conservatism 100%
  • authoritarianism 97%
  • nationalism 85%
  • racism 80%
  • capitalist society 79%

• Introduction

  Schostak, J., Clarke, M. & Hammersley-Fletcher, L., 3 Jun 2020, Paradoxes of democracy, leadership and education: Struggling for social justice in the twenty-first century. Schostak, J., Clarke, M. & Hammersley-Fletcher, L. (eds.). 1 ed. Oxford, United Kingdom: Routledge, p. 1-7 7 p. (Foundations and Futures of Education).

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

  • radicalism 100%
  • democracy 60%
  • OECD 43%
  • deliberation 42%
  • writer 37%

• Populism, democracy, education and freedom: Creating a world without walls

  Schostak, J., Clarke, M. & Hammersley-Fletcher, L., May 2020, Paradoxes of democracy, leadership and education: Struggling for social justice in the twenty-first century. Schostak, J., Clarke, M. & Hammersley-Fletcher, L. (eds.). 1 ed. Oxford, United Kingdom: Routledge, p. 173-184 12 p. (Foundations and Futures of Education).

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

  • populism 100%
  • dictatorship 97%
  • mobilization 75%
  • everyday life 73%
  • intelligence 70%

• Talkin’ ‘bout a revolution: the social, political, and fantasmatic logics of education policy

  Clarke, M., 30 Apr 2020, Freud, Lacan, Zizek and Education: Exploring Unconscious Investments in Policy and Practice. Lapping, C. (ed.). 1 ed. Oxford, United Kingdom: Routledge, p. 125-143 19 p. (Education and Social Theory).

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

  • education 100%
  • discourse theory 72%
  • subversion 65%
  • psychoanalytic theory 54%
  • equity 43%

• The sublime objects of education policy: quality, equity and ideology

  Clarke, M., 30 Apr 2020, Freud, Lacan, Zizek and Education: Exploring Unconscious Investments in Policy and Practice. Lapping, C. (ed.). 1 ed. Oxford, UK: Routledge, p. 144-158 15 p. (Education and Social Theory).

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

  • equity 100%
  • ideology 96%
  • education 37%
  • psychoanalytic theory 24%
  • twenty-first century 22%

• Tropes and tall tales: Leadership in the neoliberalised world of English academies

  Clarke, M. & Hammersley-Fletcher, L., 11 Mar 2020, Theorising identity and subjectivity in educational leadership research. Niesche, R. & Heffernan, A. (eds.). 1 ed. Oxford, UK: Routledge, p. 97-110 14 p.

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

  • academy 100%
  • leadership 72%
  • interview 18%
  • ritual 15%
  • faith 13%

• Eyes wide shut: The fantasies and disavowals of education policy

  Clarke, M., 2020, In: Journal of Education Policy. p. 151-167

  Research output: Contribution to journal › Article › peer-review

  • inclusion 100%
  • education 89%
  • antagonism 86%
  • productivity 60%
  • responsibility 39%
  9 Citations (Scopus)

• Paradoxes of Democracy, Leadership and Education: Struggling for Social Justice in the Twenty-first Century

  Schostak, J. (ed.), Clarke, M. (ed.) & Hammersley-Fletcher, L. (ed.), 2020, 1 ed. London: Routledge. 250 p.

  Research output: Book/Report › Book

  • twenty-first century 100%
  • social justice 95%
  • democracy 75%
  • leadership 71%
  • education 34%
• 2019

  Lacan and Education Policy: The Other Side of Education

  Clarke, M., 26 Jul 2019, London: Bloomsbury Academic. 180 p.

