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Anderson, L., & Riley, L. (2020). Crafting safer spaces for teaching about race and intersectionality in Australian Indigenous Studies. The Australian Journal of Indigenous Education, 1-8. https://doi.org/10.1017/jie.2020.8

Gatwiri, K., & Anderson, L. (2020). Parenting Black children in White spaces: Skilled African migrants reflect on their parenting experiences in Australia. Child & Family Social Work, 1-10. https://doi:10.1111/cfs.12799

Gatwiri, K., Anderson, L., & Townsend-Cross, M. (forthcoming). ‘Teaching shouldn’t feel like a combat sport’: Student feedback, reactance and hostility towards minoritised academics in higher education. Race Ethnicity and Education.

Blaise, M. (May, 2020). Worldviews of teachers. In G. Latham, K. Malone, J. Faulkner, S. Dole, and M. Blaise, Learning to teach, 3rd Rev. ed. pp. 161-184. Melbourne: Oxford University Press. 

Blaise, M. (May, 2020). Teachers’ Theory Making. In G. Latham, K. Malone, J. Faulkner, S. Dole, and M. Blaise Learning to teach, 3rd Rev. ed.  pp.185-212. Melbourne: Oxford University Press. 

Blaise, M. (May, 2020). Learning-with: Reconfiguring relations with each other, students, and the environment. In G. Latham, K. Malone, J. Faulkner, S. Dole, and M. Blaise, Learning to teach, 3rd Rev. ed.  pp.271-298. Melbourne: Oxford University Press.

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Blaise, M. & Hamm, C. (2020). Lively Emu Dialogues: Activating feminist common worlds multispecies ethics at the zoo. Pedagogy, Culture & Society. 

Bull, A., Calvert-Lee, G., & Page, T. (2020). Discrimination in the complaints process: Introducing the sector guidance to address staff sexual misconduct in UK higher education. Perspectives: Policy and Practice in Higher Education, 0(0), 1–6. https://doi.org/10.1080/13603108.2020.1823512

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Dernikos, B. P. (2020). Tuning into rebellious matter: Affective literacies as more-than-human sonic bodies. English Teaching: Practice and Critique, 1-16. (Special Issue: Teaching embodied literacies in a “post” world) 

Thiel, J. J., & Dernikos, B. P.* (2020). Refusals, re-turns, and retheorizations of affective literacies: A thrice-told data tale. Journal of Literacy Research, 1-25. (Special Issue: Black lives matter in literacy research) *denotes co-first authorship https://doi.org/10.1177/1086296X20966317 

Geerts, Evelien & Candice Jacobs, 2020. The Wellness Formula Sunday Service: on the work of Karen Barad. Podcast. Part of The Wednesday Wellness Formula installation by artist Candice Jacobs. Five Years Gallery London (UK)

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Renold, EJ, Edwards, Victoria and Huuki, Tuija (2020) Becoming eventful: making the ‘more-than’ of a youth activist conference matter, in A. Harris and S. Holman Jones (eds) special issue: ‘A capacity to be moved: performance and its affects’. Research in Drama and Education: Journal of applied theatre and performance 25(3), 441–464

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Ringrose, J. and Regehr, K. (2020) Feminist Counterpublics and Public Feminisms: Advancing a Critique of Racialized Sexualization in London’s Public Advertising Signs: Journal of Women in Culture and Society, 46:1, 229-257  

Ringrose, J. and Mendes, K (2020) #WhoNeedsFeminism? Mapping Leaky, Networked Affective Feminist Resistance, In Katie Warfield, Carolina Cambre and Crystal Abidin, (eds.) Me-diated Inter-faces: representation, presentation, and embodiment online, London: Bloomsbury. 

Ringrose, J. (2020) ‘Staying Safe Online’ survey: what unwanted sexual images are being sent to teenagers on social media? UCL IOE Blog

Demanet, J., Van Praag, L. & Van Houtte, M. (2020) Merging top-down and bottom-up influences on fitting in at school. The role of ethnic congruence in overall and interethnic friendship formation. The Sociological Quarterly, 61, 3, 544-566 https://doi.org/10.1080/00380253.2019.1711260

Ysenbaert, J., Van Houtte, M. & Van Avermaet, P. (2020) Assessment policies and practices in contexts of diversity: Unravelling the tensions. Educational Assessment, Evaluation and Accountability, 32, 107-126

Verhaeghe, F., Bradt, L., Van Houtte, M. & Derluyn, I. (2020) Identificational assimilation patterns in young first, second, 2.5 and third generation migrants. Young, 28, 5, 502–522 https://doi.org/10.1177/1103308819900727