The Education of Radical Democracy, Routledge, 2015.
Acts of knowing: critical pedagogy in, against and beyond the university, co-edited with S. Cowden, G. Singh, J. Canaan and S. Motta, Bloomsbury Press, 2013.
Why Critical Pedagogy and Popular Education Matter Today, edited with Canaan, J., Cowden, S., Motta, S. & Singh, G., Centre for Sociology, Anthropology & Politics, 2010.
The Politics of Knowledge in Central Asia: Social Science between Marx and the Market, Routledge, 2007.
Theorising Social Change in Post-Socialist Societies: Critical Perspectives, co-edited with B. Sanghera and T. Yarkova, Peter Lang, 2007.
‘“Insane with courage”: free university experiments and the struggle for higher education in historical and contemporary perspective’, Learning and Teaching in the Social Sciences, forthcoming 2017.
‘The marketised university and the politics of motherhood’, with S. C. Motta, Gender and Education, 2017, online first 30 March 2017, http://dx.doi.org/10.1080/09540253.2017.1296116.
‘Contesting anticipatory regimes in education: exploring alternative educational orientations to the future’, with K. Facer, Futures: The Journal of Policy, Planning and Future Studies, online first 22 January 2017, http://dx.doi.org/10.1016/j.futures.2017.01.001.
‘Market-driven, state-managed diversification of Higher Education in Post-Soviet Kyrgyzstan’, with J. Shadymanova, Higher Education in Russia and Beyond, 2016, 2(8): 10-11.
‘Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching‘, with Davy, Z. and Duncombe, K., Qualitative Research in Education, 2015, 4(2), ISSN 2014-6418.
‘By ones and twos and tens: pedagogies of possibility for democratising higher education‘, Pedagogy, Culture and Society, 2014, 22(2): 275-294.
‘An experiment in free, co-operative, higher education’ [collectively authored], Radical Philosophy, 2014, 182 (November/December).
‘The radical in engaged artistic practices’, Contemporary Theatre Review, 2014, 24(2): 287.
‘University ranking: a dialogue on turning towards alternatives‘, Ethics in Science and Environmental Politics, 2014, 13 (2). pp. 1-12.
‘Occupy: a new pedagogy of space and time?‘, Journal for Critical Education Policy Studies, 2012, 10 (2) (with Mike Neary).
‘University ranking as social exclusion’, British Journal of Sociology of Education, 2012, 33(2).
‘Revalorising the critical attitude for critical education’, Journal for Critical Education Policy Studies, 2011, 9(2).
‘Beyond all reason: spaces of hope in the struggle for England’s universities’, Representations, 2011, 116: 90-114.
‘Strivings towards a politics of possibility’, Graduate Journal of Social Sciences, 2011, 8(1): 83-103.
‘Creative militancy, militant creativity and the new student movement’, Post-16 Educator, 2011, 61: 5-6.
‘From “therapeutic” to political education: the centrality of affective sensibility in critical pedagogy’, Critical Studies in Education, 2011, 52(1): 47-64.
‘Promising futures: “education” as a resource of hope in post-socialist society’, Europe-Asia Studies, special issue on ‘Polities of the Spectacular: Symbols, Rhetoric and Power in Central Asia’, 2009, 61 (7): 1189-1206.
‘Embracing the politics of ambiguity: towards a normative theory of “sustainability”’, Capitalism, Nature, Socialism, 2009, 20(2): 111-25.
‘Pedagogy against dis-utopia: from conscientization to the education of desire’, Current Perspectives in Social Theory, 2008, 25: 291-325.
‘Whither critical education in the neoliberal university? Two practitioners’ reflections on constraints and possibilities’ (co-authored with J. Canaan), Enhancing Learning in the Social Sciences, 2008, 1(1).
‘Pedagogies of pluriversality: learning for a world in which many worlds fit’ in University Futures, ed. by S. Wright and R. Lund, Berghahn Books, forthcoming 2017.
‘Critique and possibility in cultural sociology’ with N. Hanrahan, in Hall, J., Grindstaff, L. and Lo, M. (eds) Handbook of Cultural Sociology, 2nd ed., Routledge, forthcoming 2017.