  Research output: Book/Report › Book

  • education 100%
  • psychoanalytic theory 72%
  • neoliberalism 34%
  • political economy 31%
  • narrative 22%

• Autobiography, aesthetics and politics: Educating for world spectatorship

  Phelan, A. M. & Clarke, M., 2019, In: Transnational Curriculum Inquiry. 16, 2, p. 62-73

  Research output: Contribution to journal › Article › peer-review

  • Autobiography 100%
  • Spectatorship 73%
  • Anxiety 65%
  • Aesthetics 65%
  • Meditation 57%

• Knowledge is power? A Lacanian entanglement with political ideology in education

  Clarke, M., 2019, Education policy analysis for a complex world: Poststructural possibilities. Gulson, K. & Metcalfe, A. (eds.). Routledge

  Research output: Chapter in Book/Report/Conference proceeding › Chapter
• 2018

  The Indispensability and Impossibility of Teacher Identity

  Clarke, M., 12 Jul 2018, Research on teacher identity and motivation: Mapping challenges and innovations. Schutz, P., Hong, J. & Cross Francis, D. (eds.). Springer Netherland, p. 217-227 11 p.

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

  • teacher 100%
  • alienation 82%
  • psychoanalytic theory 80%
  • self-sufficiency 47%
  • fragmentation 38%
  3 Citations (Scopus)

• Democracy and education: ‘In spite of it all’

  Clarke, M., 1 Jul 2018, In: Power and Education. 10, 2, p. 112-124 13 p.

  Research output: Contribution to journal › Article › peer-review

  • democracy 100%
  • education 45%
  • politics 33%
  • psychoanalytic theory 29%
  • ideology 23%
  2 Citations (Scopus)

• Rethinking democracy and education: Alternatives to capitalist reproduction or writing the poetry of the future?

  Clarke, M., Schostak, J. & Hammersley-Fletcher, L., 14 Jun 2018, In: Power and Education. 10, 2, p. 1007-1011

  Research output: Contribution to journal › Editorial › peer-review

  • poetry 100%
  • democracy 57%
  • faith 40%
  • elite 33%
  • education 26%
  1 Citation (Scopus)

• Teacher education as the practice of virtue ethics: Editorial

  Back, S., Clarke, M. & Phelan, A. M., 1 May 2018, In: Research in Education. 100, p. 1-7 7 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  • moral philosophy 100%
  • teacher 56%
  • education 41%
  • reform 26%
  • economic growth 26%
  2 Citations (Scopus)

• The morbid dance of ideology on the scaffold: On subjectivity and capital punishment in Iran

  Kabgani, S., Zargarian, A. & Clarke, M., 28 Mar 2018, In: Psychoanalysis, Culture and Society. 23, 4, p. 401-418

  Research output: Contribution to journal › Article › peer-review

  • Capital Punishment 100%
  • Dance 82%
  • Dancing 82%
  • Capital punishment 77%
  • Criminals 70%

• Agonistic democracy and passionate professional development in teacher-leaders

  Hammersley-Fletcher, L., Clarke, M. & McManus, V., 2018, In: Cambridge Journal of Education. 48, 5, p. 591-606

  Research output: Contribution to journal › Article › peer-review

  • democracy 100%
  • leader 94%
  • teacher 61%
  • political conflict 56%
  • pluralism 48%
  6 Citations (Scopus)

• Nonmodern education, or, education without qualities: An essay on Robert Musil’s essayism

  Clarke, M., 2018, In: Other Education: The Journal of Educational Alternatives. 7, 2, p. 75-87

  Research output: Contribution to journal › Article › peer-review

  • education 100%
  • curriculum 70%
  • twentieth century 57%
  • Teaching 56%
  • writer 55%
• 2017

  Youth Work, Agonistic Democracy and Transgressive Enjoyment in England

  Bright, G., Pugh, C. & Clarke, M., 1 Aug 2017, Young people re-generating politics in times of crises. Pickard, S. & Bessant, J. (eds.). Basingstoke: Palgrave Macmillan, p. 315-332 (Palgrave Studies in Young People and Politics).

