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Cooper, David ORCID: https://orcid.org/0000-0001-6143-3772 and Hanley, Christopher ORCID: https://orcid.org/0000-0002-0470-1125 (2025) Trees, texts, and place-based education: the pedagogic potential of literary geography. In: The Routledge Handbook of Literary Geographies. Routledge Literature Handbooks . Routledge, London, pp. 405-416. ISBN 9780367564339 (hardback); 9781003097761 (ebook)

Hanley, Christopher ORCID: https://orcid.org/0000-0002-0470-1125, Cooper, David ORCID: https://orcid.org/0000-0001-6143-3772 and Rowntree, Jennifer ORCID: https://orcid.org/0000-0001-8249-8057 (2024) The importance of experience: supporting pupils’ creative writing about the natural world. Changing English. ISSN 1358-684X

Sant Obiols, Edda ORCID: https://orcid.org/0000-0002-7907-5907, Gonzalez-Valencia, Gustavo, Shaikh, Ghazal, Santisteban, Antoni, da Costa, Marta, Hanley, Chris ORCID: https://orcid.org/0000-0002-0470-1125 and Davies, Ian (2024) Characterising citizenship education in terms of its emancipatory potential: reflections from Catalonia, Colombia, England, and Pakistan. Compare: a journal of comparative and international education, 54 (4). pp. 608-627. ISSN 0305-7925

Hanley, Christopher ORCID: https://orcid.org/0000-0002-0470-1125 and Sant, Edda (2023) Touch, tact and swerve: three new concepts for the doctoral process, inspired by Jean-Luc Nancy’s ontology. Research in Education. ISSN 0034-5237

Hanley, C and Brown, T (2019) Thinking with certainty or with doubt: a Lacanian theorisation of discursive knowledge in teacher education. Discourse, 40 (3). pp. 306-318. ISSN 0159-6306

Sant, Edda and Hanley, C (2018) Political assumptions underlying pedagogies of national education: the case of student teachers teaching ‘British Values’ in England. British Educational Research Journal, 44 (2). pp. 319-337. ISSN 0141-1926

Sant Obiols, E, McDonnell, J, Pashby, K, Menendez Alvarez-Hevia, D, Sellar, S and Hanley, C (2018) Agonistic Controversial’ Issues As A Pedagogy For Global Citizenship Education. In: American Educational Research Association 2018 (AERA 2018), 13 April 2018 - 17 April 2018, New York.

Hanley, C (2017) An exploration of educative praxis : Reflections on Marx’s concept praxis, informed by the Lacanian concepts act and event. Educational Philosophy and Theory, 49 (10). pp. 1006-1015. ISSN 0013-1857

Hanley, C and Brown, T (2017) Developing a university contribution to teacher education: creating an analytical space for learning narratives. Journal of Curriculum Studies, 49 (3). pp. 352-368. ISSN 0022-0272

Hammersley-Fletcher, LJ ORCID: https://orcid.org/0000-0002-4443-6856 and Hanley, C ORCID: https://orcid.org/0000-0002-0470-1125 (2016) The use of critical thinking in higher education in relation to the international student: shifting policy and practice. British Educational Research Journal, 42 (6). pp. 978-992. ISSN 0141-1926

Hanley, C (2015) Neoliberalism, emotional experience in education and Adam Smith: reading The theory of moral sentiments alongside The wealth of nations. Journal of Educational Administration and History, 47 (2). pp. 105-116. ISSN 0022-0620

Hanley, C (2013) Towards a new privacy: Totalitarianism, emotion and management discourse. Management in Education, 27 (4). pp. 146-149. ISSN 0892-0206