Refusing perpetual mediation: playing in the undercommons

Book chapter

Osgood, J., de Rijke, V. and Maxwell, M. 2025. Refusing perpetual mediation: playing in the undercommons. in: Osgood, J. and de Rijke, V. (ed.) Postdevelopmental Approaches to Play London, UK Bloomsbury. pp. 117-135
Chapter titleRefusing perpetual mediation: playing in the undercommons
AuthorsOsgood, J., de Rijke, V. and Maxwell, M.
Abstract

This chapter proposes that playful approaches in childhood research can operate as subversive acts of refusal. Insights from a current research project are presented within the broader context of contemporary schooling which is shaped by intensified regulation of young child body-minds in the name of developmental progress. Bringing playful interventions into the classrooms of four-year-olds, to explore multispecies interdependencies and relationalities, caused all manner of trouble. The ultimate aim was to playfully pursue less anthropocentric narratives concerning ways to live together on a dying planet. Haraway’s practice of 'serious play' provided a mode of getting caught up in the knots and tangles of life in the Anthropocene without clear direction, prescribed outcomes or a firm agenda. Yet the chaotic wildness that ensued generated acute discomfort for adults caught up in this praxis. We argue that reconfiguring play - as serious, nonsensical and not the exclusive preserve of children - relies upon a close attunement to what else play can potentiate when it is (permitted to be) emergent and unbounded. In this chapter we take up Harney & Moten’s (2013) invitation to join ‘the undercommons’ by illustrating how open-ended, exploratory, playful encounters have capacities to simultaneously turn attention to the mechanisms of control that regulate and govern body-minds, and highlight the activist potential for play to reach alternative ways of being, seeing and relating.

