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Christian Beighton. (2024) Trainee teachers and academic literacy: process, pedagogy and practice. Educational Studies 0:0, pages 1-17.
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Kelly Washbourne & Yingmei Liu. (2023) ‘To study is not to create something but to create oneself’: an ontological turn in translator education and training. The Interpreter and Translator Trainer 17:2, pages 177-192.
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Cathrine Brun & Maha Shuayb. (2023) Twenty years of the Inter-agency Network for Education in Emergencies: towards a new ontology and epistemology. Globalisation, Societies and Education 0:0, pages 1-13.
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Simone Galea & David Rousell. (2022) Rethinking teaching: alternative ontologies of educational praxis and thought. Discourse: Studies in the Cultural Politics of Education 43:5, pages 659-665.
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Brad Gobby, Jane Wilkinson, Amanda Keddie, Jill Blackmore, Scott Eacott, Katrina MacDonald & Richard Niesche. (2022) Managerial, professional and collective school autonomies: using material semiotics to examine the multiple realities of school autonomy. International Journal of Leadership in Education 0:0, pages 1-17.
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Ingrid Andersson. (2022) The subject in posthumanist theory: Retained rather than dethroned. Educational Philosophy and Theory 54:4, pages 395-403.
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Korina M. Jocson, Cee Carter, Olga Correa, Kimberly McIntee, Mariam Rashid, Benjamin D. Scherrer & Alisha Smith Jean-Denis. (2022) Plateaus, Puzzles, and PhDs: Un/Making Knowledge Differently through Digital Storytelling. Educational Studies 58:2, pages 141-162.
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Kevin Kester, Tim Archer & Shawn Bryant. (2019) Diffraction, transrational perspectives, and peace education: new possibilities. Journal of Peace Education 16:3, pages 274-295.
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Robbie Nicol & Pauline Sangster. (2019) You are never alone: understanding the educational potential of an ‘urban solo’ in promoting place-responsiveness. Environmental Education Research 25:9, pages 1368-1385.
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Frode Restad. (2019) Revisioning the Fifth Element. Can critical realism reconcile competence and Bildung for a more sustainable twenty-first-century education?. Journal of Critical Realism 18:4, pages 402-419.
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Sajad Kabgani, Richard Niesche & Kalervo N. Gulson. (2018) Psycho-politicising educational subjectivity: A posthumanist consideration of Rancière and Lacan. Educational Philosophy and Theory 50:13, pages 1259-1270.
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Javier Monforte & Brett Smith. The critical posthumanities and postqualitative inquiry in psychology. Qualitative Research in Psychology 0:0, pages 1-12.
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Ryan Matthew Lewis. Meeting the musician-teacher halfway: a Baradian perspective on identity research in music education. Music Education Research 0:0, pages 1-16.
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Derek Gladwin & Naoko Ellis. Systems beings: Educating for a complex world. Educational Philosophy and Theory 0:0, pages 1-13.
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Odessa Gonzalez Benson. (2023) The Limits of Human Rights Discourse within Sovereign Territory: Examining US Refugee Policy Formation. Social Service Review 97:2, pages 398-422.
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Tone Pernille Østern, Sofia Jusslin, Kristian Nødtvedt Knudsen, Pauliina Maapalo & Ingrid Bjørkøy. (2021) A performative paradigm for post-qualitative inquiry. Qualitative Research 23:2, pages 272-289.
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Thomas Everth & Ria Bright. (2022) Climate change and the assemblages of school leaderships. Australian Journal of Environmental Education 39:1, pages 17-36.
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Sally Baker & Rachel BurkeSally Baker & Rachel Burke. 2023. Questioning Care in Higher Education. Questioning Care in Higher Education
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Javier Monforte & Brett Smith. (2020) Conventional and Postqualitative Research: An Invitation to Dialogue. Qualitative Inquiry 27:6, pages 650-660.
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Brendan Hyde. (2021)
The entanglement of knowing and being: Hegel, ontology and education in the 21
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Odessa Gonzalez Benson. (2021) On becoming “essential”: Coronavirus lessons of ontology- from the migrant farmworker and us who consume the fruits of her labor. Qualitative Social Work 20:1-2, pages 186-192.
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Alexios Brailas. (2020) Rhizomatic Learning in Action. Rhizomatic Learning in Action.
Mattias Nilsson Sjöberg. (2018) Toward a Militant Pedagogy in the Name of Love: On Psychiatrization of Indifference, Neurobehaviorism and the Diagnosis of ADHD—A Philosophical Intervention. Studies in Philosophy and Education 37:4, pages 329-346.
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