‘Learning hope: an epistemology of possibility for advanced capitalist society’ in A. C. Dinerstein (ed.) Social Sciences for An Other Politics: Women Theorizing without Parachutes, Palgrave Macmillan, 2017.
‘Differentiating to survive: institutional strategies of higher education reform between state and market in post-Soviet Kyrgyzstan’, with J. Shadymanova, in Huisman, J., Smolentseva, A. and Froumin, I. (eds) 25 Years of Transformations of Higher Education Systems in Post-Soviet Countries: Reform and Continuity, Springer, 2017.
‘A question of learning hope: education, ‘the Front’ and pedagogies of possibility’ in Women on the Verge (of Creating a Field), ed. by A. C. Dinerstein, Palgrave, 2016.
‘What do we mean when we say “democracy?” Learning towards a common future with popular higher education’ in Out of the Ruins, ed. by R. Howarth, PM Press, 2016.
‘Criticality, pedagogy and the promises of radical democratic education‘, in Acts of knowing: critical pedagogy in, against and beyond the university, Bloomsbury Press, 2013.
‘Critical pedagogy, critical theory and critical hope’ in Acts of Knowing: Critical Pedagogy in, against and beyond the University, Bloomsbury Press, 2013.
‘The politics of privatisation: insights from the Central Asian university‘, in Educators, professionalism and politics: global transitions, national spaces and professional projects, NY: Routledge, 2013.
‘Re-imagining critique in cultural sociology’ (co-authored with N. Hanrahan) in Hall, J. Grindstaff, L. and Lo, M. (eds) Handbook of Cultural Sociology, Routledge, 2010.
‘Bringing hope “to crisis”: crisis thinking, ethical action and social change’ in Skrimshire, S. (ed.) Future Ethics: Climate Change and Political Action, Continuum, 2010.
‘Education as critical practice’ in Why Critical Pedagogy and Popular Education Matter Today, Centre for Sociology, Anthropology and Politics, 2010.
‘Hope’ & ‘Cultural Colonialism’, entries in The Blackwell Encyclopedia of Sociology, 2008.
‘Higher education reform in Kyrgyzstan: the politics of neoliberal agendas in theory and practice’ in Structure and Agency in the Neo-liberal University, Routledge, 2007.
‘Knowledge, freedom and post-soviet imperialism: the case of social science in Kyrgyzstan’ in Theorising Social Change in Post-Socialist Societies: critical perspectives, co-edited with B. Sanghera and T. Yarkova, Peter Lang, 2007.
‘From Truth in Strength to Strength in Truth: The Reconstitution of Power/Knowledge in Central Asian Sociology’ in After Communism: Critical Perspectives on Society and Sociology, edited by A. Salam, C. Harrington and T. Zurabishvili, Peter Lang, 2002.
Disciplinary Conquest: U. S. Scholars in South America, 1900–1945, Bulletin of Latin American Research, forthcoming 2017.
Co-operation, Learning and Co-operative Values: Contemporary Issues in Education (Tom Woodin, ed.) Post-16 Educator, 2015.
Epistemologies of the South: Justice against Epistemicide, (B. de Sousa Santos), Sociology, March 2015, online first 0038038515574657.
Crisis in the Global Mediasphere: Desire, Displeasure and Cultural Reproduction (J. Lewis), Contemporary Sociology, 2014, 43: 100–102.
Lost in Transition: Redefining Students and Universities in the Contemporary Kyrgyz Republic (A. DeYoung), Central Asian Studies, 2013, 32(1): 100–102.
Pedagogy of the Oppressed (P. Freire), Times Higher Education, 30 September 2010.
Life at the Edge of Empire: Oral Histories of Kyrgyzstan (S. Tranum), Central Asian Survey, 2009, 28(4): 438-40.
Foucault and the Iranian Revolution: Gender and the Seductions of Islamism (J. Afary and K. Anderson), British Journal of Sociology, 2006, 57(3): 521-3.
Control and Subversion: Gender Relations in Tajikistan (C. Harris), British Journal of Sociology, 2004, 55(4): 594.