References
- Ahmed, S. (2004). Declarations of whiteness: The non-performativity of anti-racism. Borderlands, 3, 13911.
- Akomolafe, B. (2017). These wilds beyond our fences. North Atlantic Books.
- Alanen, L., & Mayall, B. (Eds.). (2001). Conceptualising child–adult relations (1st ed.). Routledge. https://doi.org/10.4324/9780203467220
- Alexander, D., Bradford, J., Gannon, S., Murray, F., Partridge, N., Simopoulou, Z., Wyatt, J., McCulloch, C., Naylor, A., & Williams, L. (2018). An experiment in writing that flows: Citationality and collaborative writing. In S. Riddle, D. Bright, & E. Honan (Eds.), Writing with deleuze in the academy (pp. 107–117). Springer.
- Andrews, K. (2018). Back to black: Retelling black radicalism for the 21st century. Zed Books.
- Apple, M. W. (2019). Ideology and curriculum (4th ed.). Routledge.
- Ash, J., & Gallacher, L. A. (2015). Becoming attuned: Objects, affects and embodied methodology. In M. Perry & C. Medina (Eds.), Methodologies of embodiment: Inscribing bodies in qualitative research. Routledge.
- Back, L., & Ware, V. (2002). Out of whiteness: Color, politics, and culture. University of Chicago Press.
- Bakhtin, M. M. (1981). The dialogic imagination: Four essays. University of Texas Press.
- Bakhtin, M. (1984). Problems with Dostoevsky’s poetics. University of Minnesota Press.
- Barad, K. (2012). On touching–The inhuman that therefore I am. Differences, 23(3), 206–223. https://doi.org/10.1215/10407391-1892943
- Bergson, H. (1944). Creative evolution. Random House.
- Biesta, G. J. J. (2013). The beautiful risk of education. Routledge.
- Bradbury, A. (2019). Datafied at four: The role of data in the ‘schoolification’ of early childhood education in England. Learning, Media and Technology, 44(1), 7–21. https://doi.org/10.1080/17439884.2018.1511577
- Braidotti, R. (2002). Metamorphoses: Towards a materialist theory of becoming. Polity Press.
- Braidotti, R. (2013). The posthuman. Polity Press.
- Brown, K. D. (2021). The limits of justice-informed research and teaching in the presence of antiblackness and black suffering: Surplus of transformation or (un)just traumatic returns? Qualitative Inquiry, 27(10), 1169–1181. https://doi.org/10.1177/10778004211026903
- Brownell, C. A., Zerwas, S., & Ramani, G. B. (2007). "So big": The development of body self-awareness in toddlers. Child Development, 78(5), 1426–1440. https://doi.org/10.1111/j.1467-8624.2007.01075.x
- Bulgarelli, C., Blasi, A., de Klerk, C., Richards, J. E., Hamilton, A., & Southgate, V. (2019). Fronto-temporoparietal connectivity and self-awareness in 18-month-olds: A resting state fNIRS study. Developmental Cognitive Neuroscience, 38, 100676. https://doi.org/10.1016/j.dcn.2019.100676
- Colebrook, C. (2002). Gilles Deleuze. Routledge.
- Cvetkovich, A. (2012). Depression: A public feeling. Duke University Press.
- Cvetkovich, A. (2021). It feels right to me. Feminist Media Histories, 7(2), 30–64. https://doi.org/10.1525/fmh.2021.7.2.30
- Dabiri, E. (2021). What white people can do next. Penguin Books.
- Delafield-Butt, J., & Gangopadhyay, N. (2013). Sensorimotor intentionality: The origins of intentionality in prospective agent action. Developmental Review, 33(4), 399–425. https://doi.org/10.1016/j.dr.2013.09.001
- de Spinoza, B. (2002). Complete works (S. Shirley, Trans.). Hackett Publishing.
- Deleuze, G. (1988). Spinoza, practical philosophy (R. Hurley, Trans.). City Light Books.
- Deleuze, G. (1992). Postscript on the societies of control. October, 59, 3–7.
- Deleuze, G., & Guattari, F. (1983). Anti-Oedipus: Capitalism and schizophrenia. University of Minnesota Press.
- Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. University of Minnesota Press.
- Deleuze, G., & Parnet, C. (2007). Dialogues II (Tomlinson H. Habberjam, Trans.). Columbia University Press.
- Education Scotland. (2019). Scotland's curriculum for excellence. https://scotlandscurriculum.scot/
- Engles, T. (2006). Toward a bibliography of critical whiteness studies. Faculty Research & Creative Activity. https://thekeep.eiu.edu/eng_fac/51/.
- Frank, R. (2021). The lived-body: A moving-feeling experience. Gestalt Review, 25(1), 11–30. https://doi.org/10.5325/gestaltreview.25.1.0011
- Gale, K. (2018). Madness as methodology. Routledge.
- Gale, K., & Wyatt, J. (2009). Between the two: A nomadic inquiry into collaborative writing and subjectivity. Cambridge Scholars Publishing.
