Peppin Vaughan, R., & Longlands, H. (2022). A technology of global governance or the path to gender equality? Reflections on the role of indicators and targets for girls’ education. Comparative Education: an international journal of comparative studies.
Unterhalter, E., Longlands, H. & Peppin Vaughan, R. (2022) Gender and Intersecting Inequalities in Education: Reflections on a Framework for Measurement, Journal of Human Development and Capabilities
Pankhurst, C. (2022). ‘Girls’ Education and Climate Change: A critical review of the literature’. AGEE Working Paper.
Unterhalter, E. (2021). ‘A longer view: conceptualising education, identity and the public good in 1917 and 2016’, in S. Carney and E. Klerides (eds.), Identities and Education: Comparative Perspectives in Times of Crisis. London: Bloomsbury (pp.203-221).
Anand, P., Ferrer, B., Gao, Q., Nagales, R. and Unterhalter, E. (2020). ‘COVID-19 as a Capability Crisis: Using the Capability Framework to Understand Policy Challenges’, Journal of Human Development and Capabilities, Vol. 21(3), pp.293-299.
Unterhalter, E., Robinson, L., and Ron Balsera, M. (2020). ‘The politics, policies and practices of intersectionality: Making gender equality inclusive in and through education’, Background paper prepared for the Global Education Monitoring Report Gender Report A New Generation: 25 years of efforts for gender equality in education. Paris: UNESCO.
Unterhalter, E. (2020). ‘An other self? Education, foreignness, reflexive comparison and capability as connection’, Comparative Education, Vol. 56(1), pp.3-19.
Unterhalter, E. and Robinson, L. (2020). ‘Precise evasions: PPPs, aid and education’, in J. Gideon and E. Unterhalter (eds.), Critical reflections on public private partnerships. Abingdon: Routledge (pp.98-114).
North, A. and Longlands, H. (2019). ‘Gender, poverty and educational equality’, in M.J. Schuelke, C.J. Johnstone, G. Thomas and A.J. Artiles (eds.), The SAGE handbook of inclusion and diversity in education. London: Sage.
Unterhalter, E. (2019). ‘The many meanings of quality education: politics of targets and indicators in SDG4’, Global Policy, Vol. 9, pp.39-51.
Unterhalter, E. (2019). ‘Balancing pessimism of the intellect and optimism of the will: Some reflections on the capability approach, gender, empowerment, and education’ in D. Clark, A. Frediani and M. Biggeri (eds.), The Capability Approach, Empowerment and Participation: Concepts, Methods and Applications. London: Palgrave (pp.75-100).
Unterhalter, E. (2019). ‘Articulation and a theorisation of educational change: Reflections on Harold Wolpe’s work on South Africa’, in J. Reynolds, B. Fine and R. van Niekerk (eds.), Race, class and the post-apartheid democratic state. Durban: University of KwaZulu-Natal Press (pp.213-240).
Peppin Vaughan, R. (2019). ‘Global campaigns for girls’ and women’s education, 2000–2017: insights from transnational social movement theory’, Comparative Education, Vol. 55(4), pp.494-516.
Unterhalter E., Parkes, J. and Howell, C. (2019). ‘Achieving Gender Equality in and Through Education’, Knowledge and Information Exchange Discussion Paper. Washington DC: Global Partnership for Education.
Unterhalter, E. (2018). ‘Negative Capability? Measuring the unmeasurable in education’, in E. Unterhalter (ed.), Measuring the Unmeasurable in Education. Abingdon: Routledge (pp.1-16).
Unterhalter, E. (ed.). (2018). Measuring the Unmeasurable in Education. Abingdon: Routledge.
Unterhalter, E., North, A. and Ward, O. (2018). ‘Accountability for gender equality’. Background paper for the 2018 Global Education Monitor Gender Review. Paris: UNESCO.
Unterhalter, E., (2018). ‘Silences, stereotypes and local selection: Reflections for the SDGs on some experiences with the MDGs and EFA’, in A. Verger, M. Novelli, H. Altinyelken (eds.), Global Education Policy and International Development: New Agendas, Issues and Policies. London: Bloomsbury (pp.75-96).