2020
Poelina, A., Wooltorton, S., Harben, S., Collard, L., Horwitz, P., Palmer, D. (2020). Feeling and hearing Country. In PAN: Philosophy, Activism, Nature(15) 6-15.
Wilks, J., Dwyer, A., Wooltorton, S., & Guenther, J. (2020). “We Got a Different Way of Learning”: A message to the sector from Aboriginal students living and studying in remote communities. Australian Universities’ Review, 62(2), 25-37.
Wooltorton, S., Collard, L., Horwitz, P., Poelina, A., & Palmer, D. (2020) Sharing a place-based Indigenous methodology and learnings, Environmental Education Research, 26:7, 917-934, DOI: 10.1080/13504622.2020.1773407
Wooltorton, S., White, P., Palmer, M., & Collard, L. (2020). Learning Cycles: Enriching Ways of Knowing Place. Australian journal of environmental education, 37(1), 1-18. doi:10.1017/aee.2020.15
2019
Hodgins, B. D. (2019). Caring: Method as affect, obligation, and action. In B. D. Hodgins (Ed.), Feminist research for 21st-century childhoods: Common worlds methods (pp. 171-178). Bloomsbury.
Hodgins, B. D. (2019). Introduction: Common worlding research. In B. D. Hodgins (Ed.), Feminist research for 21st-century childhoods: Common worlds methods (pp. 1-24). Bloombury.
Khattar, R., & Callaghan, K. (2019). Learningliving: Aesthetics of meaning making. In B. D. Hodgins (Ed.), Feminist research for 21st-century childhoods: Common worlds methods (pp. 179-186). Bloomsbury.
Murris, K., & Borcherds, C. (2019). Childing: A different sense of time. In B. D. Hodgins (Ed.), Feminist research for 21st-century childhoods: Common worlds methods (pp. 197-207). Bloomsbury.
Vintimilla, C. D., & Berger, I. (2019). Colaboring: Within collaboration’s degenerative processes. In B. D. Hodgins (Ed.), Feminist research for 21st-century childhoods: Common worlds methods (pp. 187-196). Bloomsbury.
Wooltorton, S., Toussaint, S., Poelina, A., Jennings, A., Muecke, S., Kenneally, K., Remond, J., Schipf, A. & Stredwick, S. (2019). Kimberley Transitions, Collaborating to Care for Our Common Home: Beginnings … Nulungu Research Paper 2. Broome: Nulungu Research Institute. ISBN: 978-0-9941879-8-7
Wooltorton, S. Horwitz, P., & Collard, L. (2019). Groundwater interdependence, wetlands and Noongar Boodjar: living water relationships of the Gnangara groundwater system. In PAN: Philosophy, Activism, Nature(14). 5-23 .ISSN: 1443:6124
2018
Gunnarsson, K., & Hohti, R. (2018) Editorial: Why affirmative critique?. Reconceptualizing Educational Research Methodology, 9(1).
Hohti, R. (2018). Siiri and the “Bag Lady”: Analysing the Material Entanglements of Special Needs. Reconceptualizing Educational Research Methodology, 9(1).
Lloro-Bidart, T. (2018). An ecofeminist account of cyberbullying: Implications for environmental and social justice scholar-educator-activists. The Journal of Environmental Education, 49(4), 276-285. doi:10.1080/00958964.2017.1400513
Lloro-Bidart, T. (2018). A feminist posthumanist ecopedagogy in/for/with animalScapes.The Journal of Environmental Education, 49(2), 152-163. doi:10.1080/00958964.2017.1417225
Lloro-Bidart, T. (2018). A feminist posthumanist multispecies ethnography for educational studies. Educational Studies, 54(3), 253-270. doi:10.1080/00131946.2017.1413370
Lloro-Bidart, T., & Finewood, M. H. (2018). Intersectional feminism for the environmental studies and sciences: Looking inward and outward. Journal of Environmental Studies and Sciences, 8(2), 142-151. doi:10.1007/s13412-018-0468-7
Palmer, M., White, P. & Wooltorton, S. (2018). Embodying our future through collaboration: The change is in the doing. Journal of Environmental Education. DOI: 10.1080/00958964.2017.1364214
2017
Gough, A., Russell, C., & Whitehouse, H. (2017). Introduction: Moving gender from margin to center in environmental education. Journal of Environmental Education, 48(1), 5-9.
Land, N. (2017). Fat knowledges and matters of fat: Towards re-encountering fat(s). Social Theory and Health, 1-17. doi: 10.1057/s41285-017-0044-3
Lloro-Bidart, T. (2017). A feminist posthumanist political ecology of education for theorizing human-animal relations/relationships. Environmental Education Research, 23(1), 111-130.
Lloro-Bidart, T. (2017). When ‘Angelino’ squirrels don’t eat nuts: A feminist posthumanist politics of consumption across southern California. Gender, Place, & Culture: A Journal of Feminist Geography, 24(6), 774-793.