- Gale, K., Wyatt, J., Gullion, J. S., Hou, N., Jeansonne, C., Linnell, S., Reaves, M. A., Reilly, R., & Rhodes, P. (2019). Deleuze and collaborative writing in the dance of activism. International Review of Qualitative Research, 12(3), 323–338. https://doi.org/10.1525/irqr.2019.12.3.323
- Gallacher, L.-A., & Gallagher, M. (2008). Methodological immaturity in childhood research? Childhood, 15(4), 499–516. https://doi.org/10.1177/0907568208091672
- Gannon, S. (2018). On being and becoming the monstrous subject of measurement. In S. Riddle, D. Bright, & E. Honan (Eds.), Writing with Deleuze in the academy: Creating monsters. Springer.
- Giroux, H. A. (2014). Neoliberalism's war on higher education. Haymarket Books.
- Glissant, E. (1997). Poetics of relation. The University of Michigan Press.
- Grosz, E. (1999). Thinking the new: Of future yet unthought. In E. Grosz (Ed.), Becomings: Explorations in time, memory and futures. Cornell University Press.
- Haraway, D. J. (1991). Simians, cyborgs, and women: The reinvention of nature. Routledge.
- Haraway, D. J. (2016). Staying with the trouble: Making kin in the chthulucene. Duke University Press.
- Harris, C. I. (1993). Whiteness as property. Harvard Law Review, 106(8), 1707–1791. https://doi.org/10.2307/1341787
- Henderson, L., Honan, E., & Loch, S. (2016). The production of the academicwritingmachine. Reconceptualizing Educational Research Methodology, 7(2), 4–18. https://doi.org/10.7577/rerm.1838
- Keeling, K. (2019). Queer times, black futures. NYU Press.
- Kristeva, J. (1980). Desire in language. Columbia University Press.
- Kwoba, B., Chantiluke, R., & Nkopo, A. (2018). Rhodes must fall: The struggle to decolonise the racist heart of empire. Zed Books.
- Lapoujade, D. (2017). Aberrant movements: The philosophy of Gilles Deleuze. Semiotext(e).
- Lawler, R. (2021). New data shows ministers knew early years was underfunded: Early years alliance. https://www.eyalliance.org.uk/news/2021/06/new-data-shows-ministers-knew-early-years-was-underfunded.
- Lechte, J. (1990). Julia Kristeva. Routledge.
- Leonardo, Z., & Zembylas, M. (2013). Whiteness as technology of affect: Implications for educational praxis. Equity & Excellence in Education, 46(1), 150–165. https://doi.org/10.1080/10665684.2013.750539
- Lilley, I. (1967). Friedrich Froebel. Cambridge University Press.
- Lupton, D., & Williamson, B. (2017). The datafied child: The dataveillance of children and implications for their rights. New Media & Society, 19(5), 780–794. https://doi.org/10.1177/1461444816686328
- Manning, E. (2006). Politics of touch: Sense, movement, sovereignty. University Of Minnesota Press.
- Manning, E. (2016). The minor gesture. Duke University Press.
- Manning, E. (2020). For a pragmatics of the useless. Duke University Press Books.
- Manning, E., & Massumi, B. (2014). Thought in the act: Passages in the ecology of experience. University of Minnesota Press.
- Massumi, B. (2002). Parables for the virtual: Movement, affect, sensation. Duke University Press.
- Mccafferty, P. (2010). Forging a ‘neoliberal pedagogy’: The ‘enterprising education’ agenda in schools. Critical Social Policy, 30(4), 541–563. https://doi.org/10.1177/0261018310376802
- McKittrick, K. (2021). Dear science and other stories. Duke University Press.
- Mignolo, W. D. (2012). The darker side of western modernity: Global futures, decolonial options. Duke University Press.
- Mitropoulos, A. (2020). Against quarantine. The New Inquiry. https://thenewinquiry.com/against-quarantine/.
- Mol, A. (2002). The body multiple: Ontology in medical practice. Duke University Press Books.
- Moss, P. (2014). Transformative change and real utopias in early childhood education: A story of democracy, experimentation and potentiality (1st ed.). Routledge. https://doi.org/10.4324/9781315779904
- Moten, F. (2018). Stolen life. Duke University Press Books.
- Neisser, U. (Ed.). (1993). The perceived self: Ecological and interpersonal sources of self knowledge. Cambridge University Press.
- Okun, T. (2021). White supremacy culture – Still here. http://www.whitesupremacyculture.info/.
- Osterweil, V. (2020). In defense of looting. Hachette Book Group.
- Priestley, M., & Biesta, G. (2014). Reinventing the curriculum: New trends in curriculum policy and practice. Bloomsbury Academic.
- Prout, A., & James, A. (1990). Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood. Taylor & Francis.
