Citations (42)
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Elsa Szatek & Karin Gunnarsson. (2023) Spaces for ambiguities: playing with hair in community theatre for teenage girls. Research in Drama Education: The Journal of Applied Theatre and Performance 28:4, pages 678-693.
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Whitney Toledo, Maureen Flint, Caroline N. Sharkey, Sarah McCollum, Brittney Ferrari, Oluwayomi K. Paseda, Adrienne Cottrell-Yongye & Nia Mitchell. (2023) Building community through feminist collectivity: being and becoming women in academia. Gender and Education 35:4, pages 365-383.
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Lauren Ila Misiaszek. (2023)
In situ: using timescapes as a post-qualitative pedagogical methodology to deepen explorations of long-term higher education teaching/mentoring. Teaching in Higher Education 28:2, pages 339-356.
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Sergeant Sofie, Peels Hanna, Sandvoort Henriëtte, Beau Pseudonym, Schelfhout Patrick & De Schauwer Elisabeth. (2022) A collective biography on working relationships in inclusive research teams. Disability & Society 0:0, pages 1-18.
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Margaret Somerville, Annette Woods, Iris Duhn, Pauliina Rautio, Sarah Powell, Alison McConnell-Imbriotis & Sarita Galvez. (2021) Big data: and the micropolitics of entanglement in the Earth’s becoming. International Journal of Qualitative Studies in Education 34:4, pages 277-294.
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Elisabeth De Schauwer, Silke Daelman, Hanne Vandenbussche, Sofie Sergeant, Inge Van de Putte & Bronwyn Davies. (2021) Desiring and critiquing humanity/ability/personhood: disrupting the ability/disability binary. Disability & Society 36:2, pages 286-305.
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Timothy Kinard & Jesse Gainer. (2020) Exploring Borders in a Texas Prekindergarten: Storytelling from the In-Between. The New Educator 16:2, pages 149-170.
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Spirit D. Brooks, Allyson S. Dean, Asilia Franklin-Phipps, Emily Mathis, Courtney L. Rath, Nadia Raza, Laura E. Smithers & Krystal Sundstrom. (2020) Becoming-academic in the neoliberal academy: A collective biography. Gender and Education 32:3, pages 281-300.
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Lou Harvey, Brad McCormick & Katy Vanden. (2019) Becoming at the boundaries of language: Dramatic Enquiry for intercultural learning in UK higher education. Language and Intercultural Communication 19:6, pages 451-470.
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Liz Chesworth. (2018) Embracing uncertainty in research with young children. International Journal of Qualitative Studies in Education 31:9, pages 851-862.
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Alyssa D. Niccolini, Shiva Zarabadi & Jessica Ringrose. (2018) Spinning Yarns: Affective Kinshipping as Posthuman Pedagogy. Parallax 24:3, pages 324-343.
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Jennifer Charteris, Kathryn Jenkins, Marguerite Jones & Michelle Bannister-Tyrrell. (2017) Discourse appropriation and category boundary work: casual teachers in the market. Discourse: Studies in the Cultural Politics of Education 38:4, pages 511-529.
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Jennifer Charteris, Dianne Smardon, Ruth Foulkes & Sue Bewley. (2017) Heterarchical coaching for continuing teacher professional learning and development: a transversal analysis of agency. International Journal of Qualitative Studies in Education 30:6, pages 546-559.
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Vivienne Bozalek & Michalinos Zembylas. (2017) Diffraction or reflection? Sketching the contours of two methodologies in educational research. International Journal of Qualitative Studies in Education 30:2, pages 111-127.
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Jennifer Charteris, Kathryn Jenkins, Michelle Bannister-Tyrrell & Marguerite Jones. (2017) Structural marginalisation, othering and casual relief teacher subjectivities. Critical Studies in Education 58:1, pages 104-119.
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Elisabeth De Schauwer, Inge Van de Putte, Lien Claes, Meggie Verstichele & Bronwyn Davies. (2016) Shildrick’s monster: exploring a new approach to difference/disability through collective biography. Disability & Society 31:8, pages 1098-1111.
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Jennifer Charteris & Dianne Smardon. (2016) Professional learning as ‘diffractive’ practice: rhizomatic peer coaching. Reflective Practice 17:5, pages 544-556.
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Louise Morley. (2016) Troubling intra-actions: gender, neo-liberalism and research in the global academy. Journal of Education Policy 31:1, pages 28-45.
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Lise Bird Claiborne, Sue Cornforth, Andrea Milligan & Jayne White. (2015) Collaborative Research to Support Reflexive Feminist Professional Work. Open Review of Educational Research 2:1, pages 267-281.
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Articles from other publishers (23)
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Raewyn Tudor & Shanee Barraclough. (2022) Thinking boxes, behavioural boys and the politics of love: ‘Doing’ post-qualitative social work research. Qualitative Social Work 22:1, pages 176-190.
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Joel Jonathan Kayombo & Lauren Ila Misiaszek. 2022. The Palgrave Handbook of Imposter Syndrome in Higher Education. The Palgrave Handbook of Imposter Syndrome in Higher Education
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Erin B. Stutelberg. (2020) Teaching as invasion: emotions, boundaries and entanglements. English Teaching: Practice & Critique 19:4, pages 479-491.
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Inge Van de Putte, Elisabeth De Schauwer, Geert Van Hove & Bronwyn Davies. (2019) Violent Life in an Inclusive Classroom: Come on, Read, Peter! Moving From Moral Judgment to an Onto-Epistemological Ethics. Qualitative Inquiry 26:1, pages 60-70.
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Pam Alldred & Nick J Fox. (2019) Assembling Citizenship: Sexualities Education, Micropolitics and the Becoming-Citizen. Sociology 53:4, pages 689-706.
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Ann K. Brooks. (2018) Agential Realism in a Community-Based Organization in Mexico: An Ethico-Onto-Epistemology of Emancipatory Learning. Adult Education Quarterly 69:1, pages 42-59.
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Jessica Gerrard, Sophie Rudolph & Arathi Sriprakash. (2016) The Politics of Post-Qualitative Inquiry: History and Power. Qualitative Inquiry 23:5, pages 384-394.
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Lucinda McKnight, Owen Bullock & Ruby Todd. (2016) Whiteout. Qualitative Inquiry 23:4, pages 313-315.
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