Blaise, M., Knight, L., & Gray, E. M. (2019). Punk feminism and #FEAS: A lowbrow protest of academic sexism. In Crimmins, G. (Ed.). Strategies for resisting sexism in the academy: Higher education, gender and intersectionality. Basingstoke: Palgrave.

Crimmins, G. (Ed.). (2019). Strategies for resisting sexism in the academy: Higher education, gender and intersectionality. Basingstoke: Palgrave.

Dawson, E., Archer, L., Seakins, A., DeWitt, J., Godec, S., King, H., Mau, A., and Nomikou, E. (2019). Selfies at a science museum: Exploring girls’ identity performances in a science learning setting. Gender and Education. Online first   https://www.tandfonline.com/doi/full/10.1080/09540253.2018.1557322

Dernikos, B. P. (2018). Reviving ghostly bodies: Student-teacher intimacies as affective hauntings. In T. Juvonen & M. Kolehmainen (Eds.), Affective inequalities in intimate relationships (pp. 218-230). NY: Routledge.

Niccolini, A., Dernikos, B. P., Lesko, N., & McCall, S. (2018). High passions: Affect and curriculum theorizing in the present. In C. Hebert, N. A. Fook, A. Ibrahim, & B. Smith (Eds.), Internationalizing curriculum studies: Histories, environments, and critiques (pp. 157-175). UK: Palgrave Macmillan.

 Eriksson, C & Sand, M. (2018).  Belonging in transience: Vocal mapping for a commuting preschool practice. Emotion, Space and Society.   https://doi.org/10.1016/j.emospa.2018.07.002

 Fairchild, N. (2019). Book Review: Neoliberalism, gender and education work. Gender, Work and Organization, 26(1), 75-78 https://doi.org/10.1111/gwao.12325

Taylor, C. A., Fairchild, N., Koro-Ljungberg, M., Benozzo, A., Carey, N., & Elmenhorst, C. (2019). ‘Improvising Bag Choreographies: Disturbing Normative Ways of Doing Research’. Qualitative Inquiry, 25(1), 17-25 https://doi.org/10.1177/1077800418767210

Flood, M. (2018). Engaging Men and Boys in Violence Prevention. Basingstoke: Palgrave.

Ford, J. (2018).  Rebooting Roseanne: Feminist voice across decades. M/C Journal, vol. 21, no. 5. Web.

Ford, J. (2018). Feminist cinematic television: Authorship, aesthetics and gender in Pamela Adlon’s Better Things. fusion journal, vol. 14, pp. 16-29.

Gough, A. (2019). Woman being disruptive: Challenging (e)quality in science education. In Jesse Bazzul & Christina Siry (Eds.) Critical Voices in Science Education Research: Narratives of Academic Journeys (pp.257-267). Springer.

Jeffries, M. (2019). Examining media discourses of diversity and ‘indoctrination:’ Public perceptions of the intended screening of Gayby Baby in Schools. In A. Baroutsis, S.Riddle, & P. Thomson, Education research and the media: Challenges and Possibilities (pp. 80-96). Abingdon, Oxon: Routledge.

Mazzei, L. A., & Jackson, A. Y. (2019). Posthuman Literacies in a Minor Language: Expressions-to-Come. In Kuby, Spector, & Theil (Eds.) Posthumanism and Literacy Education (Routledge).

McKnight, L, & Morgan. A. (2019). A broken paradigm? What education needs to learn from evidence-based medicine.  Journal of Education Policy. doi: 10.1080/02680939.2019.1578902.

McKnight, L., & Charlton, E. (2018). Pathways and praxis: Designing curriculum for aspirational programs. In E. Bernat & C. Agosti (Eds.), University pathways programs: Local responses within a growing global trend. New York: Springer.

McKnight, L., & Graham, L. (2018). Tweet the phallic teacher: Early career feminist education research, Altmetrics and alternative peer review. In A. Baroutsis, S. Riddle, & P. Thomson (Eds.), EEducation research and the media: Challenges and Possibilities London: Routledge.

McKnight, L., & Whitburn, B. (2018). Seven reasons to question the hegemony of Visible Learning. Discourse: Studies in the cultural politics of education. doi:10.1080/01596306.2018.1480474

Melzer, Kym. (2018). Vicarious trauma and emotion work in documentary filmmaking, Studies in Documentary Film. DOI: 10.1080/17503280.2018.1535685

Nxumalo, F., Delgado, C., & Nelson, N. (2018). Pedagogical gatherings in early childhood education: Mapping interferences in emergent curriculum. Curriculum Inquiry. Advance Online Publication https://doi.org/10.1080/03626784.2018.1522930

Olson Beal, H. K., Cross, C., Burrow, L. E., & Wagnon, A. E.  (2018).  Writing inside and outside the box: Youth experiences in a community writing workshop.  The Texas Forum of Teacher Education, 8, 51-58.

Olson Beal, H. K., Burrow, L. E., & Cross, C.  (in-press) The potential to empower youth and build community with out-of-school writing program strategies.  [Officially accepted for publication in NCTE’s Voices from the Middle on 10/5/2018.]

Olson Beal, H. K., Beal, B. D., & Sandul, P.  (2018). The professoriate, Trump’s travel ban, and embodied activism.  Academe (American Association of University Professors journal), 104(1), 29-35.

Thys, S., & Van Houtte, M. (2018) Het tertiair effect van sociale klasse. Ongelijkheid in studieoriëntering bij de overgang van basis naar secundair onderwijs. Welwijs, 29, 4: 12-14.

Demanet, J. & Van Houtte, M. (eds.) (2019) Resisting education: A cross-national study on systems and school effects. Dordrecht, the Netherlands: Springer.

Demanet, J. & Van Houtte, M. (2019) School Effects on Deviance: An International Perspective. In Demenat, J. & Van Houtte, M. (eds.) Resisting education: A cross-national study on systems and school effects (pp.3-26). Dordrecht, the Netherlands: Springer.

Demanet, J., Van den Broeck, L. & Van Houtte, M. (2019) Socioeconomic school composition and school misconduct: Disentangling structural and cultural explanations in Ghent. In Demanet, J. & Van Houtte, M. (eds.) Resisting education: A cross-national study on systems and school effects(pp.135-153). Dordrecht, the Netherlands: Springer.

Demanet, J. & Van Houtte, M. (2019) Resisting education: Do schools and systems matter? In: Demanet, J. & Van Houtte, M. (eds.) Resisting education: A cross-national        study on systems and school effects (pp.197-208). Dordrecht, the Netherlands: Springer.

Woest, Y. (2018). Beginner teachers’ experiences of transdisciplinary demands of a school curriculum’, The Journal for Transdisciplinary Research in Southern Africa 14(2), a488.  https://doi.org/10.4102/td.v14i2.488 

Wolfe, M. J. (2018). Re/active documentary; an artifact of dynamic force. In L. Xu, G. Aranda, W. Widjaja, & D. Clarke (Eds.), Video-based Research in Education. London: Routledge.