References
- Adelman, M., & Coker, D. (2016). Introduction: Pedagogies of domestic violence. Violence Against Women, 22(12), 1419–1425. doi:10.1177/1077801215625852
- Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC & London: Duke University Press.10.1215/9780822388128
- Barad, K. (2010). Quantum entanglements and hauntological relations of inheritance: Dis/continuities, spacetime enfoldings, and justice-to-come. Derrida Today, 3(2), 240–268. doi:10.3366/drt.2010.0206
- Barad, K. (2014). Diffracting diffraction: Cutting together-apart. Parallax, 20(3), 168–187. doi:10.1080/13534645.2014.927623
- Beeckman, K. (2016). From fundamental principles to individual action: Making the principles come alive to promote a culture of non-violence and peace. International Review of the Red Cross, 97(897/898), 263–293. doi:10.1017/S1816383115000569
- Butler, J. (2009). Frames of war: When is life grievable. London and New York: Verso.
- Crann, S. E., & Barata, P. C. (2015). The experience of resilience for adult survivors of intimate partner violence: A phenomenological inquiry. Violence Against Women, 22(7), 853–875. doi:10.1177/1077801215612598
- Haraway, D. (2008). When species meet. Minneapolis, MN: Minnesota University Press.
- Haraway, D. (2012). Awash in urine: DES and Premarin® in multispecies response-ability. WQS: Women’s Quaterly, 1 & 2(40), 301–317. doi:10.1353/wsq.2012.0005
- Haraway, D. (2016). Staying with the trouble: Making kin in the Chthlucene. Durham, NC and London: Duke University Press.10.1215/9780822373780
- Heikkinen, M. (2012). Sexist harassment as an issue of gender equality politics and policies at university. Doctoral dissertation. Oulu: University of Oulu. Retrieved from http://urn.fi/urn:isbn:9789526200378
- Heikkinen, M., Pihkala, S., & Sunnari, V. (2012). A European e-learning program on gendered and sexualized violence. In S. Collingwood, A. E. Quintana, & C. J. Smith (Eds.), Feminist cyberspaces: Pedagogies in transition (pp. 176–201). Newcastle upon Tyne: Cambridge Scholars Publishing.
- Hird, M. J. (2002). Engendering violence: From childhood to adulthood. Aldershot: Ashgate Press.
- Husso, M., Virkki, T., Hirvonen, H., Eilola, J., & Notko, M. (2017). A spatial-temporal, intersectional and institutional approach to interpersonal violence. In M. Husso, T. Virkki, M. Notko, H. Hirvonen, & J. Eilola (Eds.), Interpersonal violence: Differences and connections (pp. 1–13). London: Routledge.
- Huuki, T., & Juutilanen, S. (2016). Mapping historical, material and affective entanglements in a Sámi woman’s discriminatory experiences in and beyond Finnish boarding school. Education in the North, 23(2), 3–23.
- Huuki, T., & Renold, E. (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), 754–769. doi:10.1080/01596306.2015.1075730
- Huuki, T., & Sunnari, V. (2015). Standing by.. standing off – troublesome compassion in the relationships of school boys. Gender and Education, 27(5), 555–574. doi:10.1080/09540253.2015.1069798
- Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives. London: Routledge.
- Kappeler, S. (1995). The will to violence: The politics of personal behaviour. Cambridge: Polity Press.
- Kleinman, A. (2012). Intra-actions: Interview with Karen Barad. Mousse, 34, 76–81.
- Mazzei, L. A. (2013). A voice without organs: Interviewing in posthumanist research. International Journal of Qualitative Studies in Education, 26(6), 732–740. doi:10.1080/09518398.2013.788761
- Meissner, H. (2016). Conversing with the unexpected: Towards a feminist ethics of knowing. Rhizomes: Cultural Studies in Emerging Knowledge, 30. doi:10.20415/rhiz/030.e05
- Nussbaum, M. (2010). Not for profit: Why democracy needs the humanities. Princeton, NJ: Princeton University Press.
- Puig de la Bellacasa, M. (2017). Matters of care: Speculative ethics in more than human worlds. Minneapolis, MN: University of Minnesota Press.
- Soudien, C. (2015). Coming to self-awareness—in search of an education for non-violence. Pedagogy, Culture & Society, 23(3), 331–348. doi:10.1080/14681366.2014.977804
- Stewart, K. (2007). Ordinary affects. Durham, NC: Duke University Press.10.1215/9780822390404
- Sunnari, V., Kangasvuo, J., & Heikkinen, M. (Eds.). (2003). Gendered and sexualised violence in educational environments (2nd revis ed.). Oulu: Oulu University Press. Retrieved from http://herkules.oulu.fi/isbn95142689469514268946/isbn95142689469514268946.pdf
- Walkerdine, V., Olsvold, A., & Rudberg, M. (2013). Researching embodiment and intergenerational trauma using the work of Davoine and Gaudilliere: History walked in the door. Subjectivity, 6(3), 272–297. doi:10.1057/sub.2013.8
- Whiting, J. B., Harris, S. M., Cravens, J. D., & Oka, M. (2016). Be the change you want to see: Discovering principles of nonviolent social movements in intimate relationships. The Family Journal, 24(4), 367–377. doi:10.1177/1066480716663190
- Wuest, J., & Merritt-Gray, M. (2008). A theoretical understanding of abusive intimate partner relationships that become non-violent: Shifting the pattern of abusive control. Journal of Family Violence, 23(4), 281–293. doi:10.1007/s10896-008-9155-x
- Zabrodska, K., Linnell, S., Laws, C., & Davies, B. (2011). Bullying as intra-active process in neoliberal universities. Qualitative Inquiry, 17(8), 709–719. doi:10.1177/1077800411420668