Bibliography
Abramson, S. (2006). Documentation communication action: Co-inquiry meetings for facilitated interchange. Co-Inquiry Journal, 1(1), 1–14.
Appleton, J. (1982). Pleasure and the perception of habitat: A conceptual framework. In Sadler, Barry & Carlson, Allen (eds.), Environment aesthetics: Essays in interpretation (pp 27–45). University of Victoria: Geography Department.
Attar, D. (2005). Dismay and disappointment: Perspectives of inexperienced adult learners on becoming webpage readers. International Journal of Educational Research, 43(7), 495–508.
Bandura, A. (2006). Towards a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180.
Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28(3), 801–831.
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press.
Barad, K. (2010). Quantum entanglements and hauntological relations of inheritance: Dis/continuities, spacetime enfoldings, and justice-to-come. Derrida Today, 3(2), 240–268.
Barad, K. (2011). Erasers and erasures: Pinch’s unfortunate ‘uncertainty principle.’ Social Studies of Science, 41(3), 443–454.
Barad, K. (2012). On touching: The inhuman that therefore I am. Differences: A Journal of Feminist Cultural Studies, 23(3), 206–223.
Barad, K. (2014). Diffracting diffraction: Cutting together-apart. Parallax, 20(3), 168–187.
Barnard, Y., Bradley, M. D., Hodgson, F., & Lloyd, A. D. (2013). Learning to use new technologies by older adults: Perceived difficulties, experimentation behaviour and usability. Computers in Human Behavior, 29(4), 1715–1724.
Barton, D., & Hamilton, M. (1998). Local literacies: Reading and writing in one community. New York: Routledge.
Bennett, J. (2010). Vibrant matter: A political ecology of things. Durham, NC: Duke University Press.
Berg, M., & Seeber, B. K. (2016). The slow professor: Challenging the culture of speed in the academy. Toronto: University of Toronto.
Berrisford, M. D. (2014). Generation green: The making of the UniverCity childcare. Portland, OR: Ecotone Publishing.
Bhatt, I., & de Roock, R. (2013). Capturing the sociomateriality of digital literacy events. Research in Learning Technology, 21, 21281.
Bhatt, I., de Roock, R., & Adams, J. (2015). Diving deep into digital literacy: Emerging methods for research. Language & Education: An International Journal, 29(6), 477–492.
Blumer, H. (1969). Symbolic interactionism: Perspective and method. Englewood Cliffs, NJ: Prentice-Hall.
Bourdieu, P. (1977). The economics of linguistic exchanges. Social Science Information, 16(6), 645–668.
Braidotti, R. (2011a). Nomadic subjects: Embodiment and sexual difference in contemporary feminism (2nd ed.). New York: Columbia University Press.
Braidotti, R. (2011b). Nomadic theory: The portable Rosi Braidotti. New York: Columbia University Press.
Braidotti, R. (2013). The posthuman. Cambridge, UK, and Malden, MA: Polity Press. Breen, M. (2001). Learner contributions to language learning. London: Longman.
Bursey, E. (2016). Gestures: Giving a helping hand in French language learning. Comprehensive examination paper. Simon Fraser University.
Charmaz, K. (2014). Constructing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
Châtelet, G. (1993). Les enjeux du mobile. Paris: Seuil. English translation by R. Shore & M. Zagha, Figuring space: Philosophy, mathematics and physics. Dordrecht: Kluwer, 2000.
Clandinin, D. J., Connelly, F. M., & Applebaum, S. D. (1999). Shaping a professional identity: Stories of educational practice. London, Ont.: Althouse Press.
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research in the next generation. New York: Teachers College Press.
Colebrook, C. (2006). Deleuze: A guide for the perplexed. London: Continuum.
Coles, A., & Sinclair, N. (2017). Re-thinking place value: From metaphor to metonym. For the Learning of Mathematics, 37(1), 3–8.
Crain, W. (1997). How nature helps children develop. Montessori Life, 9(2), 41-43.