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

  • youth work 100%
  • democracy 49%
  • political apathy 38%
  • Youth services 32%
  • politics 27%

• Heroes and villains: the insistence of the imaginary and the novice teacher’s need to believe

  Clarke, M. & Sheridan, L., Jun 2017, In: Asia-Pacific Journal of Teacher Education. 45, 2, p. 194-206

  Research output: Contribution to journal › Article › peer-review

  • teacher 100%
  • psychoanalytic theory 34%
  • experience 21%
  • educator 21%
  • classroom 18%
  7 Citations (Scopus)

• Education and Democratization: Moving Beyond the Service of Goods to Write the Poetry of the Future

  Clarke, M., 18 Mar 2017, In: Scottish Educational Review. 49, 2, p. 42-55 14 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  • poetry 100%
  • democratization 79%
  • democracy 57%
  • rationalism 29%
  • education 26%

• Teacher Education and the Political: The power of negative thinking

  Clarke, M. & Phelan, A., 18 Jan 2017, Routledge. 160 p. (Foundations and Futures of Education)

  Research output: Book/Report › Book

  • democracy 100%
  • teacher 61%
  • rationalism 50%
  • education 45%
  • poetry 43%
  26 Citations (Scopus)

• The intimate alterity of identity

  Clarke, M., 18 Jan 2017, Reflections on Language Teacher Identity Research. Barkhuizen, G. (ed.). New York: Routledge, 6 p.

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

  • foreignness 100%
  • United Arab Emirates 34%
  • teacher 31%
  • politics 16%
  • bachelor 14%

• Dialectics of development: teacher identity formation in the interplay of ideal ego and ego ideal

  Clarke, M., Michell, M. & Ellis, N. J., 2017, In: Teaching Education. 28, 2, p. 115-130

  Research output: Contribution to journal › Article › peer-review

  • identity formation 100%
  • dialectics 98%
  • teacher 39%
  • school culture 15%
  • professional experience 15%
  6 Citations (Scopus)

• Fantasy, nostalgia and ideology: A Lacanian reading of post-revolutionary Iran

  Kabgani, S. & Clarke, M., 2017, In: Psychoanalysis, Culture & Society. 22, 2, p. 154-172

  Research output: Contribution to journal › Article › peer-review

  • Lacanian Reading 100%
  • Ideology 63%
  • Nostalgia 59%
  • Iran 56%
  • Fantasy 51%
  2 Citations (Scopus)
• 2016

  ‘Cruel optimism’: teacher attachment to professionalism in an era of performativity

  Moore, A. & Clarke, M., 27 Mar 2016, In: Journal of Education Policy. 31, 5, p. 666-677

  Research output: Contribution to journal › Article › peer-review

  • optimism 100%
  • professionalism 95%
  • teacher 41%
  • present 18%
  • discourse 17%
  77 Citations (Scopus)
• 2015

  The power of negative thinking in and for teacher education

  Clarke, M. & Phelan, A., 25 Sep 2015, In: Power and Education. 7, 3, p. 257-271 15 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  • teacher 100%
  • education 73%
  • antagonism 47%
  • risk management 41%
  • social structure 36%
  25 Citations (Scopus)

• Education Policy and Contemporary Theory: Implications for research

  Gulson, K. (ed.), Clarke, M. (ed.) & Bendix-Petersen, E. (ed.), 18 Jun 2015, 1st ed. Routledge. 256 p.

  Research output: Book/Report › Book

  • education 100%
  • policy studies 54%
  • critical theory 50%
  • research policy 47%
  • discourse 25%
  3 Citations (Scopus)

• Lacanian perspectives on education policy analysis

  Clarke, M., Jun 2015, Education Policy and Contemporary Theory: Implications for research. Gulson, K., Clarke, M. & Bendix Petersen, E. (eds.). Routledge, p. 73-83

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

  • psychoanalytic theory 100%
  • educational policy 48%
  • purchase 45%
  • Social Policy 43%
  • candidacy 37%
  2 Citations (Scopus)
• 2014

  ‘Knowledge is power’? A Lacanian entanglement with political ideology in education

  Clarke, M., 21 Nov 2014, In: Critical Studies in Education. 56, 1, p. 71-85 16 p.

