| The Post-Truth Tyrannies of an Evidence-Based Hegemony. S Wescott Education policy analysis archives 30 (95), 2022 | 18 | 2022 |
| What an English teacher knows: Teaching in the post-truth era S Wescott Changing English 28 (1), 118-130, 2021 | 11 | 2021 |
| The problem of anti-feminist ‘manfluencer’Andrew Tate in Australian schools: women teachers’ experiences of resurgent male supremacy S Wescott, S Roberts, X Zhao Gender and Education 36 (2), 167-182, 2024 | 9 | 2024 |
| Working the third space: Reformulating practice in the transition from classroom teacher to teacher educator F Diamond, S Wescott, K Molloy Australian Journal of Teacher Education (Online) 46 (1), 39-54, 2021 | 7 | 2021 |
| The politics of safe schools: Opportunities for intervention in the English classroom S Wescott English in Australia 53 (2), 49-58, 2018 | 6 | 2018 |
| Policy, teacher education, and Covid-19: An international “crisis” in four settings TA Trippestad, P Gkofa, S Yufu, A Heffernan, S Wescott, M Maguire, ... The Palgrave Handbook of Teacher Education Research, 1-29, 2022 | 3 | 2022 |
| To quell the problem, we must name the problem: the role of social media ‘manfluencers’ in boys’ sexist behaviours in school settings S Roberts, S Wescott Educational and Developmental Psychologist, 1-4, 2024 | 2 | 2024 |
| To present or not to present? C Mirra, S Wescott Idiom 54 (1), 49-51, 2018 | 2 | 2018 |
| Institutional responses to sexual harassment and misogyny towards women teachers from boys in Australian schools in the post-# metoo era X Zhao, S Roberts, S Wescott Journal of Educational Administration and History, 1-18, 2024 | 1 | 2024 |
| The Ordinary Everyday: Centring the embodied practice of classroom teaching S Wescott New Perspectives on Education for Democracy, 64-76, 2021 | 1 | 2021 |
| The child and the strict father: invoking metaphor in the Safe Schools debate S Wescott Discourse: Studies in the Cultural Politics of Education 41 (6), 829-840, 2020 | 1 | 2020 |
| Education policy and practice in the post truth era: Interrogating the evidence-based hegemony S Wescott Monash University, 0 | 1 | |
| Post-truth politics and manosphere extremists in Australian schools S Wescott | | 2024 |
| On the uses and use of NAPLAN: the hidden effects of test-based data-centric accountabilities R Daliri-Ngametua, S Wescott, A McKay Journal of Education Policy, 1-18, 2024 | | 2024 |
| Education into the 2030s: The big education challenges of our times Vol. 2. Faculty of Education Working Paper# 3 B Bloomfield, J Blannin, B Devenish, R Fox, J Gleeson, S Lea, E Leif, ... Monash University, 2024 | | 2024 |
| Resisting evidence-based policy hegemonies in a post-truth climate S Wescott Resistance in Educational Leadership, Management, and Administration, 80-94, 2024 | | 2024 |
| Copyright notice S Wescott | | 2022 |
| Rapid response report: after covid-19: the longer-term impacts of the coronavirus crisis on education C Grove, KA Allen, R Jeanes, BG Cordoba, M Phillips, C Perrotta, ... | | 2020 |
Fleur DiamondLecturer, English education在 monash.edu 的电子邮件经过验证
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