Shain, Farzana. 2024. Addressing the triple challenge of right-wing populism, nationalism and colonial amnesia in and through human rights education. In: Audrey Osler and Beate Goldschmidt-Gjerløw, eds. Nordic Perspectives on Human Rights Education Research and Practice for Social Justice. Abingdon: Routledge, pp. 241-246. ISBN 9781032375373 [Book Section]

Hayes, Aneta and Shain, Farzana. 2023. Whiteness, citizenship of class and educational privilege of Eastern European pupils in British schools. Whiteness and Education, 8(1), pp. 82-100. ISSN 2379-3406 [Article]

Shain, Farzana; Yildiz, Umit; Poku, Veronica and Gokay, Bulent. 2021. From silence to ‘strategic advancement’: institutional responses to ‘decolonising’ in higher education in England. Teaching in Higher Education, 26(7-8), pp. 920-936. ISSN 1356-2517 [Article]

Shain, Farzana. 2021. Navigating the unequal education space in post-9/11 England: British Muslim girls talk about their educational aspirations and future expectations. Educational Philosophy and Theory, 53(3), pp. 270-287. ISSN 0013-1857 [Article]

Shain, Farzana. 2020. Educating. In: S Mathewman; B Curtis and D Mayeda, eds. Being Sociological. London: Macmillan International (Red Globe Press), pp. 219-236. ISBN 9781352011159 [Book Section]

Shain, Farzana. 2020. Minority Students in the UK. In: M David and M Amey, eds. The Sage Encyclopedia of Higher Education. Sage, pp. 1062-1064. ISBN 9781473942912 [Book Section]

Shain, Farzana; Qadir, Parvez and Henderson, Kirstie. 2020. Changing The Narrative. [Film/Video]

Shain, Farzana. 2020. Race matters: confronting the legacy of empire and colonialism. British Journal of Sociology of Education, 41(2), pp. 272-280. ISSN 0142-5692 [Article]

KAUR-AUJLA, Harjnder; Shain, Farzana and Lilley, Alison. 2019. A Gap Exposed: What is Known About Sikh Victims of Domestic Violence Abuse (DVA) and Their Mental Health? European Journal of Mental Health, 14(1), 179 -189. [Article]

Harwood, Valerie; Olssen, Mark and Shain, Farzana. 2018. Foucault as educator. British Journal of the Sociology of Education, 39(8), pp. 1226-1234. ISSN 0142-5692 [Article]

Shain, Farzana. 2017. Dangerous radicals or symbols of crisis and change: re-theorising the status of Muslim boys as a threat to the social order. In: Máirtín Mac an Ghaill and Chris Haywood, eds. Muslim Students, Education and Neoliberalism: Schooling a 'Suspect Community'. Basingstoke: Palgrave Macmillan, pp. 17-33. ISBN 9781137569219 [Book Section]

Shain, Farzana. 2016. Succeeding against the odds: can schools ‘compensate for society’? Education 3-13, 44(1), pp. 8-18. ISSN 0300-4279 [Article]

Gokay, Bulent and Shain, Farzana. 2015. Making sense of the protests in Turkey (and Brazil): contesting neo-liberal urbanism in ‘Rebel Cities’. Estudos Ibero-Americanos, 41(2), pp. 242-260. ISSN 0101-4064 [Article]

Bhopal, Kalwant and Shain, Farzana, eds. 2015. Neoliberalism and Education Rearticulating Social Justice and Inclusion, 1st Edition. New York, NY: USA: Routledge. ISBN 9781138182530 [Edited Book]

Bhopal, Kalwant and Shain, Farzana, eds. 2014. British Journal of Sociology of Education (Special Issue): Educational inclusion: towards a social justice agenda?, British Journal of Sociology of Education, 35(5). 0142-5692 [Edited Journal]

Bhopal, Kalwant and Shain, Farzana. 2014. Introduction. Educational inclusion: towards a social justice agenda? British Journal of the Sociology of Education, 35(5), pp. 645-649. ISSN 0142-5692 [Article]

Shain, Farzana. 2014. Intersections of 'race', class and gender in the social and political identifications of young Muslims in England. In: Kalwant Bhopal and John Preston, eds. Intersectionality and "Race" in Education. London: Routledge, pp. 138-156. ISBN 9781138021518 [Book Section]

Gokay, Bulent and Shain, Farzana. 2013. Making sense of the protests in Turkey (and Brazil). Journal of Global Faultlines, 1(2), pp. 58-68. ISSN 2397-7825 [Article]

Shain, Farzana. 2013. 'The Girl Effect': Exploring Narratives of Gendered Impacts and Opportunities in Neoliberal Development. Sociological Research Online, 18(2), pp. 181-191. [Article]

Shain, Farzana. 2013. Race, Nation and Education: An overview of British attempts to manage diversity since the 1950s. Educational Enquiry, 4(1), pp. 63-85. ISSN 2000-4508 [Article]

Shain, Farzana. 2012. ‘Getting on’ rather than ‘getting by’: ethnicity, class and ‘success against the odds’. British Journal of Sociology of Education, 33(1), pp. 153-163. ISSN 0142-5692 [Article]

Shain, Farzana. 2011. The New Folk Devils: Muslim Boys and Education in England. Stoke-on-Trent: Trentham Books. ISBN 9781858564425 [Book]

Shain, Farzana. 2010. Refusing to Integrate: Asian girls, achievement and the experience of schooling. In: C Jackson; Carrie F. Paechter and E Renold, eds. Girls and Education 3-16: Continuing concerns. Maidenhead: Open University Press, pp. 62-74. ISBN 9780335235629 [Book Section]

Shain, Farzana. 2009. Uneasy Alliances: British Muslims and Socialists since the 1950s. Journal of Communist Studies and Transition Politics, 25(1), pp. 95-109. ISSN 1352-3279 [Article]

Shain, Farzana. 2003. The Schooling and Identity and Asian Girls. Stoke-on-Trent: Trentham Books. ISBN 9781858561813 [Book]

Gleeson, Denis and Shain, Farzana. 2002. Managing Ambiguity in Further Education. In: N Bennett; M Crawford and M Cartright, eds. Effective Educational Leadership. Sage, pp. 229-246. ISBN 9780761940562 [Book Section]

Shain, Farzana. 2000. Culture, Survival and Resistance: theorizing young Asian women’s experiences and strategies in contemporary British schooling and society. Discourse: Studies in the Cultural Politics of Education, 21(2), pp. 155-174. ISSN 0159-6306 [Article]

Gleeson, Denis and Shain, Farzana. 1999. Managing Ambiguity: Between Markets and Managerialism — A Case Study of ‘Middle’ Managers in Further Education. The Sociological Review, 47(3), pp. 461-490. ISSN 0038-0261 [Article]

Shain, Farzana and Gleeson, Denis. 1999. Under new management: changing conceptions of teacher professionalism and policy in the further education sector. Journal of Education Policy, 14(4), pp. 445-462. ISSN 0268-0939 [Article]