Robinson, N (2024), Using Holocaust Education as a "Bridge" to Learning about Apartheid in a South African History Classroom: The Development of "Interpretive Frames" through Comparative Histories. Holocaust and Genocide Studies. 

​

Robinson, N (2024), Not White Enough, Not Biko Black Enough: The Othering of Coloured Identity in the South African History Classroom in States and the Making of Others. Springer.

​

Robinson, N (2023), Who wants a reparative future? Social mobility beliefs, and young South African’s narrative positioning within the historic moral community. Futures.

​

Robinson, N; Kerswill, N (2023), “Myth” or “construct”?: What students are learning about race in the South African history classroom. Yesterday and Today. 

​

Dryden-Peterson, S; Robinson, N (2023), Time, Source, and Responsibility: Understanding changing uses of the past in 'post-conflict' South African history teaching, 1998 and 2019. Compare.

​

Mills, D; Tindana, P; Chatio, S; Robinson, N; Branford, A; Inouye, K; Agboraw, I; Kingori, P (2023), From ‘Publish or Perish’ to Publish and Perish: African Academic Publishing and ‘Predatory’ Journals. African Minds.

​

Robinson, N. (2022) Conceptualising historical legacies for transitional justice history education in postcolonial societies. History Education and Research Journal. Vol. 19(1). DOI: 10.14324/HERJ.19.1.10

​

Mills, D; Robinson, N. (2021) Democratising publishing or preying on researchers? Geographies of credibility and visibility in a global research economy. Science as Culture.

​

Kim, J; Robinson, N; Harma, J; Jeffery, D; Rose, P; Woldehanna, T. (2021) Misalignment of policy priorities and financing for early childhood education: Evidence from Ethiopia, Liberia, and Mainland Tanzania. International Journal of Educational Research

​

Mills, D; Branford, A; Inouye, K; Robinson, N; Kingori, P. (2021), ‘Fake’ Journals and the Fragility of Authenticity: Citation Indexes, ‘Predatory’ Publishing, and the African Research Ecosystem. Journal of African Cultural Studies.

​

Robinson (2021), Learning from the past: The role of emotion in deflecting conversations about privilege and power in South African schools, in Intentions, Power, and Accidents; Shifting the critique of Global Citizenship Education (GCE) to an emic perspective on education for global citizenship. Tertium Comparationis. Jahrgang 26 Ausgabe 2, Seiten: 116-121

​

Robinson (2021), ‘Developing Historical Consciousness for Social Cohesion: How South African students learn to construct the relationship between past and present’, in Historical Justice and History Education. Palgrave.

​

Taylor & Robinson (2019), Secondary Education in Sub-Saharan Africa Teacher Preparation and Support, Case study: South Africa. JET Education.

​

Robinson & Taylor (2019), Secondary Education in Sub-Saharan Africa Teacher Preparation and Support, Market Scan. JET Education.

​

Taylor, Deacon, & Robinson (2019), Secondary Education in Sub-Saharan Africa Teacher Preparation and Support, Teacher Preparation and Support, Overview report. JET Education.

​

Taylor & Robinson (2019), Secondary Education in Sub-Saharan Africa Teacher Preparation and Support, Literature Review. JET Education.

​

OECD. 2018, Preparing Our Youth For an Inclusive and Sustainable World: The OECD PISA global competence framework. OECD.

​

Sayed, Y; Badroodien, A; Omar, Y; Balie, L; McDonald, Z; de Kock, T; Salmon, T; Raanhuis, J; Singh, M; Robinson, N; Hanaya, A; Foulds, F; Gaston, J; Sirkhotte-Kriel, W; Nakidien, T (2017): Engaging Teachers in Peacebuilding In Post-Conflict Context: Evaluating Education Interventions in South Africa. South Africa Country Report, ESRC/DFID Research Report, University of Sussex, UK

​

Taylor & Robinson (2016), Towards Teacher Professional Knowledge and Practice Standards in South Africa. Centre for Economic Development.

​

OECD. 2015, Teacher Ready! The State of Play in Initial Teacher Education. OECD.

 

Xu, Lin, Gordon, Robinson, Harder (2012), A successful residential food waste recycling program in urban apartments: An in-depth, multi-view analysis. Journal of Cleaner Production

​

Robinson (2023), ‘South Africa: On the Importance of history education post colonialism’. 21st February 2023, Education, Purpose, and Human Flourishing in Uncertain Times.

 

Robinson (2023), ‘Cause and Consequence Vs Change and Continuity: History teachers’ epistemological reasoning on the relationship between past and present’. October 13-14, 2022. History teachers’ epistemic considerations.

 

Robinson (2022), ‘The construction of race in the South African history classroom’, 31st August – 2 nd September, HEIRNET 17th Annual International Conference.

 

Robinson (2021), ‘Learning the legacies of apartheid: A comparative ethnographic study of four South African history classrooms’, Comparative and International Education Conference, April 25th – May 2nd 2021.

 

Robinson (2020), ‘Difficult History: The perils of teaching historical consciousness in post-apartheid South Africa’, Historical Consciousness – Historical Thinking – Historical Culture, University of Graz, 11-14 November. Graz.

 

Robinson (2019), ‘Developing historical consciousness in the Grade 9 history classroom: How students learn to construct the relationship between past and present’, Historical Justice and History Education Symposium, Umea University, 4-5 June. Umea.

 

Robinson (2019), Historical Consciousness and Citizenship Education: How the legacy of the past shapes the imagined nation and young peoples’ place within it, Global Citizenship Education and Citizenship Education in a Changing World: Normative and Pedagogical Challenges, 25-29 June. Georg Eckert Institute, 6th Georg Arnhold International Summer School. Braunschweig, Germany.

 

Robinson (2019), ‘Developing historical consciousness in the South African Grade 9 history classroom: How students learn to construct the relationship between past and present’, Public History, Historical Culture, Identity and Pedagogy, University of Vienna, 2-4 September. HEIRNET, 16th Annual International Conference.

Conflict and Identity: Confronting the past through education, 17th -18th October 2019.

Organized with Dr Jason Todd and Dr Heather Mann. Funded by the KE Seed Fund and ESRC.

Hosted at Lincoln College.