- Punch, S. (2001). Negotiating autonomy: Childhoods in rural Bolivia. In L. Alanen, & B. Mayall (Eds.), Conceptualising child–adult relations. (1st ed., pp. 23–36). Routledge. https://doi.org/10.4324/9780203467220
- Puwar, N. (2004). Space invaders: Race, gender and bodies out of place. Berg.
- Rautio, P. (2013). Children who carry stones in their pockets: On autotelic material practices in everyday life. Children's Geographies, 11(4), 394–408. https://doi.org/10.1080/14733285.2013.812278
- Razai, M. S., Kankam, H. K. N., Majeed, A., Esmail, A., & Williams, D. R. (2021). Mitigating ethnic disparities in covid-19 and beyond. BMJ (Clinical Research Ed.), 372, m4921. https://doi.org/10.1136/bmj.m4921
- Richardson, V. (1990). The evolution of reflective teaching and teacher education. In R. Clift, W.R. Houston, & M. Pugach (Eds.), Encouraging reflective practice in education: An analysis of issues and programs (pp. 3–19). Teachers College Press.
- Rilke, R. M. (1934). Letters to a young poet. W.W. Norton & Company.
- Roberts-Holmes, G., & Moss, P. (2021). Neoliberalism and early childhood education. Routledge.
- Rose, N. (1999). Governing the soul: The shaping of the private self. Free Association Books.
- Sellers, M. (2013). Young children becoming curriculum: Deleuze, Te Whāriki and curricular understandings. Taylor & Francis.
- Shildrick, M. (2015). “Why should our bodies end at the skin?”: Embodiment, boundaries, and somatechnics. Hypatia, 30(1), 13–29. https://doi.org/10.1111/hypa.12114
- Speedy, J., Margie J., Fay, Jack, Pauline, & Jones, J. (2005). Failing to come to terms with things: A multi-storied conversation about poststructuralist ideas and narrative practices in response to some of life's failures. Counselling and Psychotherapy Research, 5(1), 65–74. https://doi.org/10.1080/14733140512331343949
- Springgay, S., & Truman, S. E. (2018). On the need for methods beyond proceduralism: Speculative middles, (in)tensions, and response-ability in research. Qualitative Inquiry, 24(3), 203–214. https://doi.org/10.1177/1077800417704464
- Stern, D. N. (1985). The interpersonal world of the infant: A view from psychoanalysis and developmental psychology. Karnac Books.
- Steinby, L., & Tintti, T. (Eds.). (2013). Bakhtin and his others: (Inter)Subjectivity, chronotope, dialogism. Anthem Press. https://doi.org/10.7135/9780857283108
- Stewart, K. (2010a). Afterword: Worlding refrains. In M. Gregg & G. J. Seigworth (Eds.), The affect theory reader. Duke University Press.
- Stewart, K. (2010b). Atmospheric attunements. Rubric, 1, 2–14.
- Sword, H. (2012). Stylish academic writing. Harvard University Press.
- Tembo, S. (2020a). Black educators in (white) settings: Making racial identity visible in Early Childhood Education and Care in England, UK. Journal of Early Childhood Research, 19(1), 70–83. https://doi.org/10.1177/1476718X20948927
- Tembo, S. (2020b). ‘Hang on, she just used that word like it’s totally easy’: Encountering ordinary racial affects in early childhood education and care. Ethnicities, 21(5), 875–892. https://doi.org/10.1177/1468796820963960
- Tembo, S. (2021). Bodies out of place: Affective encounters with whiteness. Emotion, Space and Society, 41, 100839. https://doi.org/10.1016/j.emospa.2021.100839
- Thompson, A. (2002). Entertaining doubts: Enjoyment and ambiguity in white, antiracist classrooms. In E. Mirochnik, & D. C. Sherman (Eds.), Passion and pedagogy: Relation, creation, and transformation in teaching (pp. 431–452). Peter Lang.
- Touré. (2011). Who's afraid of post-blackness, what it means to be black now. Free Press.
- Trevarthen, C., & Vasudevi, R. (2017). Consciousness in infants. In S. Schneider, & M. Velmans (Eds.), The Blackwell companion to consciousness (pp. 43–62). John Wiley & Sons. https://doi.org/10.1002/9781119132363.ch4
- Watson, C. (2010). Educational policy in Scotland: Inclusion and the control society. Discourse: Studies in the Cultural Politics of Education, 31(1), 93–104.
- White, J. (2015). Introducing dialogic pedagogy: Provocations for the early years. Routledge.
- Wyatt, J., Gale, K., Gannon, S., Davies, B., Denzin, N. K., & St. Pierre, E. A. (2014). Deleuze and collaborative writing. Cultural Studies ↔ Critical Methodologies, 14(4), 407–416. https://doi.org/10.1177/1532708614530313
- Wyatt, J., Gale, K., Russell, L., Pelias, R. J., & Spry, T. (2011). How writing touches. International Review of Qualitative Research, 4(3), 253–277. https://doi.org/10.1525/irqr.2011.4.3.253
- Yeats, W. B. (1989). The collected poems of W.B. Yeats. Crossways.