Nxumalo, F. & Pacini-Ketchabaw, V. (in press). “Staying with the trouble” in child-insect-educator common worlds. Environmental Education Research.
Rautio, P., Hohti, R., Leinonen, R-M. & Tammi, T. (in press). Shitgulls and shops are nature: urban child-within-nature configurations. Special issue of Environmental Education Research, edited by Karen Malone, Iris Duhn and Marek Tesar.
Lloro-Bidart, T. & Russell, C.L. (in press). Learning science in aquariums and on whalewatching boats: The political deployment of other animals. In M. P. Mueller, D. J. Tippins, & A.J. Stewart (Eds.), Animals in science education. New York: Springer.
Lloro-Bidart, T. (2016). A feminist posthumanist political ecology of education for theorizing human-animal relations/relationships. Environmental Education Research. Published online: http://dx.doi.org/10.1080/13504622.2015.1135419.
Russell, J. (forthcoming). “I Remember Everything: Children, Companion Animals, and a Relational Pedagogy of Remembrance.” In M. DeMello (ed.), Mourning Animals: Rituals and practices surrounding animal death. Michigan State University Press.
Pacini-Ketchabaw, V., Taylor, A. & Blaise, M., (2016). De-centring the human in multispecies ethnographies. In C. Taylor & C. Hughes (Eds.) Posthuman Research Practices in Education. Houndmills, Basingstoke & Hampshire: Palgrave Macmillan.
Karen Malone (2015). Posthumanist Approaches to Theorising Children’s Human-Nature Relations. In K. Nairn et al. (eds.), Space, Place and Environment, Geographies of Children and Young People 3, DOI 10.1007/978-981-4585-90-3_14-1
Karen Malone (2015): Theorizing a child–dog encounter in the slums of La Paz using post-humanistic approaches in order to disrupt universalisms in current ‘child in nature’ debates, Children’s Geographies, DOI: 10.1080/14733285.2015.1077369
Pacini-Ketchabaw, V. & Nxumalo, F. (2015). Nature/culture divides in a childcare centre. Environmental Humanities, 7, 151-168. http://environmentalhumanities.dukejournals.org/content/7/1/151.full.pdf+html?sid=76a1e240-b247-4c3a-bccf-0cec533b58fc
Pacini-Ketchabaw, V. & Taylor, A. (2015) ‘Unsettling pedagogies through common world encounters: Grappling with (post)colonial legacies in Canadian forests and Australian bushlands’ in V. Pacini-Ketchabaw & A. Taylor (Eds.) Unsettling the Colonialist Places and Spaces of Early Childhood Education, (pp.63-91), New York: Routledge.
Lloro-Bidart, T. (2014). They call them ‘good-luck polka dots’: Disciplining bodies, bird biopower, and human-animal relationships at the Aquarium of the Pacific. Journal of Political Ecology, 21, 389-407.
Taylor, A. (2014) ‘Situated and Entangled Childhoods: Imagining and Materializing Children’s Common World Relations’ in M. Block, E. Blue Swadner & G. Canella (Eds). Reconceptualizing Early Childhood Care and Education: Critical Questions, New Imaginaries and Social Activism, New York, Peter Lang, pp.121-130.
Taylor, A., Blaise, M. & Giugni, M. (2013) ‘Haraway’s “bag lady story-telling”: Relocating childhood and learning within a ‘post-human landscape’. Discourse: Studies in the Cultural Politics of Education, 34 (1), pp. 48-62.