Citations (27)
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Maureen A. Flint. (2023) Sounded histor-futurit-ies: Imagining posthuman possibilities of race and place in qualitative research. International Journal of Qualitative Studies in Education 36:4, pages 672-688.
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Hatice Çelebi. (2022) Teaching communities: working to effect social change through critical literacies and place-conscious pedagogies. Critical Inquiry in Language Studies 19:3, pages 237-263.
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Jennifer Charteris & Sue Gregory. (2021) Snapchat and affective inequalities: affective flows in a schooling assemblage. International Journal of Qualitative Studies in Education 0:0, pages 1-17.
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Jocey Quinn. (2021) A humanist university in a posthuman world: relations, responsibilities, and rights. British Journal of Sociology of Education 42:5-6, pages 686-700.
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Christina MacRae & Maggie MacLure. (2021) Watching two-year-olds jump: video method becomes ‘haptic’. Ethnography and Education 16:3, pages 263-278.
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Jonathan Lynch & Greg Mannion. (2021) Place-responsive Pedagogies in the Anthropocene: attuning with the more-than-human. Environmental Education Research 27:6, pages 864-878.
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Lena O. Magnusson. (2021) Visual research material and diffractive readings – a relational research story. International Journal of Qualitative Studies in Education 34:3, pages 183-196.
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Paul Hart & Catherine Hart. (2020) Environmental and sustainability education in teacher education: Canadian perspectives, by Douglas Karrow and Maurice DiGiuseppe (eds.), Springer Nature, Switzerland, 2019, pp. 336, €155.99. ISBN: 978-3-030-25015-7. Environmental Education Research 26:8, pages 1227-1230.
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Debra Hayes, Debra Talbot & Eve Mayes. (2020) Diffractive accounts of inequality in education: making the effects of differences evident. International Journal of Qualitative Studies in Education 33:3, pages 357-371.
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James Coda. (2019) Do straight teachers experience this? Performance as a medium to explore LGBTQ world language teacher identity. International Journal of Qualitative Studies in Education 32:5, pages 465-476.
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Debra Hayes & Barbara Comber. (2018) Researching pedagogy in high poverty contexts: implications of non-representational ontology. International Journal of Research & Method in Education 41:4, pages 387-397.
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Jasmine B. Ulmer. (2017) Posthumanism as research methodology: inquiry in the Anthropocene. International Journal of Qualitative Studies in Education 30:9, pages 832-848.
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Articles from other publishers (15)
Marianne Clark & Holly Thorpe. (2023) 'I just don't trust my pelvic floor': Examining the bio-social barriers to maternal health and physical activity participation in a sample of mothers' from New Zealand. SSM - Qualitative Research in Health 3, pages 100261.
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Sarah Healy & Caroline Morrison. 2021. Teacher Transition into Innovative Learning Environments. Teacher Transition into Innovative Learning Environments
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Tiri Bergesen Schei. 2020. Narratives and Reflections in Music Education. Narratives and Reflections in Music Education
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Marcelo de Souza Bispo & Silvia Gherardi. (2019) Flesh-and-blood knowing. RAUSP Management Journal ahead-of-print:ahead-of-print.
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Silvia Gherardi, Annalisa Murgia, Elisa Bellè, Francesco Miele & Anna Carreri. (2019) Tracking the sociomaterial traces of affect at the crossroads of affect and practice theories. Qualitative Research in Organizations and Management: An International Journal 14:3, pages 295-316.
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Stephanie Anne Shelton & Maureen A. Flint. (2019) The spacetimemattering and Frankenstein-esque nature of interview transcriptions. Qualitative Research Journal 19:3, pages 202-212.
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K. Chappell, L. Hetherington, H. Ruck Keene, H. Wren, A. Alexopoulos, O. Ben-Horin, K. Nikolopoulos, J. Robberstad, S. Sotiriou & F.X. Bogner. (2019) Dialogue and materiality/embodiment in science|arts creative pedagogy: Their role and manifestation. Thinking Skills and Creativity 31, pages 296-322.
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Debra Hayes. 2019. Higher Education, Pedagogy and Social Justice. Higher Education, Pedagogy and Social Justice
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Jessica Cira Rubin. (2018) Rethinking Literacy and Responsibility: A Diffractive Engagement With Posthumanist Education and Jain Nonviolence. Literacy Research: Theory, Method, and Practice 67:1, pages 327-342.
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Susan Ophelia Cannon. (2017) Teasing Transcription: Iterations in the Liminal Space Between Voice and Text. Qualitative Inquiry 24:8, pages 571-582.
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Stephanie Springgay & Sarah E. Truman. (2017) On the Need for Methods Beyond Proceduralism: Speculative Middles, (In)Tensions, and Response-Ability in Research. Qualitative Inquiry 24:3, pages 203-214.
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Kassahun Weldemariam, Diane Boyd, Nicky Hirst, Barbara Maria Sageidet, Jamison K. Browder, Leanne Grogan & Fran Hughes. (2017) A Critical Analysis of Concepts Associated with Sustainability in Early Childhood Curriculum Frameworks Across Five National Contexts. International Journal of Early Childhood 49:3, pages 333-351.
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Debra Harwood & Diane R Collier. (2017) The matter of the stick: Storying/(re)storying children’s literacies in the forest. Journal of Early Childhood Literacy 17:3, pages 336-352.
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