The following is a working reference list of texts I’ve found interesting or influential:

Ahmed, S. (2014). Killing joy: Feminism and the history of happiness. Signs, 40(1).

Ahmed, S. (2013). The cultural politics of emotion. Routledge.

Apple, M. W. (1971). The hidden curriculum and the nature of conflict. Interchange2(4), 27-40.

Apple, M. W., & Buras, K. L. (2006). The subaltern speak: Curriculum, power, and educational struggles. Routledge.

Baier, A.C. (2013). The Need for More Than Justice. In Shafer-Landau, R. (Ed.),   Ethical theory: an anthology Ethical theory: an anthology, 13. Hoboken: John Wiley & Sons.

Baker, B. (2009). Governing the Invisible: Psychical Science and Conditions of Proof. In M. A. Peters, A. C. Besley, & M. Olssen (Eds.), Governmentality Studies in Education (pp. 303–340). Sense Publishers.

Baker, B. (2002). The hunt for disability: The new eugenics and the normalization of school children. The Teachers College Record104(4), 663-703.

Bhabha, H. K. (1994). The location of culture. Psychology Press.

Bowles, S., & Gintis, H. (1976). Schooling in capitalist America (Vol. 57). New York: Basic Books.

Butler, J. (2003). Performative acts and gender constitution. Performance. Ed. Philip Auslander, 4, 97-110.

Code, L. (1991). What can she know. Feminist theory and the construction of knowledge, 73.

Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard educational review59(3), 297-325.

Ellsworth, E. (1997). Teaching positions: Difference, pedagogy, and the power of address. Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027.

Fine, M., & Weis, L. (1996). Writing the” wrongs” of fieldwork: Confronting our own research/writing dilemmas in urban ethnographies. Qualitative Inquiry, 2(3), 251-274.

Foucault, M. (2012). The archaeology of knowledge. Vintage.

Foucault, M., Gros, F., Ewald, F., & Fontana, A. (2005). The Hermeneutics of the Subject: Lectures at the Collège de France 1981–1982 (Vol. 6). Macmillan.

Galman, S. C., & Mallozzi, C. A. (2012). She’s Not There: Women and Gender as Disappearing Foci in US Research on the Elementary School Teacher, 1995-Present. Review of Educational Research, 82(3), 243-295.

Greene, M., Ayers, W., & Miller, J. L. (Eds.). (1998). A light in dark times: Maxine Greene and the unfinished conversation. Teachers College Press.

Greene, M. (1971). Curriculum and consciousness.

Greene, M. (1978). Teaching: The question of personal reality. The Teachers College Record, 80(1), 23-35.

Harding, S. G. (1991). Whose science? Whose knowledge?: Thinking from women’s lives. Cornell University Press.

Howley, C. B. (1995). Out of Our Minds: Anti-Intellectualism and Talent Development in American Schooling. Education and Psychology of the Gifted Series. Teachers College Press.

Hunter, I. (1993). The pastoral bureaucracy: towards a less principled understanding of state schooling. Child and citizen: Genealogies of schooling and subjectivity, 237-279.

Jennings, P. A., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2011). Improving   classroom learning environments by cultivating awareness and resilience in     education (CARE): Results of two pilot studies. The Journal of Classroom            Interaction, 37-48.

Jennings, P. A. (2015). Mindfulness for teachers: simple skills for peace and productivity  in the classroom. W.W. & Norton Company.

Kincheloe, J. (1999). The foundations of a democratic educational psychology. In J. Kincheloe (Ed.), Rethinking Intelligence: Confronting psychological assumptions about teaching and learning. New York: Routledge.

Lorde, A. (2003). The master’s tools will never dismantle the master’s house. Feminist postcolonial theory: A reader25, 27.

MacDonald, E., & Shirley, D. (2009). The mindful teacher. Teachers College Press.

Noddings, N. (2013). An Ethic of Caring. In Shafer-Landau, R. (Ed.),  Ethical theory: an anthology, 13. Hoboken: John Wiley & Sons.

Ogbu, J. U. (1974). The Next Generation: An Ethnography of Education in an Urban Neighborhood. Retrieved from

Oksala, J. (2013). Feminism and Neoliberal Governmentality. Foucault Studies, 0(16), 32–53.

Pinar, W. F. (2012). What is curriculum theory?. Routledge.

Pritchett, W. E. (2002). Brownsville, Brooklyn: Blacks, Jews, and the Changing Face of the Ghetto. University of Chicago Press.

Schaef, A. W. (1988). When society becomes an addict. Harper Collins.

Spivak, G. C. (1988). Can the subaltern speak?.

Taylor, D. (2013). Resisting the Subject: A Feminist-Foucauldian Approach to Countering Sexual Violence. Foucault Studies, 0(16), 88–103.

Zembylas, M. (2003). Interrogating “Teacher Identity”: Emotion, Resistance, and  Self-Formation. Educational Theory, 53(1), 107-127.


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