References
- Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press.
- Braidotti, R. (2006). Transpositions: Nomadic ethics. Cambridge: Polity Press.
- Brown, J. (2007). Time, space and gender: Understanding ‘problem’ behaviour in young children. Children and Society, 21(2), 98–110.
- Coleman, R., & Ringrose, J. (Eds.). (2013). Deleuze and research methodologies. Edinburgh: Edinburgh University Press.
- Connolly, P. (2004). Boys and schooling in the early years. London: RoutledgeFalmer.
- Davies, B. (1989). Frogs and snails and feminist tails: Pre-school children and gender. London: Allen and Unwin.
- Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. (B. Massumi, Trans.). Minneapolis: University of Minnesota.
- Eidevald, C. (2009). Gendered violence produced during ‘free play’ in preschool. International Journal of Equity and Innovation in Early Childhood, 7(2), 28–39.
- Fox, N., & Alldred, P. (2013). The sexuality-assemblage: Desire, affect, anti-humanism. Sociological Review, 61(4), 766–789.
- Genosko, G. (2009). Felix Guattari: A critical introduction. London: Pluto Press.
- Grosz, E. (2011). Becoming undone. Durham & London: Duke University Press.
- Guattari, F. (1995/2005). Chaosmosis: An ethico-aesthetic paradigm. Sydney: Power Publications.
- Guattari, F. (1989/2013). Schizoanlytic cartographies. London: Bloomsbury.
- Holford, N., Renold, E., & Huuki, T. (2013). What (else) can a kiss do? Theorizing the power plays in young children's sexual cultures. Sexualities, 16(5/6), 710–729.
- Holland, P. (2003). We don't play with guns here: War, weapon and superhero play in the early years. Maidenhead: Open University Press.
- Holmes, R., & Jones, L. (2013). Flesh, wax, horse skin and hair: The many intensities of data. Cultural Studies – Critical Methodologies, 13(4), 357–372.
- Huuki, T., & Renold, E. (in progress). Boy-power assemblages: Surfacing history and place in the more-than human force relations of young boys' heterosexual play. Unpublished manuscript.
- Ivinson, G. M., & Renold, E. (2013a). Valleys’ girls: Re-theorising bodies and agency in a semi-rural post-industrial locale. Gender and Education, 25(6), 704–721.
- Ivinson, G. M., & Renold, E. (2013b). Subjectivity, affect and place: Thinking with Deleuze and Guattari's body without organs. Subjectivity, 6(4), 369–729.
- Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. London: Routledge.
- MacLure, M., Jones, L., Holmes, R., & MacRae, C. (2011). Becoming a problem: Behaviour and reputation in the early years classroom. British Educational Research Journal, 38(3), 447–471.
- Manning, E. (2013). Always more than one: Individuation's dance. Durham: London Duke University Press.
- Manning, E., & Massumi, B. (2014). Thought in the act. Passages in the ecology of experience. Minneapolis: University of Minnesota Press.
- Monks, C. P., & Coyne, I. (Eds.). (2011). Bullying in different contexts. Cambridge: Cambridge University Press.
- Olsson, L. M. (2009). Movement and experimentation in young children's learning: Deleuze and Guattari in early childhood education. Abingdon & New York: Routledge.
- Osgood, J. (2014). Playing with gender: Making space for post-human childhood(s). In J. Moyles, J. Payler, & J. Georgeson (Eds.), Early years foundations: An invitation to critical reflection (pp. 191–202). Maidenhead: Open University Press.
- Renold, E. (2008). Queering masculinity: Re-theorising contemporary tomboyism in the schizoid space of innocent/heterosexualized young femininities. Girlhood Studies, 1(2), 129–151.
- Renold, E. (2013). Boys and girls speak out: A qualitative study of children's gender and sexual cultures (age 10–12). Cardiff: Cardiff University.
- Renold, E. (2014). Girls and boys speak out! A conference for children, teachers, researchers and policy makers on gender well-being and young relationship cultures, 11 July, Cardiff University. Retrieved from https://www.bera.ac.uk/event/girls-and-boys-speak-out.
- Renold, E., & Ivinson, G. M. (2014). Horse-girl assemblages: Towards a posthuman cartography of girls’ desire in an ex-mining valleys community. Discourse: Studies in the Cultural Politics of Education, 35, 361–376.
- Renold, E., & Ivinson, G. (2015). Mud, mermaid and burnt wedding dresses: Mapping queer belongings in teen girls’ talk on surviving the ordinary traumas of gender and sexual violence. In E. Renold, J. Ringrose, & D. Egan (Eds.), Children, sexuality and sexualisation (pp. 239–259). Buckingham: Palgrave.
- Renold, E., & Ivinson, G. (in press). Girls, camera, (intra)action: Mapping posthuman possibilities in a diffractive analysis of camera-girl assemblages in research on gender, corporeality and place. In C. Taylor & C. Hughes (Eds.), Posthuman research practices in education. Buckingham: Palgrave.
- Smith, P. K., Morita, Y., Junger-Tas, J., Olweus, D., & Catalano, R. (Eds.). (1999). The nature of school bullying: A cross-national perspective. London: Routledge.
- Stewart, K. (2007). Ordinary affects. Durham: Duke University Press.
- Walkerdine, V. (1999). Violent boys and precocious girls: Regulating childhood at the end of the millennium. Contemporary Issues in Early Childhood, 1(1), 3–23.
- Walkerdine, V. (2010). Communal beingness and affect: An exploration of trauma in an ex-industrial community. Body & Society, 16(1), 91–116.
- Walkerdine, V. (2013). Using the work of Felix Guattari to understand space, place, social justice, and education. Qualitative Inquiry, 19(10), 756–764.
- Young, I. M. (2005). On female body experience: Throwing like a girl and other essays. Oxford: Oxford University Press.