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Cited by

• 2017Decolonizing place in early childhood studies: Thinking with Indigenous onto-epistemologies and Black feminist geographies171 cited
• 2016Reconsidering Children's Encounters With Nature and Place Using Posthumanism156 cited
• 2017A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s140 cited
• 2019Envisioning Black space in environmental education for young children137 cited
• 2017'Staying with the trouble' in child-insect-educator common worlds125 cited
• 2018The Hare and the Tortoise go to Forest School: taking the scenic route to academic attainment via emotional wellbeing outdoors98 cited
• 2018Child as method: implications for decolonising educational research95 cited
• 2014Alter-Childhoods: Biopolitics and Childhoods in Alternative Education Spaces85 cited
• 2020Enhancing children’s literacy and ecological literacy through critical place-based pedagogy80 cited
• 2017Rats, assorted shit and ‘racist groundwater’: Towards extra-sectional understandings of childhoods and social-material processes75 cited
• 2016Towards ‘refiguring presences’ as an anti-colonial orientation to research in early childhood studies73 cited
• 2014Queer worlding childhood72 cited
• 2016Kids, raccoons, and roos: awkward encounters and mixed affects