Cutler, A., & MacKenzie, I. (2011). Bodies of learning. In Guillaume, L. & Hughes, J. (eds.), Deleuze and the body (pp. 53–72). Edinburgh: Edinburgh University Press.
Dagenais, D. (2003). Accessing imagined communities through multilingualism and immersion education. Language, Identity and Education, 2(4), 269–283.
Dagenais, D., & Day, E. (1999). Home language practices of trilingual children in French Immersion. Canadian Modern Language Review, 56, 99–123.
Dagenais, D., Fodor, A., Schulze, E., & Toohey, K. (2013). Charting new directions: The potential of actor–network theory for analyzing children’s videomaking. Language and Literacy, 15(1), 93–108. Dahlberg, G., & Moss, P. (2005). Ethics and politics in early childhood education. London: RoutledgeFalmer.
Dahlberg, G., Moss, P., & Pence, A. (1999). Beyond quality in early childhood education and care: Postmodern perspectives. London: Falmer Press.
Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Languages of evaluation. London: Routledge.
Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36–56.
Davies, B. (2014). Reading anger in early childhood intra-actions: A diffractive analysis. Qualitative Inquiry, 20(6), 734–741.
Davies, B., & Gannon, S. (eds.) (2009). Pedagogical encounters. New York: Peter Lang.
Davies, B., & Kasama, H. (2004). Gender in Japanese preschools: Frogs and snails and feminist tales in Japan. Cresskill, NJ: Hampton Press.
de Freitas, E. (2016). Diffractive apparatus: Rethinking the design experiment in light of quantum ontology. Paper presented at the meeting of the American Educational Research Association, Washington, DC, April.
de Freitas, E., &. Curinga, M. (2015) New materialist approaches to the study of language and identity: Assembling the posthuman subject. Curriculum Inquiry, 45(3), 249–265. de Freitas, E., & Sinclair, N. (2013). New materialist ontologies in mathematics education: The body in/of mathematics. Educational Studies in Mathematics, 83(3), 452–470.
de Freitas, E., & Sinclair, N. (2014). Mathematics and the body: Material entanglements in the classroom. Cambridge, UK: Cambridge University Press.
Delamont, S. (1992/2002). Fieldwork in educational settings: Methods, pitfalls and perspectives. New York: Routledge.
Delanda, M. (2002). Intensive science and virtual philosophy. London: Continuum.
Deleuze, G. (1968/1994). Difference and repetition. New York: Columbia University Press.
Deleuze, G. (1992). Postscript on the societies of control. October, 59, 3–7.
Deleuze, G. (2004). The logic of sense. Ed. Boundas, C., trans. Lester, M.. London: Continuum.
Deleuze, G., & Guattari, F. (1987/2005). A thousand plateaus: Capitalism and schizophrenia. Trans. Massumi, B.. Minneapolis: University of Minnesota Press.
Deleuze, G., & Guattari, F. (1994). What is philosophy? London: Verso.
De Shipper, J. C., Tavecchio, L. W. C., & Van IJzendoorn, M. H. (2008). Children’s attachment relationships with day care providers: Associations with positive caregiving and the child’s temperament. Social Development, 17(3), 454–470.
Edwards, C. P., Gandini, L., & Forman, G. E. (eds.) (2012). The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed.). Santa Barbara, CA: Praeger.
Fenwick, T., & Edwards, R. (2010). Actor-network theory in education. London: Routledge.
Fenwick, T., & Nerland, M. (2012). Reconceptualizing professional learning: Sociomaterial knowledges, practices, and responsibilities (pp. 52–66). New York: Routledge.
Fjørtoft, I., (2001). The natural environment as a playground for children: The impact of outdoor play activities in pre-primary school children. Early Childhood Education Journal, 29(2),111–117.
Foucault, M. (1977). Discipline and punish: The birth of the prison. New York: Vintage Books.
Foucault, M. (1980). The history of sexuality. Trans. Hurley, Robert. New York: Pantheon.
