EßerF (2016) Neither “thick” nor “thin”: Reconceptualizing agency and childhood relationally. In: EßerFBaaderMSBetzTet al. (eds) Reconceptualising Agency and Childhood: New Perspectives in Childhood Studies. London; New York: Routledge, pp. 48–60.
6.
GallacherLGallagherM (2008) Methodological immaturity in childhood research? Thinking through “participatory methods.”Childhood15(4): 499–516.
7.
KraftlP (2013) Beyond “voice,” beyond “agency,” beyond “politics”? Hybrid childhoods and some critical reflections on children’s emotional geographies. Emotion, Space and Society9: 13–23.
8.
MorrowV (2015) Moving goals—Towards an age of measurement, in times of Great Derangement? Implications for childhood (and other categories …). Childhood22(3): 295–299.
9.
OswellD (2013) The Agency of Children: From Family to Global Human Rights. Cambridge: Cambridge University Press.
ProutA (2005) The Future of Childhood: Towards the Interdisciplinary Study of Children. London; New York: RoutledgeFalmer.
13.
RosenRTwamleyK (eds) (in press) Feminism and the Politics of Childhood: Friends or Foes?London: University College London Press.
14.
SpyrouS (2011) The limits of children’s voices: From authenticity to critical, reflexive representation. Childhood18(2): 151–165.
15.
SpyrouS (2016) An ontological turn for childhood studies? Ways ahead with discourse and matter. In: CSCY 6th international conference titled “The social, the biological and the material child,”The University of Sheffield, Sheffield, 5–7 July.
16.
TaylorAPacini-KetchabawV (2015) Learning with children, ants, and worms in the Anthropocene: Towards a common world pedagogy of multispecies vulnerability. Pedagogy, Culture & Society23(4): 507–529.
17.
TuanaN (2008) Viscous porosity: Witnessing Katrina. In: AlaimoSHekmanS (eds) Material Feminisms. Bloomington and Indianapolis: Indiana University Press, pp. 188–213.
18.
TwamleyKRosenRMayallB (2017) The (im)possibilities of dialogue across feminism and childhood scholarship and activism. Children’s Geographies15(2): 249–255.
19.
WatsonKMilleiZBendix PetersenE (2015) “Special” non-human actors in the “inclusive” early childhood classroom: The wrist band, the lock and the scooter board. Global Studies of Childhood5(3): 266–278.