  Research output: Contribution to journal › Article › peer-review

  • political ideology 100%
  • discourse theory 79%
  • knowledge economy 34%
  • charter 29%
  • neoliberalism 28%
  5 Citations (Scopus)

• The sublime objects of education policy: quality, equity and ideology

  Clarke, M., 4 Jul 2014, In: Discourse : studies in the cultural politics of education . 35, 4, p. 584-598 16 p.

  Research output: Contribution to journal › Article › peer-review

  • Education Policy 100%
  • Equity 78%
  • Ideology 73%
  • equity 56%
  • ideology 54%
  27 Citations (Scopus)

• The politics of collaboration: discourse, identities, and power in a school–university partnership in Hong Kong

  Chan, C. & Clarke, M., 9 Apr 2014, In: Asia-Pacific Journal of Teacher Education. 42, 3, p. 291-304 15 p.

  Research output: Contribution to journal › Article › peer-review

  • Hong Kong 100%
  • politics 67%
  • discourse 65%
  • action research 53%
  • research project 44%
  17 Citations (Scopus)

• Dialectics and dilemmas: psychosocial dimensions of ability grouping policy

  Clarke, M., 26 Feb 2014, In: Critical Studies in Education. 55, 2, p. 186-200 16 p.

  Research output: Contribution to journal › Article › peer-review

  • dialectics 100%
  • grouping 91%
  • teacher 39%
  • equity 38%
  • technician 25%
  8 Citations (Scopus)

• Democracy, ‘sector-blindness’ and the delegitimation of dissent in neoliberal education policy: a response to Discourse, 34(2), May 2013

  Morsy, L., Gulson, K. & Clarke, M., 2014, In: Discourse : studies in the cultural politics of education . 35, 3, p. 444-461

  Research output: Contribution to journal › Article › peer-review

  • Education Policy 100%
  • blindness 82%
  • Blindness 77%
  • Dissent 72%
  • Discourse 64%
  6 Citations (Scopus)
• 2013

  Terror/enjoyment: performativity, resistance and the teacher's psyche

  Clarke, M., 1 Nov 2013, In: London Review of Education. 11, 3, p. 229-238

  Research output: Contribution to journal › Article › peer-review

  • psyche 100%
  • terrorism 66%
  • teacher 33%
  • sublimation 20%
  • moral philosophy 20%
  24 Citations (Scopus)

• Professional standards, teacher identities and an ethics of singularity

  Clarke, M. & Moore, A., Aug 2013, In: Cambridge Journal of Education. 43, 4, p. 487-500

  Research output: Contribution to journal › Article › peer-review

  • moral philosophy 100%
  • psyche 82%
  • teacher 56%
  • colonization 36%
  • creativity 26%
  45 Citations (Scopus)

• A tale of two teachers: Teacher identity and care of the self in an era of accountability

  Clarke, M., 2013, The applied linguistic individual: Sociocultural approaches to autonomy, agency, and identity. Benson, P. & Cooker, L. (eds.). London: Equinox Publishing Ltd, p. 164-177

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

  • empowerment 100%
  • reform 73%
  • responsibility 67%
  • Teaching 53%
  • teacher 51%
• 2012

  The other side of education: A Lacanian critique of neoliberal education policy

  Clarke, M., 12 Oct 2012, In: Other Education: The Journal of Educational Alternatives. 1, 1, p. 48-60

  Research output: Contribution to journal › Article › peer-review

  Open Access

  • discourse 100%
  • subversion 73%
  • educational policy 60%
  • hegemony 60%
  • education 56%

• Motivation as Ethical Self-Formation

  Clarke, M. & Hennig, B., Sep 2012, In: Educational Philosophy and Theory. 45, 1, p. 77-90

  Research output: Contribution to journal › Article › peer-review

  • Psychology 100%
  • Education 87%
  • Educational Psychology 70%
  • Educational philosophy 66%
  • psychology 62%
  16 Citations (Scopus)