Fowler, K., Robins, A., Callan, S., & Copp, E. (2009). Fostering identity and relationships. In Papatheodoru, T. & Moyles, J. (eds.), Learning together in the early years: Exploring relational pedagogy (pp. 217–227). London; New York: Routledge.
Gane, N. (2006). When we have never been human, what is to be done?: Interview with Donna Haraway. Theory, Culture & Society, 23(7–8), 135–158.
Gatt, W., & Ingold, T. (2013). From description to correspondence: Anthropology in real time. In Gunn, W., Otto, T. & Smith, R. C. (eds.), Design anthropology: Theory and practice (pp. 139–158). New York: Bloomsbury.
Gilbert, M. (2010). Theorizing digital and urban inequalities. Information, Communication & Society, 13(7), 1000–1018.
Greene, M. (1978). Landscapes of learning. New York: Teachers College Press.
Gunn, W., & Donovan, J. (2012). Design and anthropology. Surrey, UK: Ashgate.
Hammersley, M. (1992). What’s wrong with ethnography? Methodological explorations. London: Routledge.
Haraway, D. (1991). Simians, cyborgs, and women: The reinvention of nature. New York: Routledge.
Haraway, D. (1992). The promises of monsters: A regenerative politics for inappropriate/d others. In Grossberg, L., Nelson, C. & Treichler, P. (eds.), Cultural Studies. (pp. 295–337). London and New York: Routledge.
Haraway, D. (1996). Situated knowledges: The science question in feminism and the privilege of partial perspective (originally published 1988). In Agnew, J., Livingstone, D. & Rogers, A. (eds.), Human geography: An essential anthology (pp. 108–128). Oxford: Blackwell.
Haraway, D. (1997). Modest witness@Second Millenium: FemaleMan meets OncoMouse: Feminism and technoscience. New York: Routledge.
Haraway, D. (2004). The Haraway reader. London and New York: Routledge.
Haraway, D. (2007). When species meet. Minneapolis: University of Minnesota Press.
Harman, G. (2010). Towards speculative realism: Essays and lectures. Winchester, UK: Zero Books.
Hayles, K. (1999). How we became posthuman: Virtual bodies in cybernetics, literature, and informatics. Chicago, IL: University of Chicago Press. Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge: Cambridge University Press.
Helsper, E. J., & Eynon, R. (2013). Distinct skill pathways to digital engagement. European Journal of Communication, 28(6), 696–713.
Heron, J., & Reason, P. (1997). A participatory inquiry paradigm. Qualitative Inquiry, 3(3), 274–294.
Hill, C. M. (2017). More-than-reflective practice: Becoming a diffractive practitioner. Manuscript under review.
Howes, C., & Hamilton, C. E. (1992a). Children’s relationships with caregivers: Mothers and child-care teachers. Child Development, 63(4), 859–866.
Howes, C., & Hamilton, C. E. (1992b). Children’s relationships with child care teachers: Stability and concordance with parental attachments. Child Development, 63(4), 867–878.
Howes, C., & Hamilton, C. E. (1993). The changing experience of child care: Changes in teachers and in teacher–child relationships and children’s social competence with peers. Early Childhood Research Quarterly, 8(1), 15–32.
Hultman, K., & Lenz Taguchi, H. (2010). Challenging anthropocentric analysis of visual data: A relational materialist methodological approach to educational research. International Journal of Qualitative Studies in Education, 23(5), 525–542.
Ingold, T. (2001). From the transmission of representation to the education of attention. In Whitehouse, H. (ed.), The debated mind: Evolutionary psychology versus ethnography (pp. 113–153). New York: Berg.
Ingold, T. (2007). Lines: A brief history. Abingdon, Oxon: Routledge.
Ingold, T. (2011). Being alive: Essays on movement, knowledge and description. London: Routledge.
Ingold, T. (2013). Making: Anthropology, archaeology, art and architecture. New York and London: Routledge.
Ingold, T. (2014). That’s enough about ethnography! HAU: Journal of Ethnographic Theory, 4(1), 383–395.
