Hilary Cremin

810 total citations
30 papers, 452 citations indexed

About

Hilary Cremin is a scholar working on Sociology and Political Science, Education and Political Science and International Relations. According to data from OpenAlex, Hilary Cremin has authored 30 papers receiving a total of 452 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Sociology and Political Science, 13 papers in Education and 4 papers in Political Science and International Relations. Recurrent topics in Hilary Cremin's work include Peace and Human Rights Education (12 papers), Children's Rights and Participation (5 papers) and Peacebuilding and International Security (4 papers). Hilary Cremin is often cited by papers focused on Peace and Human Rights Education (12 papers), Children's Rights and Participation (5 papers) and Peacebuilding and International Security (4 papers). Hilary Cremin collaborates with scholars based in United Kingdom, South Korea and Japan. Hilary Cremin's co-authors include Kevin Kester, Gary Thomas, Carolynne Mason, Hugh Busher, Alexandre Anselmo Guilherme, Paul Warwick, J. P. Stanfield, Edward Sellman, Gillean McCluskey and Tom Harrison and has published in prestigious journals such as SHILAP Revista de lepidopterología, British Journal of Educational Studies and Educational Research Review.

In The Last Decade

Hilary Cremin

26 papers receiving 392 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Hilary Cremin United Kingdom 14 278 276 49 46 41 30 452
Stefan Ramaekers Belgium 9 138 0.5× 191 0.7× 51 1.0× 22 0.5× 18 0.4× 49 325
John I’Anson United Kingdom 11 178 0.6× 252 0.9× 23 0.5× 46 1.0× 36 0.9× 31 368
Linden West United Kingdom 12 111 0.4× 198 0.7× 40 0.8× 33 0.7× 21 0.5× 25 323
Darren E. Lund Canada 12 185 0.7× 271 1.0× 52 1.1× 28 0.6× 10 0.2× 40 421
Carmen Dalli New Zealand 12 193 0.7× 435 1.6× 59 1.2× 25 0.5× 58 1.4× 36 506
Glenda Mac Naughton Australia 6 212 0.8× 312 1.1× 31 0.6× 19 0.4× 22 0.5× 8 404
Vonzell Agosto United States 11 168 0.6× 266 1.0× 26 0.5× 42 0.9× 23 0.6× 37 380
Patricia Snell United States 6 319 1.1× 108 0.4× 52 1.1× 27 0.6× 10 0.2× 9 454
Fabienne Doucet United States 12 158 0.6× 422 1.5× 95 1.9× 41 0.9× 46 1.1× 34 524
Sally Lubeck United States 12 219 0.8× 474 1.7× 61 1.2× 53 1.2× 42 1.0× 34 624

Countries citing papers authored by Hilary Cremin

Since Specialization
Citations

This map shows the geographic impact of Hilary Cremin's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Hilary Cremin with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Hilary Cremin more than expected).

Fields of papers citing papers by Hilary Cremin

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Hilary Cremin. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Hilary Cremin. The network helps show where Hilary Cremin may publish in the future.

Co-authorship network of co-authors of Hilary Cremin

This figure shows the co-authorship network connecting the top 25 collaborators of Hilary Cremin. A scholar is included among the top collaborators of Hilary Cremin based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Hilary Cremin. Hilary Cremin is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Brantmeier, Edward J., et al.. (2025). Conflict in the academy: peacebuilding and education professors in dialogue about higher education. Teaching in Higher Education. 31(3). 614–624.
2.
Cremin, Hilary, et al.. (2025). Implementing positive peace education in schools: A systematic literature review of global practices. Educational Research Review. 50. 100759–100759.
3.
Cremin, Hilary, et al.. (2023). Students’ experiences of extracurricular activities in elite secondary schools in Lahore. Compare A Journal of Comparative and International Education. 54(8). 1253–1270. 1 indexed citations
4.
Cremin, Hilary, et al.. (2023). Relational transformation or resolution only? A quantitative analysis of mediator and disputant behaviors, and mediation outcome. Conflict Resolution Quarterly. 41(2). 213–230. 1 indexed citations
5.
Cremin, Hilary, et al.. (2021). Post‐abyssal ethics in education research in settings of conflict and crisis: Stories from the field. British Educational Research Journal. 47(4). 1102–1119. 12 indexed citations
6.
Cremin, Hilary. (2018). What comes after post/modern peace education?. Educational Philosophy and Theory. 50(14). 1551–1552. 3 indexed citations
7.
Cremin, Hilary. (2018). An autoethnography of a peace educator: Deepening reflections on research, practice and the field. Emotion, space and society. 28. 1–8. 9 indexed citations
8.
Cremin, Hilary, et al.. (2018). Transrational Peacebuilding Education to Reduce Epistemic Violence. Peace Review. 30(3). 295–302. 20 indexed citations
9.
Kester, Kevin & Hilary Cremin. (2017). Peace education and peace education research: Toward a concept of poststructural violence and second-order reflexivity. Educational Philosophy and Theory. 49(14). 1415–1427. 35 indexed citations
10.
Cremin, Hilary, et al.. (2017). Positive Peace in Schools: Tackling Conflict and Creating a Culture of Peace in the Classroom. 14 indexed citations
11.
Cremin, Hilary & Alexandre Anselmo Guilherme. (2015). Violence in Schools: Perspectives (and hope) from Galtung and Buber. Educational Philosophy and Theory. 48(11). 1123–1137. 24 indexed citations
12.
Sellman, Edward, Hilary Cremin, & Gillean McCluskey. (2013). Critical perspectives on restorative justice/restorative approaches in educational settings. 131–144. 1 indexed citations
13.
Stanfield, J. P. & Hilary Cremin. (2012). Importing control in Initial Teacher Training: theorizing the construction of specific habitus in recent proposals for induction into teaching. Journal of Education Policy. 28(1). 21–37. 9 indexed citations
14.
Warwick, Paul, Hilary Cremin, Tom Harrison, & Carolynne Mason. (2012). The complex ecology of young people’s community engagement and the call for civic pedagogues. SHILAP Revista de lepidopterología. 4 indexed citations
15.
Cremin, Hilary & Paul Warwick. (2008). Multiculturalism is Dead: Long Live Community Cohesion? A Case Study of an Educational Methodology to Empower Young People as Global Citizens. Research in Comparative and International Education. 3(1). 36–49. 7 indexed citations
16.
Cremin, Hilary. (2007). Peer Mediation: Citizenship And Social Inclusion Revisited. Leicester Research Archive (University of Leicester). 18 indexed citations
17.
Cremin, Hilary & Gary Thomas. (2005). MAINTAINING UNDERCLASSES VIA CONTRASTIVE JUDGEMENT: CAN INCLUSIVE EDUCATION EVER HAPPEN?. British Journal of Educational Studies. 53(4). 431–446. 10 indexed citations
18.
Cremin, Hilary, et al.. (2004). Is it possible to access the ‘voice’ of pre‐school Children? Results of a research project in a pre‐school setting. Educational Studies. 30(4). 457–470. 37 indexed citations
19.
Cremin, Hilary. (2003). Violence and Institutional Racism in Schools. British Educational Research Journal. 29(6). 929–939. 6 indexed citations
20.
Cremin, Hilary, et al.. (2003). Learning zones: an evaluation of three models for improving learning through teacher/teaching assistant teamwork. Support for Learning. 18(4). 154–161. 23 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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