Citations (144)
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Gilana Kim T. Roxas. (2023) “Self-care is being attentive to yourself”: using assemblages to examine discursive-material practices of self-care among Filipino university students. International Journal of Qualitative Studies on Health and Well-being 18:1.
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César Augusto Ferrari Martinez. (2023) University, neoliberalism and hegemonic bodies: narratives of international students in Chile. Gender and Education 35:1, pages 89-103.
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Stefanie Plage. (2023) What can voice do? Combining narrative methods and participant-produced photography to explore contemporary cancer survivorship. Visual Studies 38:1, pages 56-68.
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Yusuke Kusumi. (2022) Actualizing concept without language: a diffractive analysis of educational practice for children with disabilities with handmade manipulative materials in Japan. International Journal of Qualitative Studies in Education 0:0, pages 1-17.
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Sara Mörtsell. (2022) Sociomaterial explorations of attendance practices in ‘schooling without schools’. Learning, Media and Technology 47:4, pages 512-523.
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Sarah Evans, Michaela Harrison & David Rousell. (2022) Teaching in the afterward: undoing order-words and affirming transversal alternatives. Discourse: Studies in the Cultural Politics of Education 43:5, pages 785-803.
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César Augusto Ferrari Martinez. (2022) Affective geopolitics: nation narratives from Colombian students in Chile. Compare: A Journal of Comparative and International Education 52:6, pages 984-997.
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Lee Airton & Susan W. Woolley. (2022) The chalice (or, how to occult yourself, gender-wise): An affective exploration of ‘teaching about gender diversity’. Review of Education, Pedagogy, and Cultural Studies 44:4, pages 328-353.
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Michael Savic, Amy Pennay, Megan Cook & Michael Livingston. (2022) Assembling the socio-cultural and material elements of young adults’ drinking on a night out: a synthesis of Australian qualitative research. Critical Public Health 32:4, pages 543-555.
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Xuan Pham, David Bright, Deana Leahy & Rosie Welch. (2022) Categorical difference as affective assemblage: experiences of Vietnamese women in the neoliberal university. Higher Education Research & Development 41:5, pages 1679-1692.
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Jacqueline Karen Andrea Serra Undurraga. (2022) Betraying our best intentions: on the need to interrogate how we relate and what it produces. International Journal of Qualitative Studies in Education 0:0, pages 1-15.
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Emma M. McMain. (2022) ‘I feel proud because I made them stop fighting’: boys’ affective-discursive practices of discouraging physical aggression. Gender and Education 34:4, pages 462-477.
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Karin Gunnarsson. (2022) Ambiguous engagements: exploring affective qualities within the teaching of norms and equality. Pedagogy, Culture & Society 30:2, pages 185-199.
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Paula Albuquerque & Magda Pischetola. (2022) Affect as future-making pedagogy: a post-qualitative inquiry in Brazilian primary schools. Pedagogy, Culture & Society 0:0, pages 1-20.
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Abigail Hackett, Maggie MacLure & Sarah McMahon. (2021) Reconceptualising early language development: matter, sensation and the more-than-human. Discourse: Studies in the Cultural Politics of Education 42:6, pages 913-929.
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Javier Monforte, Brett Smith & Víctor Pérez-Samaniego. (2021) ‘It’s not a part of me, but it is what it is’: the struggle of becoming en-wheeled after spinal cord injury. Disability and Rehabilitation 43:17, pages 2447-2453.
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Alison Warren. (2021) Love in early childhood teaching: reading data diffractively with Deleuzo-Guattarian concepts. International Journal of Qualitative Studies in Education 34:7, pages 565-580.
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Maria F.G. Wallace, Julie Rust & Elisabeth Jolly. (2021) ‘It’s all there.’: Entanglements of teacher preparation and induction. Professional Development in Education 47:2-3, pages 406-420.
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Amélie Lemieux. (2021) What does making produce? Posthuman insights into documenting relationalities in maker education for teachers. Professional Development in Education 47:2-3, pages 493-509.
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Lou Harvey & Paul Cooke. (2021) Reimagining voice for transrational peace education through participatory arts with South African youth. Journal of Peace Education 18:1, pages 1-26.
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Justin Harmon & Rudy Dunlap. (2020) Gonzo Autoethnography: The Story of Monkey. Leisure Sciences 42:5-6, pages 502-514.