Jackiw, N., & Sinclair, N. (2014). TouchCounts (iPad app). Burnaby, BC: Tangible Mathematics Learning Project.
Jackson, A. Y., & Mazzei, L. (2012). Thinking with theory in qualitative research. New York: Routledge.
Jackson, A. Y., & Mazzei, L. A. (2013). Plugging one text into another: Thinking with theory in qualitative research. Qualitative Inquiry, 19(4), 261–271.
Jaeger, P. T., Bertot, J. C., Thompson, K. M., Katz, S. M., & DeCoster, E. J. (2012). The intersection of public policy and public access: Digital divides, digital literacy, digital inclusion, and public libraries. Public Library Quarterly, 31(1), 1–20.
Johri, A. (2011). The socio-materiality of learning practices and implications for the field of learning technology. Research in Learning Technology, 19(3), 207–217.
Kaplan, R. (2001). The nature of the view from home: Psychological benefits. Environment and Behavior, 33(4), 507–542.
Kirby, V. (2011). Quantum anthropologies: Life at large. Durham, NC: Duke University Press.
Kleinman, A. (2012). ‘Intra-actions’: Interview of Karen Barad. Mousse, 34, 76–81.
Kuby, C. R., & Rucker, T. G. (2016). Go be a writer: Expanding the curricular boundaries of literacy learning with children. New York: Teachers College Press.
Kuntz, A. (2010). The politics of space in qualitative research. In Savin-Baden, M. & Howell-Major, C. (eds.), New approaches to qualitative research: Wisdom and uncertainty (pp. 145–153). New York: Routledge.
Ladkin, D. (2005). ‘The enigma of subjectivity’: How might phenomenology help action researchers negotiate the relationship between ‘self’, ‘other’ and ‘truth’? Action Research, 3(1), 108–126.
Latour, B. (1999). Pandora's hope: Essays on the reality of science studies. Cambridge, MA: Harvard University Press.
Laptyeva, T. V., Flach, S., & Kladko, K. (2011). The weak-password problem: Chaos, criticality and encrypted p-CAPTCHAs. Europhysics Letters, 95(5), 50007.
Lather, P. (2000). Drawing the line at angels: Working the ruins of feminist ethnography. In Pierre, E. A. & Willow, W. (eds.), Working the ruins: Feminist post-structural theory and methods in education (pp. 284–312). London: Taylor and Francis,
Latour, B. (2004). Why has critique run out of steam? From matters of fact to matters of concern. Critical Inquiry, 30(2), 225–248.
Latour, B. (2005). Reassembling the social: An introduction to actor–network theory. Oxford and New York: Oxford University Press.
Latour, B. (2006). Reflections on Etienne Souriau’s les différents modes d’existence. Trans. Muecke, S.. In Harman, G., Bryant, L. & Srnicek, N. (eds.), The speculative turn: Continental materialism and realism. Melbourne: re.press,
Law, J., & Singleton, V. (2013). ANT and politics: Working in and on the world. Qualitative Sociology, 36(4), 485–502.
Lenz-Taguchi, H. (2006). Reconceptualizing early childhood education: Challenging taken for granted ideas. In Nordic childhoods and early education (pp. 257–287). Charlotte, NC: Information Age Publishing.
Lenz-Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. New York: Routledge.
Lenz-Taguchi, H. (2011). Investigating learning, participation and becoming in early childhood practices with a relational materialist approach. Global Studies of Childhood, 1(1), 36–50.
Lenz-Taguchi, H. (2012). A diffractive and Deleuzian approach to analyzing interview data. Feminist Theory, 13(3), 265–281.
Long, M. (1997). Construct validity in SLA research: A response to Firth and Wagner. Modern Language Journal, 81(3), 318–323.
Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books of Chapel Hill.
Lunney Borden, L. (2011). The ‘verbification’ of mathematics: Using the grammatical structures of Mi’kmaq to support student learning. For the Learning of Mathematics, 31(3), 8–13.