Lloro-Bidart, T., & Semenko, K. (2017). Toward a feminist ethic of self-care for environmental educators. Journal of Environmental Education, 48(1), 18-25.
Potts, M. (2017). Responding creatively to Bone and Blaise (2015) through packaging, drawing and assembling. Contemporary Issues in Early Childhood, 18(3), 346-350.
Rautio, P. (2017). “A super wild story”: Shared Human–Pigeon lives and the questions they beg. Qualitative Inquiry, 23(9), 722-731. doi:10.1177/1077800417725353
Rautio, P. (in press). Thinking with Columbae and Corvidae / Pigeons and Crows / Pietari and Otto (and Garlic Breath). Trace: Finnish Journal for Human-Animal Studies.
Taylor, A. (2017) ‘Beyond stewardship: Common world pedagogies for the Anthropocene’, Environmental Education Research, 23 (10): 1448-1461.
Taylor, A. (2017) ‘Romancing or reconfiguring nature? Towards common worlds pedagogies’. In K. Maloney, T. Gray & S. Truong (Eds.) Reimagining Sustainability Education in Precarious Times, Amsterdam: Springer, pp. 61-75.
Wooltorton, Sandra; Collard, Len and Horwitz, Pierre. (2017). The land still speaks: Ni, Katitj! PAN: Philosophy Activism Nature, No. 13: 57-67.
2016
Hohti, R. (2016). Children writing ethnography: children’s perspectives and nomadic thinking in researching school classrooms. Ethnography and Education, 11(1), 74-90.
Hohti, R (2016). Time, things, teacher, pupil: engaging with what matters, International Journal of Qualitative Studies in Education, 1148-1160
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, pp.149-167.
Russell, C. (2016). On open access, the politics of citation, and generous scholarship. Canadian Journal of Environmental Education, 21, 5-12.
Russell, C. & Semenko, K. (2016). We take “cow” as a compliment: Fattening humane, environmental, and social justice education. In E. Cameron & C. Russell (Eds.), The fat pedagogy reader: Challenging weight-based oppression through critical education (pp. 211-220). New York: Peter Lang. https://www.peterlang.com/view/product/30790
Taylor, A. & M. Blaise (2016) ‘Queer Departures into More than Human Worlds’. In M.L. Rassmussen & L. Allen (Eds) Handbook of Sexuality Education, London: PalgraveMacmillan, pp.591-609.
Taylor, A. & Blaise, M. (2016) ‘Queer worlding childhood’. In C. Gowlette and M.L. Rassmussen (Eds.) The Cultural Politics of Queer Theory in Education Research, London & New York: Routledge.
2015
Guttorm, H., Hohti, R., & Paakkari, A. (2015). “Do the next thing”: An interview with Elizabeth Adams St. Pierre on post-qualitative methodology. Reconceptualizing Educational Research Methodology, 6(1), 15-22.
Instone, L. & Taylor, A. (2015) ‘Thinking about inheritance through the figure of the Anthropocene, from the Antipodes and in the presence of others’, Environmental Humanities, 7, pp. 133-150.
Lloro-Bidart, T. (2015). A political ecology of education in/for the Anthropocene. Environment and Society: Advances in Research, 6, 128-148.
Lloro-Bidart, T. (2015). “Culture as ability”: Organizing enabling educative spaces for humans and animals. Canadian Journal of Environmental Education, 20, 93-108.
Wooltorton, S., Collard, L., & Horwitz, P. (2015). Stories want to be told: Elaap Karlaboodjar. PAN: Philosophy, Activism, Nature. No. 11.
2014
Taylor, A. & Blaise, M. (2014) ‘Queer worlding childhood’, Discourse: Studies in the Cultural Politics of Education, 35 (3), pp. 377-392
2013
Russell, C. & Fawcett, L. (2013). Moving margins in environmental education. In R. Stevenson, M. Brody, J. Dillon, & A. Wals (Eds.), International handbook on environmental education research (pp.365-374). New York: Routledge. https://www.routledge.com/International-Handbook-of-Research-on-Environmental-Education/Stevenson-Brody-Dillon-Wals/p/book/9780415892391
Taylor, A. (2013) Reconfiguring the Natures of Childhood, London and New York: Routledge
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.
2011
Taylor, A. (2011) ‘Reconceptualising the ‘nature’ of childhood’, Childhood: A Journal of Global Childhood Research, 18 (4): 420-433.
2006
Russell, C.L. (2006). Working across and with methodological difference in environmental education research. Environmental Education Research, 12(3/4), 403-412. http://www.tandfonline.com/doi/abs/10.1080/13504620600799141?journalCode=ceer20
2005
Russell, C.L. (2005). “Whoever does not write is written”: The role of “nature” in post-post approaches to environmental education research. Environmental Education Research, 11(5), 433-443. http://www.tandfonline.com/doi/abs/10.1080/13504620500169569
2003
Russell, C.L. (2003). Minding the gap between methodological desires and practice. In D. Hodson (Ed.), OISE papers in STSE education, Volume 4 (pp. 125-134). Toronto, ON: University of Toronto Press.