2022
Ryan, J. and Goldingay, S., 2022. University leadership as engaged pedagogy: A call for governance reform. Journal of University Teaching & Learning Practice, 19(1), pp.122-139. https://ro.uow.edu.au/jutlp/vol19/iss1/08/
2021
Shelton, S.A., 2021. Queer Contemplative Pedagogy: Challenging Gender and Sexuality Norms through Contemplation. Journal of homosexuality, pp.1-17. https://www.tandfonline.com/doi/abs/10.1080/00918369.2021.1984789?casa_token=5Unl-KPvBaUAAAAA:499c98sxRDj9L_uE9jIUVroFw7Lgoq4Q1UpzJSg2xZLxLXhjTnb8oWEIwvEA815Y_iB8AeSo8wvTvQ
2019
Crimmins, G. ed., 2019. Strategies for resisting sexism in the academy: Higher education, gender and intersectionality. Springer.
LeMaster, B. and Johnson, A.L., 2019. Unlearning gender—Toward a critical communication trans pedagogy. Communication Teacher, 33(3), pp.189-198. https://www.tandfonline.com/doi/full/10.1080/17404622.2018.1467566
Phull, K., Ciflikli, G. and Meibauer, G., 2019. Gender and bias in the International Relations curriculum: Insights from reading lists. European Journal of International Relations, 25(2), pp.383-407. https://journals.sagepub.com/doi/abs/10.1177/1354066118791690?casa_token=Y58kNov6cmgAAAAA:afq2Lo70UPWv4q33vcRnZ06gsODCSBbyGpfafRD9DaFmkH38RHoJkm8uhb9d2Lh5PYi8rHCudKqcxA
2018
Diller, A., 2018. The gender question in education: Theory, pedagogy, and politics. Routledge.
Jester, Natalie (2018) Representation within higher education curricula: contextualising and advocating for feminist digital activism. Teaching in Higher Education, 23 (5). pp. 606-618. doi:10.1080/13562517.2018.1465036
Sang, K.J., 2018. Gender, ethnicity and feminism: An intersectional analysis of the lived experiences feminist academic women in UK higher education. Journal of Gender Studies, 27(2), pp.192-206. https://www.tandfonline.com/doi/full/10.1080/09589236.2016.1199380?casa_token=F8X5l-b2s4oAAAAA%3AgDmm0DlnKne4uL1C4kp5iNqvL6rvfpBCQo1gYcauTymJKYaCEZH5HgHmmPdbqnFQMnbbY0qp4OHhLw
2017
Herman, C. and Kirkup, G., 2017. Combining feminist pedagogy and transactional distance to create gender-sensitive technology-enhanced learning. Gender and Education, 29(6), pp.781-795. https://www.tandfonline.com/doi/abs/10.1080/09540253.2016.1187263?casa_token=fUvaBf9ufHUAAAAA:Ve4YjBGn6ed8e_tEpOpuG_fnJcw_nQJ-vjZ25cnUlesjxz79OqU-Kt6FIWuTdRzt_v9D3r5i0G1jlA
Keenan, H.B., 2017. Unscripting curriculum: Toward a critical trans pedagogy. Harvard Educational Review, 87(4), pp.538-556. https://meridian.allenpress.com/her/article-abstract/87/4/538/32197
McCusker, G., 2017. A feminist teacher’s account of her attempts to achieve the goals of feminist pedagogy. Gender and Education, 29(4), pp.445-460. https://www.tandfonline.com/doi/abs/10.1080/09540253.2017.1290220?casa_token=Ip31arqABbgAAAAA:g8cwlxBfe92Ozjd5muezQ1vNenNA4v62SumA_wjPihldv2PPIiRFkzGYU8MeN2JErOovITK5mxvblA