MacDonald, M. (2007). Toward formative assessment: The use of pedagogical documentation in early elementary classrooms. Early Childhood Research Quarterly, 22(2), 232–242.
MacDonald, M., & Sánchez, A. (2010). Provoking dialogue: Promote a deeper understanding of teaching and learning through images and documents. Canadian Children, 35(2), 25–30.
MacDonald, M., Hill, C., Donovan, L., Howarth, P., & Irvine, M. (2013). Actualizing co-inquiry: Theory and practice. Paper presented at the meeting of the Canadian Society for the Study of Education, Victoria, B.C., June 1–5.
MacLure, M. (2013a). Researching without representation? Language and materiality in post-qualitative methodology. International Journal of Qualitative Studies in Education, 26(6), 658–667.
MacDonald, M., & Sánchez, A. (2013b). The wonder of data. Cultural Studies ↔ Critical Methodologies, 13(4), 228–232.
Madigan, R., Johnson, S., & Linton, P. (1995). The language of psychology: APA style as epistemology. American Psychologist, 50(6), 428–436.
Malaguzzi, L. (1994). Your image of the child: Where teaching begins. Early Childhood Educational Exchange, No. 96, 52–61.
Martin, A. D., & Kamberelis, G. (2013). Mapping not tracing: Qualitative educational research with political teeth. International Journal of Qualitative Studies in Education, 26(6), 668–679.
Mazzei, L. (2014). Beyond an easy sense: A diffractive analysis. Qualitative Inquiry, 20(6), 742–746.
Meillassoux, Q. (2008). After finitude: An essay on the necessity of contingency. Trans. Brassier, Ray. London: Continuum.
Mervyn, K., Simon, A., & Allen, D. K. (2014). Digital inclusion and social inclusion: A tale of two cities. Information, Communication & Society, 17(9), 1086–1104.
Michaels, S. (1981). ‘Sharing time’: Children’s narrative styles and differential access to literacy. Language in Society, 10(3), 423–442.
Middleton, C. A., Veenhof, B., Leith, J., & Statistics Canada. (2010). Intensity of internet use in Canada: Understanding different types of users. Ottawa, Ont.: Statistics Canada, Business Special Surveys and Technology Statistics Division.
Miller, K. (2016). Pedagogy and place: What can a place responsive approach contribute to pedagogical practice in higher education? In Proceedings of the Standing Committee on University Teaching and Research in the Education of Adults (SCUTREA). Leicester, UK, July 5–7.
Morgan, B. (1997). Identity and intonation: Linking dynamic processes in an ESL classroom. TESOL Quarterly, 31(3), 431–450.
Mossberger, K., Tolbert, C. J., & Franko, W. (2012). Digital cities: The Internet and the geography of opportunity. Oxford: Oxford University Press.
Mulcahy, D. (2012). Rethinking teacher learning: A more than representational account. In Fenwick, T. & Nerland, M. (eds.), Reconceptualising professional learning: Sociomaterial knowledges, practices and responsibilities (pp. 52–66). New York: Routledge.
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, UK: Longman/Pearson Education.
Norton, B. (2013). Identity and language learning: Gender, ethnicity and educational change (2nd ed.). Bristol: Multilingual Matters.
Noske, C. (2015). Towards an existential pluralism: The philosophy of Etienne Souriau. Cultural Studies Review, 21(1), 34–57.
Organization for Economic Cooperation and Development. (October 2015). The innovation imperative: Contributing to productivity, growth and well-being. Paris: Directorate for Science, Technology and Innovation Policy Note.
Pennycook, A. (2004). Language as a local practice. London: Routledge.
Pennycook, A. (2016). Posthuman applied linguistics. Applied Linguistics, 1–18.
Peters, S. (2009). Responsive, reciprocal relationships. The heart of the the whariki curriculum. In Papatheodoru, T. & Moyles, J. (eds.), Learning together in the early years: Exploring relational pedagogy (pp. 23–32). London and New York: Routledge.
Philips, S. U. (1992). The invisible culture: Communication in community and classroom on the Warm Spring Indian Reservation. Long Grove, IL: Waveland Press.
