Albon, D., & Rosen, R. (2014). Negotiating adult-child relationships in early childhood research. London: Routledge. [OpenAIRE]
Bakhtin, M. (1986). Speech genres and other late essays (1st ed.). Austin: University of Texas Press.
Bakhtin, M. M. (1981). The dialogic imagination: four essays. Austin: University of Texas Press.
Ball, S. J. (2003). The teacher's soul and the terrors of performativity. Journal of Education Policy, 18(2), 215-228.
Bialostok, S., & Kamberelis, G. (2010). New capitalism, risk, and subjectification in an early childhood classroom. Contemporary Issues in Early Childhood, 11(3), 299-312. [OpenAIRE]
Bradbury, A. (2011). Equity, ethnicity and the hidden dangers of 'contextual' measures of school performance. Race Ethnicity and Education, 14(3), 277-291.
Brooker, L. (2011). Taking children seriously: an alternative agenda for research? Journal of Early Childhood Research, 9(2), 137-149.
Browne, N. (2004). Gender equity in the early years. Maidenhead, Berkshire: Open University Press.
Burkitt, I. (1998). The death and rebirth of the author: the Bakhtin circle and Bourdieu on individuality, language and revolution. In M. M. Bell, & M. Gardiner (Eds.), Bakhtin and the human sciences (pp. 163-180). London: Sage.
Christensen, P. (2000). Childhood and the cultural constitution of vulnerable bodies. In A. Prout (Ed.), The body, childhood and society (pp. 38-59). Houndmills: Macmillan Press.
Cohen, L. E. (2009). the heteroglossic world of preschoolers' pretend play. Contemporary Issues in Early Childhood, 10(4), 331-342.
Connor, K. (1989). Agression: is it in the eye of the beholder? Play and Culture, 2(3), 213- 217.
Dahlberg, G., & Moss, P. (2005). Ethics and politics in early childhood education (Contesting early childhood series). London: RoutledgeFalmer.
Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education: languages of evaluation (2nd ed.). London: Routledge.
Department of Children, Schools and Families (2007). Confident, capable and creative: supporting boys' achievements: guidance for practitioners in the early years foundation stage. London: Department for Children, Schools and Families.