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Cited by

• 2016Governance, accountability and the datafication of early years education in England84 cited
• 2018Contesting early childhood professional identities: A cross-national discussion54 cited
• 2015Preschool’s new suit: care in terms of learning and knowledge49 cited
• 2020Love as an act of resistance: Ethical subversion in early childhood professional practice in England22 cited
• 2022Un liderazgo de doble filo: directoras en establecimientos de educación inicial16 cited
• 2022From Multispecies Tangles and Anthropocene Muddles: What can Lichen Teach Us about Precarity and Indeterminacy in Early Childhood?15 cited
• 2013‘Hard to Reach’ or Nomadic Resistance? Families ‘Choosing’ Not to Participate in Early Childhood Services10 cited
• 2018Researching practitioner experiences through autoethnography: Embodying social policy, exploring emotional landscapes9 cited
• 2019A Posthumanist Perspective on Caring in Early Childhood Teaching9 cited
• 2016Plugging into the Umbra: Creative experimentation (in)(on) the boundaries of knowledge production in ECEC research9 cited
• 2020Queering the Data: The Somatechnics of English Early Childhood Education and Care Teachers7 cited
• 2021Positioning children as artists through a ceramic arts project and exhibition: children meaning making6 cited
• 2020Queering Understandings of How Matter Comes to Matter in the Baby Room