Pimm, D. (2006). Drawing on the image in mathematics and art. In Sinclair, N., Pimm, D. & Higginson, W. (eds.), Mathematics and the aesthetic: New approaches to an ancient affinity (pp. 160–189). New York: Springer. Porteous, J. D. (1977). Environment and behaviour: Planning in everyday urban life. Reading, MA: Addison Wesley.
Radford, L., & Roth, W.-M. (2011). A cultural-historical perspective on mathematics teaching and learning. Rotterdam: Sense Publishers.
Rancière, J. (2010). Dissensus: On politics and aesthetics. Trans. and ed. Corcoran, S.. London: Continuum Press.
Reason, P. (2002). The practice of cooperative inquiry. Systemic Practice and Action Research, 15(3), 169–176.
Ridewood, L. (2016). Student-engaged assessment in the elementary classroom. Comprehensive Examination paper. Simon Fraser University.
Rinaldi, C. (2001). Documentation and assessment: What is the relationship? In Giudici, C., Rinaldi, C. & Krechevsky, M. (eds.), Making learning visible: Children as individual and group learners (pp. 78–90). Reggio Emilia, Italy: Reggio Children.
Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. London: Routledge.
Robinson, L., Cotten, S., Ono, H., Quan-Haase, A., Mesch, G., Chen, W., … Stern, M. J. (2015). Digital inequalities and why they matter. Information, Communication & Society, 18(5), 569.
Roder, J. (2011). Beyond technicism: Towards ‘being’ and ‘knowing’ in an intra-active pedagogy. He Kupu, 2(5), 61–72.
Rotman, B. (2008a). Becoming beside ourselves: The alphabet, ghosts, and distributed human beings. Durham, NC: Duke University Press
Saussure, F. (1986). Course in general linguistics (3rd ed.). Trans. Harris, R. (pp. 9–10). Chicago: Open Court (originally published 1972).
Schön, D. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.
Serres, M. (2011). Variations on the body. Trans. Burks, Randolph. Minneapolis: University of Minnesota Press.
Shanker, S. (2013). Calm, alert and learning: Classroom strategies for self-regulation. Toronto: Pearson.
Shankar, S., & Cavanaugh, G. (2012). Language and materiality in global capitalism. Annual Review of Anthropology, 41(3), pp. 335–369.
Shaviro, Steve. (1997). Doom patrols: A theoretical fiction about postmodernism. New York: Serpent’s Tail.
Sheets-Johnstone, M. (2009). Animation: The fundamental, essential, and properly descriptive concept. Continental Philosophy Review, 42, 375–400.
Sinclair, N., & Coles, A. (2016). Returning to ordinality in early number sense: Neurological, technological and pedagogical considerations. In Faggione, E., Ferrara, F. & Montone, A. (eds.), Innovation and Technology enhancing mathematics education. Springer.
Sinclair, N., & de Freitas, E. (2014). The haptic nature of gesture: Rethinking gesture with new multitouch digital technologies. Gesture, 14(3), 351–374.
Sinclair, N., & Higginson, W. (eds.) (2007). Mathematics and the aesthetic: New approaches to an ancient affinity (pp. 160–189). New York: Springer. Sinclair, N., & Pimm, D. (2015). Whatever be their number: Counting on the visible, the audible, and the tangible. In Meletiou-Mavrotheris, M., Mavrou, K. & Paparistodemou, E. (eds.), Integrating touch-enabled and mobile devices into contemporary mathematics education (pp. 50–80). IGI Global.
Smythe, S. & Breshears, S. (2016). Complicating access: Digital inequality and adult learning in a public access computing space. Canadian Journal for the Study of Adult Education, 28(2), 67–81.
Smythe, S., & Neufeld, P. (2010). Podcast time: Negotiating digital literacies and communities of learning in a middle years ELL classroom. Journal of Adolescent and Adult Literacy, 6, 488–496.
Smythe, S., Toohey, K., & Dagenais, D. (2014). Video making, production pedagogies and educational policy. Journal of Educational Policy, 1–32.
