Items where Author is "Amsler, Sarah"
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Amsler, Sarah S. and Bolsmann, Chris H. (2012). University ranking as social exclusion. British journal of sociology of education, 33 (2), pp. 283-301.
Amsler, Sarah S. (2011). Beyond all reason: spaces of hope in the struggle for England’s universities. Representations, 116 , pp. 62-87. (In Press)
Amsler, Sarah S. (2011). From therapeutic to political education: the centrality of affective sensibility in critical pedagogy. Critical studies in education, 52 (1), pp. 47-63.
Amsler, Sarah S. (2009). Promising Futures? Education as a Symbolic Resource of Hope in Kyrgyzstan. Europe-Asia studies, 61 (7), pp. 1189-1206.
Amsler, Sarah S. (2009). Embracing the politics of ambiguity: towards a normative theory of "sustainability". Capitalism, nature, socialism, 20 (2), pp. 111-125.
Amsler, Sarah S. and Canaan, Joyce (2008). Whither critical pedagogy in the neo-liberal university today? Two UK practitioners' reflections on constraints and possibilities. Enhancing learning in the social sciences, 1 (2),
Amsler, Sarah S. (2008). Pedagogy against dis-utopia: from conscientization to the education of desire. Current perspectives in social theory, 25 , pp. 291-325.
Amsler, Sarah S.; Canaan, Joyce; Cowden, Stephen; Motta, Sara and Singh, Gurnam (2010). Critical pedagogy/popular education group. IN: Why Critical Pedagogy and Popular Education Matter Today. Amsler, Sarah S.; Canaan, Joyce; Cowden, Stephen; Motta, Sara and Singh, Gurnam (eds) Birmingham: C-SAP: Higher Education Academy Subject Network for Sociology, Anthropology, Politics.
Amsler, Sarah S. (2008). Cultural colonialism. IN: Blackwell Encyclopedia of Sociology Online. Ritzer, George (ed.) Wiley-Blackwell.
Amsler, Sarah S. (2008). 'Hope'. IN: Blackwell Encyclopedia of Sociology Online. Ritzer, George (ed.) Wiley-Blackwell.
Conference or Workshop Item
Amsler, Sarah S. and Canaan, Joyce (2011). Cracking capitalist realism: the new student movement and its post-capitalist politics. IN: Marxism and Education: Renewing the Dialogue. Institute of Education, University of London (UK), 2011-04-09. (Unpublished)