| Education policy and power-sharing in post-conflict societies: Lebanon, Northern Ireland, and Macedonia G Fontana Springer, 2016 | 75 | 2016 |
| Religious education after conflicts: promoting social cohesion or entrenching existing cleavages? G Fontana Compare: A Journal of Comparative and International Education 46 (5), 811-831, 2016 | 34 | 2016 |
| Creating Nations, Establishing States: Ethno-Religious Heterogeneity and the British Creation of Iraq in 1919–23 G Fontana Middle Eastern Studies 46 (1), 2010 | 29 | 2010 |
| War by other means: Cultural policy and the politics of corporate consociation in Bosnia and Herzegovina G Fontana Nationalism and Ethnic Politics 19 (4), 447-466, 2013 | 22 | 2013 |
| The dataset of Political Agreements in Internal Conflicts (PAIC) G Fontana, A Kartsonaki, N Neudorfer, D Walsh, S Wolff, C Yakinthou Conflict Management and Peace Science, 2020 | 18* | 2020 |
| Managing War-to-Peace Transitions after Intra-State Conflicts: Configurations of Successful Peace Processes G Fontana, MB Siewert, C Yakinthou Journal of Intervention and Statebuilding, 2020 | 11 | 2020 |
| Mapping the Relationship between Education Reform and Power-Sharing in and after Intrastate Peace Agreements: A Multi-Methods Study G Fontana Inter-Agency Network for Education in Emergencies, 2018 | 11 | 2018 |
| Educational decentralisation in post-conflict societies: approaches and constraints G Fontana Post-conflict Reconstruction and Local Government, 111-132, 2020 | 10 | 2020 |
| ‘It’s about keeping children safe, not spying’: A governmentality approach to Prevent in primary education R da Silva, G Fontana, MA Armstrong The British Journal of Politics and International Relations 24 (2), 259-276, 2022 | 8 | 2022 |
| Does education help the transition out of power-sharing in plural societies? A comparative study G Fontana Ethnopolitics 20 (4), 385-405, 2021 | 7 | 2021 |
| Enacting the Prevent Duty in primary schools R da Silva, G Fontana, MA Armstrong The Prevent Duty in Education: Impact, Enactment and Implications, 99-115, 2020 | 7 | 2020 |
| Conclusion: reflections on the first five years of the Prevent duty in early years, primary, secondary and further education L Jerome, J Busher, MA Armstrong, T Choudhury, R da Silva, A Elwick, ... The prevent duty in education, 159, 2020 | 5 | 2020 |
| State-Building and Religious Education in the Former Yugoslav Republic of Macedonia G Fontana Policies and Politics of Teaching Religion, 69-88, 2013 | 5 | 2013 |
| Human Rights in the Kurdish Region of Turkey: Three Pressing Concerns: Fact-finding Mission Report E Hughes, S Karakas, G Fontana Kurdish Human Rights Project, 2009 | 5 | 2009 |
| Beyond reassurance: The reputational effect of cultural reforms in peace agreements G Fontana, I Masiero Government and Opposition 58 (4), 702-724, 2023 | 4 | 2023 |
| Higher education, developmental leadership and good governance G Fontana Helpdesk Report, Knowledge, evidence and learning for development …, 2017 | 3 | 2017 |
| Separate to unite: the paradox of education in deeply divided societies G Fontana King's College London, 2014 | 1 | 2014 |
| Institutional designs to manage ethnic diversity in conflict-affected states: conceptual, methodological and empirical innovations G Fontana Nationalism and Ethnic Politics 29 (1), 114-121, 2023 | | 2023 |
| Security, Conflict Management, and Peacebuilding: Formal Education in Intrastate Political Agreements, 1989–2016 G Fontana Harvard Educational Review 93 (2), 173-201, 2023 | | 2023 |
| Education and Peacebuilding: A View from Beirut G Fontana Bulletin of the Council for British Research in the Levant 8 (1), 2013 | | 2013 |
Christalla YakinthouUniversity of BirminghamAdresse e-mail validée de bham.ac.uk
