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  1. Naomi Hodgson (forthcoming). An Overview. Journal of Philosophy of Education 44 (1).
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  2. Naomi Hodgson (forthcoming). Introduction. Journal of Philosophy of Education 44 (1).
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  3. Naomi Hodgson (2013). Cosmopolitan Research and Public Thinking: Putting Oneself to the Test of Reality. Ethics and Education 8 (3):263-275.
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  4. Naomi Hodgson (2012). 'The Only Answer is Innovation …': Europe, Policy, and the Big Society. Journal of Philosophy of Education 46 (4):532-545.
    Recent European and member state policy shows innovation to be a current guiding logic of government. This article offers an analysis of how innovation, seen partly in terms of learning but more significantly in terms of research, forms part of the discourses and practices of government today. Research is now something that all actors must engage with and so constitutes the individual's self-understanding. Both the European and UK policies that I discuss speak of a shift away from excessive measurement and (...)
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  5. Naomi Hodgson (2011). Citizenship and Scholarship in Emerson, Cavell and Foucault. Ethics and Education 6 (1):85 - 100.
    This article explores the relationship between democracy, citizenship and scholarship through the notion of voice. The conception of voice in current policy operates governmentally, and shores up an identity ordered according to existing classifications and choices rather than destabilising it, and enabling critique. Rather than leading to an empowerment then the notion of voice, found in policy, research and practice, constitutes a depoliticisation of citizenship. The work of Ralph Waldo Emerson, Stanley Cavell and Michel Foucault is drawn upon here to (...)
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  6. Naomi Hodgson (2010). Educational Research, Governmentality and the Construction of the Cosmopolitan Citizen. Ethics and Education 4 (2):177-187.
    The turn to cosmopolitanism in educational research on citizenship education is indicative of a wider discourse of cosmopolitanism evident throughout social and cultural policy. This discourse represents a more 'light-hearted' use of the term than the philosophical tradition offers. This discourse should not be dismissed, however, but, instead, attention should be paid to who the citizen is that is addressed by such language. An analysis informed by Foucault's concept of governmentality draws attention to the way in which the discourse of (...)
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  7. Naomi Hodgson (2010). What Does It Mean to Be an Educated Person? Journal of Philosophy of Education 44 (1):109-123.
    Winner of the Philosophy of Education Society of Great Britain Student Essay Competition 20091The competition question ‘What Does It Mean To Be An Educated Person?’ is associated with a powerful and influential line of thought in the philosophy of R. S. Peters. It is a question that needs always to be asked again. I respond by asking what it means, now, to be an educated person—that is, how the value of being an educated person is currently understood, and, further, how (...)
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  8. Naomi Hodgson (2009). Narrative and Social Justice From the Perspective of Governmentality. Journal of Philosophy of Education 43 (4):559-572.
    The use of narrative research is often informed by a commitment to social justice on the part of the researcher. An example of this literature, Morwenna Griffiths' Action for Social Justice in Education: Fairly Different (2003), is taken here to illustrate the understanding of power and the way in which the relationship between theory and practice is conceived. The language and tone of such texts illustrate the role of a certain inheritance of psychology in the construction of subjectivity, which shapes (...)
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  9. Naomi Hodgson (2008). Citizenship Education, Policy, and the Educationalization of Educational Research. Educational Theory 58 (4):417-434.
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  10. Naomi Hodgson & Paul Standish (2006). Induction Into Educational Research Networks: The Striated and the Smooth. Journal of Philosophy of Education 40 (4):563–574.
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