Citations (49)
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Aoife Neary. (2023) Preparing to research LGBTQI+ lives with children: an imaginary conversation with Kathleen Quinlivan about failure, art and hope. Sex Education 23:3, pages 345-352.
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Seán Henry, Audrey Bryan & Aoife Neary. (2023) ‘Laughing ourselves out of the closet’: comedy as a queer pedagogical form. Ethics and Education 18:1, pages 151-166.
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Anna Keune. (2022) Material syntonicity: Examining computational performance and its materiality through weaving and sewing crafts. Journal of the Learning Sciences 31:4-5, pages 477-508.
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Shauna Pomerantz & Rebecca Raby. (2020) Bodies, hoodies, schools, and success: post-human performativity and smart girlhood. Gender and Education 32:8, pages 983-1000.
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Gabrielle Ivinson. (2020) The power of living knowledge: re-imagining horizontal knowledge. Asia-Pacific Journal of Teacher Education 48:1, pages 15-29.
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Paul Hart & Catherine Hart. (2019) Changing mindsets: Becoming planetary. The Journal of Environmental Education 50:4-6, pages 270-288.
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Jennifer Lyttleton-Smith. (2019) Objects of conflict: (re) configuring early childhood experiences of gender in the preschool classroom. Gender and Education 31:6, pages 655-672.
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Miriam Hamilton & Jim Deegan. (2019) Girls’ friendships as habitus in an elite, middle-class secondary school in Ireland. Journal of Youth Studies 22:7, pages 1000-1016.
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Julia Coffey. (2019) Creating Distance from Body Issues: Exploring New Materialist Feminist Possibilities for Renegotiating Gendered Embodiment. Leisure Sciences 41:1-2, pages 72-90.
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Kathrine Vitus. (2018) Students’ health engagement and affective relations in Danish upper secondary school. Journal of Youth Studies 21:9, pages 1250-1266.
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Parlo Singh, Barbara Pini & Kathryn Glasswell. (2018) Explorations in policy enactment: feminist thought experiments with Basil Bernstein’s code theory. Gender and Education 30:4, pages 417-434.
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Emma Renold. (2018) ‘Feel what I feel’: making da(r)ta with teen girls for creative activisms on how sexual violence matters. Journal of Gender Studies 27:1, pages 37-55.
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Elizabeth A. Pittard. (2017) Gettin’ a little crafty: Teachers Pay Teachers©, Pinterest© and neo-liberalism in new materialist feminist research. Gender and Education 29:1, pages 28-47.
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Jonathan Lynch & Greg Mannion. (2016) Enacting a place-responsive research methodology: walking interviews with educators. Journal of Adventure Education and Outdoor Learning 16:4, pages 330-345.
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Tuija Huuki & Emma Renold. (2016) Crush: mapping historical, material and affective force relations in young children's hetero-sexual playground play. Discourse: Studies in the Cultural Politics of Education 37:5, pages 754-769.
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Alexandra Allan & Penny Tinkler. (2015) ‘Seeing’ into the past and ‘looking’ forward to the future: visual methods and gender and education research. Gender and Education 27:7, pages 791-811.
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Nick J. Fox & Pam Alldred. (2015) New materialist social inquiry: designs, methods and the research-assemblage. International Journal of Social Research Methodology 18:4, pages 399-414.
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Emma Renold & Gabrielle Ivinson. (2014) Horse-girl assemblages: towards a post-human cartography of girls' desire in an ex-mining valleys community. Discourse: Studies in the Cultural Politics of Education 35:3, pages 361-376.
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Ririn Yuniasih, Jane Bone & Gloria Quiñones. (2020) Encounters with stones: Diffracting traditional games. Contemporary Issues in Early Childhood 24:1, pages 57-69.
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Gabrielle Mary Ivinson & EJ Renold. (2022) Emplaced activism: what-if environmental education attuned to young people’s entanglements with post-industrial landscapes?. Australian Journal of Environmental Education 38:3-4, pages 415-430.
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Anders Kassman & Åsa Kneck. (2022) Doing childhood, doing gender, but not doing sports: Unorganized girls’ reflections on leisure time from a relational perspective. Childhood 29:2, pages 172-186.
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Toni Ingram. (2021) ‘I feel pretty’: beauty as an affective-material process. Feminist Theory 23:2, pages 285-300.
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Kylie Peppler, Jennifer Rowsell & Anna Keune. (2020) Editorial: Advancing posthumanist perspectives on technology‐rich learning. British Journal of Educational Technology 51:4, pages 1240-1245.
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Emma Renold & Gabrielle Ivinson. (2019) Anticipating the more-than: Working with prehension in artful interventions with young people in a post-industrial community. Futures 112, pages 102428.
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Gabrielle Ivinson. (2017) Re-imagining Bernstein’s restricted codes. European Educational Research Journal 17:4, pages 539-554.
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Parlo Singh. (2017) Performativity, affectivity and pedagogic identities. European Educational Research Journal 17:4, pages 489-506.
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Emma C Frieh & Sarah H Smith. (2017) Lines of flight in sex education: Adolescents’ strategies of resistance to adult stereotypes of teen sexuality. Sexualities 21:1-2, pages 174-193.
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Valerie Walkerdine. (2017) Of dinosaurs and divas: is class still relevant to feminist research?. Subjectivity 10:1, pages 1-12.
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Kate Walker-Springett, Catherine Butler & W. Neil Adger. (2017) Wellbeing in the aftermath of floods. Health & Place 43, pages 66-74.
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Stephanie Jones & Hilary E. Hughes. (2016) Changing the Place of Teacher Education: Feminism, Fear, and Pedagogical Paradoxes. Harvard Educational Review 86:2, pages 161-182.
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Gabrielle Ivinson & Emma Renold. 2016. Posthuman Research Practices in Education. Posthuman Research Practices in Education
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Stephanie Jones & James F. Woglom. (2016) From Where Do You Read the World?. Journal of Adolescent & Adult Literacy 59:4, pages 443-473.
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Emma Renold & Gabrielle Ivinson. 2015. Children, Sexuality and Sexualization. Children, Sexuality and Sexualization
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Maria Kromidas. (2014) The ‘savage’ child and the nature of race: Posthuman interventions from New York City. Anthropological Theory 14:4, pages 422-441.
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Gabrielle Ivinson. (2014) Ghosts from the past: Exploring community cultures and school cultures in relation to poverty. Improving Schools 17:3, pages 250-260.
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Gabrielle Ivinson. (2014) Inequality, poverty, education: A political economy of school exclusion. Subjectivity 7:3, pages 308-312.
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Gabrielle Ivinson & Emma Renold. (2013) Subjectivity, affect and place: Thinking with Deleuze and Guattari’s Body without Organs to explore a young girl’s becomings in a post-industrial locale. Subjectivity 6:4, pages 369-390.
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Naomi Holford, Emma Renold & Tuija Huuki. (2013) What (else) can a kiss do? Theorizing the power plays in young children’s sexual cultures. Sexualities 16:5-6, pages 710-729.
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