Key References

  • Bakhtin, M. M. (1986). Speech genres & other late essays (No. 8; V. W. McGee, Trans.). Austin, Tx: University of Texas.
  • Bakhtin, M.M. (1984). Problems of Dostoevsky’s poetics (C.Emerson, Ed & Trans.). Minneapolis. Mn: University of Minnesota Press.
  • Cohen, L. (2007). Young children’s discourse strategies during block play: A Bakhtinian approach. Journal of Research in Childhood Education, 21(3), 302-315.
  • Cohen, L. (2015). Layers of discourse in children’s play: An examination of double-voicing in children’s social interactions. International Journal of Early Childhood. 47, 267-281.
  • Edmiston, B. (2010). Playing with children, answering with our lives: A Bakhtinian approach to co-authoring ethical identities in early childhood. British Journal of Educational Studies, 58(2), 197-211.
  • Hayashi, A., & Tobin, J. (2011). The Japanese preschool’s pedagogy of peripheral participation. Journal of the Society for Psychological Anthropology, 39(2), 139-164.
  • Junefelt, K. (2011). Early dialogues as a teaching device. In E.J. White & M.A. Peters (Eds.), Bakhtinian pedagogy: Opportunities and challenges for research, policy and practice in education across the globe (pp. 159–176). New York, NY: Peter Lang.
  • Marjanovic-Shane, A. & White, E.J. (2014). When the footlights are off: A Bakhtinian interrogation of play-as-postopok. International Journal of Play, 3(2), 119-135.
  • Ødegaard, E. E. (2006). What’s worth talking about? Meaning-making in toddler initiated co-narratives in preschool. Early Years: Journal of International Research & Development, 26(1), 79-92
  • Rameka, L., & Glasgow, A. & Fitzgerald, M. (2016). Our voices, culturally responsive, contextually located infant and toddler caregiving. Early Childhood Folio, 20(2), 3-9.
  • Redder, B., & White, E.J. (2017). Implicating teachers in infant-peer relationships: Teacher answerability through alteric acts. Contemporary Issues in Early Childhood, 18(4), 422-433.
  • Tam, P.C. (2012). Children’s bricolage under the gaze of teachers in sociodramatic play. Childhood, 20(2), 244-259.
  • Tobin, J., Hsueh, Y., Karasawa, M. (2009). Preschool in three cultures revisited: China, Japan, and the United States. London, England and Chicago, Il: The University of Chicago Press.
  • White, E.J. (2014). Are you ‘avin a laugh?’: A pedagogical response to Bakhtinian carnivalesque in early childhood education. Educational Philosophy and Theory, 46(8), 898-913.
  • White, E.J. (2016). More than meets the “I”: A polyphonic approach to video as dialogic meaning-making. Video Journal of Education & Pedagogy. Retrieved from https://videoeducationjournal.springeropen.com/articles/10.1186/s40990-016-0002-3
  • White, E.J. (2017). A feast of fools: Mealtimes as democratic acts of resistance and collusion in early childhood education. Knowledge Cultures, 5(3), 84-96.
  • White, E.J. (2017). Introducing dialogic pedagogy: Provocations for the early years. London, England: Routledge.
  • White, E.J., Ranger, G., & Peter, M. (2016). Two year-olds in ECE: A policy issue?.  Early Childhood Folio, 20(2) 10-15.
  • White, E.J., Peter, M., Sims, M., Rockel, J. & Kumeroa, M., (accepted for publication). First-year practicum experiences for pre-service early childhood education teachers working with birth-to-three-year-olds: An Australasian experience. Journal of Early Childhood Teacher Education, 37(4), 282-300.
  • White, E.J., & Peters, M. (2011). Reading Bakhtin educationally. In E.J. White & M.A. Peters (Eds.), Bakhtinian pedagogy: Opportunities and challenges for research, policy and practice in education across the globe (pp. 1–17). New York, NY: Peter Lang.
  • White, E.J., & Redder, B. (2017). A dialogic approach to understanding infant interactions. In A.C. Gunn & C.A. Hruska (Eds.), Interactions in early childhood education (pp. 81-98). Singapore: Springer.
  • White, E.J., Redder, B., Bennett, B., De Manser, B., Geddes, C., & Hjorth, C. (2018). Pedagogical dialogue with two year-olds in ‘preschool’ settings: What do they look like? Early Childhood Folio, Retrieved from https://doi.org/10.18296/ecf.222.2018

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