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Blanche Verlie$suffix/text()$suffix/text(). (2020) From action to intra-action? Agency, identity and ‘goals’ in a relational approach to climate change education. Environmental Education Research 26:9-10, pages 1266-1280.
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Eve Mayes. (2020) Student voice in an age of ‘security’?. Critical Studies in Education 61:3, pages 380-397.
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EunKyoung Chung. (2020) Affective reflexivity: encounters of affects in the material labor of fieldwork. International Journal of Qualitative Studies in Education 33:3, pages 372-391.
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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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David Rousell. (2019) Inhuman forms of life: on art as a problem for post-qualitative research. International Journal of Qualitative Studies in Education 32:7, pages 887-908.
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Alice Brown & Patrick A. Danaher. (2019) CHE Principles: facilitating authentic and dialogical semi-structured interviews in educational research. International Journal of Research & Method in Education 42:1, pages 76-90.
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Suvi Pihkala, Tuija Huuki, Mervi Heikkinen & Vappu Sunnari. (2018) Reconfigurings of Non-violence as a Matter of Sustainability and Response-ability. NORA - Nordic Journal of Feminist and Gender Research 26:3, pages 167-181.
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Javier Monforte. (2018) What is new in new materialism for a newcomer?. Qualitative Research in Sport, Exercise and Health 10:3, pages 378-390.
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Gabriel Huddleston. (2018) Combining curriculum studies and cultural studies as a move toward the concrete in postqualitative research. Journal of Curriculum and Pedagogy 15:2, pages 175-192.
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Grace O' Grady. (2018) An entry into a creative, rhizomatic narrative inquiry into young people’s identity construction. Irish Educational Studies 37:2, pages 255-274.
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John G. McGarrigle. (2018) Getting in tune through arts-based narrative inquiry. Irish Educational Studies 37:2, pages 275-293.
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Nina Hein. (2017) New perspectives on the positioning of parents in children’s bullying at school. British Journal of Sociology of Education 38:8, pages 1125-1138.
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Candace R. Kuby. (2017) Why a paradigm shift of ‘more than human ontologies’ is needed: putting to work poststructural and posthuman theories in writers’ studio. International Journal of Qualitative Studies in Education 30:9, pages 877-896.
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Lisa A. Mazzei & Alecia Y. Jackson. (2017) Voice in the agentic assemblage. Educational Philosophy and Theory 49:11, pages 1090-1098.
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Lucinda McKnight, David Rousell, Jennifer Charteris, Kat Thomas & Geraldine Burke. (2017) The invisible hand: designing curriculum in the afterward. International Journal of Qualitative Studies in Education 30:7, pages 635-655.
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Mickey Vallee. (2017) Possibility, Performance, Politics: On the Voice and Transformation. Parallax 23:3, pages 330-341.
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Sherilyn Lennon. (2017) Re-turning feelings that matter using reflexivity and diffraction to think with and through a moment of rupture in activist work. International Journal of Qualitative Studies in Education 30:6, pages 534-545.
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Callie Spencer Schultz. (2017) ‘Working the ruins’ of collaborative feminist research. International Journal of Qualitative Studies in Education 30:6, pages 505-518.
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Janet L. Miller. (2017) Neo-positivist intrusions, post-qualitative challenges, and PAR’S generative indeterminacies. International Journal of Qualitative Studies in Education 30:5, pages 488-503.
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Michael D. Giardina. (2017) (Post?)qualitative inquiry in sport, exercise, and health: notes on a methodologically contested present. Qualitative Research in Sport, Exercise and Health 9:2, pages 258-270.
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Denise Mifsud. (2017) Distributed leadership in a Maltese college: the voices of those among whom leadership is ‘distributed’ and who concurrently narrate themselves as leadership ‘distributors’. International Journal of Leadership in Education 20:2, pages 149-175.
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Anita Sinner. (2017) Cultivating researchful dispositions: a review of a/r/tographic scholarship. Journal of Visual Art Practice 16:1, pages 39-60.
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Lotta Johansson. (2016) Post-qualitative line of flight and the confabulative conversation: a methodological ethnography. International Journal of Qualitative Studies in Education 29:4, pages 445-466.
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Hillevi Lenz Taguchi & Anna Palmer. (2013) A more ‘livable’ school? A diffractive analysis of the performative enactments of girls' ill-/well-being with(in) school environments. Gender and Education 25:6, pages 671-687.
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