Sobel, D. (1990). A place in the world: Adults’ memories of childhood’s special places. Children’s Environments Quarterly, 7(4), 5–12.
Souriau, E. (2009/2015). The different modes of existence. Minneapolis, MN: Univocal Publishing.
Souriau, E. (2015). Les différents modes d’existence. Paris: Presses Universitaires de France.
Springgay, S., Irwin, R. L., & Kind, S. W. (2005). A/r/tography as living inquiry through art and text. Qualitative Inquiry, 11, 897–912.
Staats, S. (2008). Poetic lines in mathematics discourse: A method from linguistic anthropology. For the Learning of Mathematics, 28(2), 26–32.
St. Pierre, E. A. (2013). The appearance of data. Cultural Studies ↔ Critical Methodologies, 13(4), 223–227.
St. Pierre, E. A., & Jackson, A. Y. (eds.) (2014). Qualitative data analysis after coding. (Special issue.) Qualitative Inquiry, 20(6).
St. Pierre, E., & Pillow, W. (eds.) (2000). Working the ruins: Feminist post-structural theory and methods in education. London: Taylor and Francis.
Streeck, J., Goodwin, C., & LeBaron, C. (eds.) (2011). Embodied interaction: Language and body in the material world. Cambridge: Cambridge University Press.
Strozzi, P. (2001). Daily life at school: Seeing the extraordinary in the ordinary. In Giudici, C., Rinaldi, C. & Krechevsky, M. (eds.), Making learning visible: Children as individual and group learners (pp. 58–77). Reggio Emilia, Italy: Reggio Children.
Taylor, A. F., & Kuo, F. E. (2006). Is contact with nature important for healthy child development? State of the evidence (pp. 124–140). In Spencer, C. B. & Blades, M. (eds.), Children and their environments: Learning, using and designing spaces. Cambridge, UK: Cambridge University Press.
Taylor, D. (1997). Many families, many literacies: An international declaration of principles. Portsmouth, NH: Heinemann Trade.
Thompson, K. M., Jaeger, P. T., Taylor, N. G., Subramaniam, M., & Bertot, J. C. (2014). The policy gap. Library Journal, 139(14), 36–36.
Toohey, K. (1996). Learning English as a second language in kindergarten: A community of practice perspective. Canadian Modern Language Review, 52(4), 549–576.
Toohey, K. (1998). ‘Breaking them up, taking them away’: Constructing ESL students in grade one. TESOL Quarterly, 32(1), 61–84.
Toohey, K. (2000). Learning English at school: Identity, social relations and classroom practice. Bristol, UK: Multilingual Matters.
Toohey, K. (2017). Review of C. R. Kuby & T. Gutshall Rucker: Go be a writer! Expanding the boundaries of literacy learning with children. Applied Linguistics, 38(2), 263–267.
Toohey, K., & Dagenais, D. (2015). Videomaking as sociomaterial assemblage. Language and Education, 29(4), 302–316.
Toohey, K., Dagenais, D., & Schulze, E. (2012). Second language learners making video in three contexts. Language and Literacy, 14(2), 75–96.
Toohey, K, Dagenais, D., Fodor, A., Hof, L., Nuñez, O., Schulze, E., & Singh, A. (2015). ‘That sounds so coool!’: Entanglements of children, digital tools and literacy practice. TESOL Quarterly, 49(3), 461–485.
Turkle, S. (2011). Evocative objects: Things we think with. Cambridge, MA: MIT Press.
Voss, D. (2013). Conditions of thought: Deleuze and transcendental ideas. Edinburgh: Edinburgh University Press.
Weedon, C. (1996). Feminist practice and poststructuralist theory (2nd ed.). Malden, MA: Blackwell.
Whitehead, A. N. (1920). The concept of nature. Cambridge: Cambridge University Press; reissued Mineola, NY: Dover, 2004.
Whitehead, A. N. (1929/1978). Process and reality. New York: Free Press.