Keywordsplay; postdevelopmentalism; arts-based research; environment
Sustainable Development Goals4 Quality education
Middlesex University ThemeSustainability
Creativity, Culture & Enterprise
Research GroupCentre for Education Research and Scholarship (CERS)
Page range117-135
Book titlePostdevelopmental Approaches to Play
EditorsOsgood, J. and de Rijke, V.
PublisherBloomsbury
Place of publicationLondon, UK
SeriesPostdevelopmental Approaches to Childhood
Publication dates
Print2025
Publication process dates
Accepted07 May 2024
Deposited20 May 2024
Output statusAccepted
Accepted author manuscript
File Access Level
Open
Web address (URL)https://www.minibeasts.org
LanguageEnglish
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de Rijke, V., Hollands, H., Pajaczkowska, C. and Sinker, R. 2016. Art is... not play but a leap in the dark. ART IS... A Day Devoted to Dialogue, Discussions and Ideas. Tate Modern 09 Jun 2016
Enhancing the resilience of children and young people in a risky world
Ball, D., Watt, J. and de Rijke, V. 2017. Enhancing the resilience of children and young people in a risky world. SRA-E 26th Annual Conference: New challenges, new threats: resilience and adaptation in a risky world. Lisbon, Portugal 19 - 21 Jun 2017
"The values of savagery": pathologies of child and pet play in avant-garde visual culture
de Rijke, V. 2017. "The values of savagery": pathologies of child and pet play in avant-garde visual culture. in: Feuerstein, A. and Nolte-Odhiambo, C. (ed.) Childhood and Pethood in Literature and Culture: New Perspectives in Childhood Studies and Animal Studies London Routledge. pp. 231-249
Celebrating pioneering and contemporary feminist approaches to studying gender in early childhood
Osgood, J. and Robinson, K. 2017. Celebrating pioneering and contemporary feminist approaches to studying gender in early childhood. in: Smith, K., Alexander, K. and Campbell, S. (ed.) Feminism(s) in Early Childhood: Using Feminist Theories in Research and Practice Springer.
Editorial
Andersen, C., Osgood, J. and Otterstad, A. 2016. Editorial. Reconceptualizing Educational Research Methodology. 7 (1). https://doi.org/10.7577/rerm.1930
Editorial
Otterstad, A. and Osgood, J. 2015. Editorial. Reconceptualizing Educational Research Methodology. 6 (1). https://doi.org/10.7577/rerm.1508
Editorial
Otterstad, A., Osgood, J., Bloch, M., Taguchi, H., Sandvik, N. and Bustos, M. 2014. Editorial. Reconceptualizing Educational Research Methodology. 5 (2). https://doi.org/10.7577/rerm.1216
A manifesto for real lasting change
Osgood, J. 2012. A manifesto for real lasting change. Early Years Educator. 13 (12), pp. 12-12. https://doi.org/10.12968/eyed.2012.13.12.12a
What are the benefits of study support? A review of opinion and research
Sharp, C. and Osgood, J. 2000. What are the benefits of study support? A review of opinion and research. Educational Review. 52 (3), pp. 239-247. https://doi.org/10.1080/00131910050166647
Dark play in digital playscapes
Osgood, J., Sakr, M. and de Rijke, V. 2017. Dark play in digital playscapes. Contemporary Issues in Early Childhood. 18 (2), pp. 109-113. https://doi.org/10.1177/1463949117714074
Playing in the dark with online games for girls
de Rijke, V., Philips, M. and Sinker, R. 2017. Playing in the dark with online games for girls. Contemporary Issues in Early Childhood. 18 (2), pp. 162-178. https://doi.org/10.1177/1463949117714079
Worthwhile work? Childcare, feminist ethics and cooperative research practices
Andrew, Y., Corr, L., Lent, C., O’Brien, M., Osgood, J. and Boyd, M. 2018. Worthwhile work? Childcare, feminist ethics and cooperative research practices. Gender and Education. 30 (5), pp. 553-568. https://doi.org/10.1080/09540253.2016.1247948
Re-imagining anti-bias education as worldly entanglement
Osgood, J., Scarlett, R., De Clisson, J., Longstocking, A. and O'Malley, G. 2016. Re-imagining anti-bias education as worldly entanglement. in: Scarlett, R. (ed.) The Anti-Bias Approach in Early Childhood Sydney, Australia Multiverse Publishing. pp. 183-203
'Creaturely life': biopolitical intensity in selected children's fables
de Rijke, V. 2014. 'Creaturely life': biopolitical intensity in selected children's fables. in: Keyes, M. and McGillicuddy, Á. (ed.) Politics and Ideology in Children's Literature Dublin Four Courts Press.
Mud mess and magic: building student teachers’ confidence for art & the outdoors in early years
de Rijke, V. and Bailey, F. 2014. Mud mess and magic: building student teachers’ confidence for art & the outdoors in early years. International Art in Early Childhood. 2014 (1), pp. 1-16.
Reimagining quality in early childhood [Editorial]
Jones, L., Osgood, J., Holmes, R. and Urban, M. 2016. Reimagining quality in early childhood [Editorial]. Contemporary Issues in Early Childhood. 17 (1), pp. 3-7. https://doi.org/10.1177/1463949115627912
Interesting times: a short introduction from the new editorial team of Gender and Education
Taylor, C., Gannon, S., Osgood, J. and Scantlebury, K. 2016. Interesting times: a short introduction from the new editorial team of Gender and Education. Gender and Education. 28 (7), pp. 821-822. https://doi.org/10.1080/09540253.2016.1245475
Rethinking 'professionalism' in the early years: English perspectives
Osgood, J. 2006. Rethinking 'professionalism' in the early years: English perspectives. Contemporary Issues in Early Childhood. 7 (1), pp. 1-4. https://doi.org/10.2304/ciec.2006.7.1.1
Editorial [special virtual issue: feminism in educational research]
Osgood, J. and Maxwell, C. 2015. Editorial [special virtual issue: feminism in educational research]. British Educational Research Journal.
'Relationship between national and local evaluations' in respect of the Sure Start Euston evaluation
Osgood, J. 2002. 'Relationship between national and local evaluations' in respect of the Sure Start Euston evaluation. UK Evaluation Society Conference: The Art of Evaluation: Artistry, Discipline and Delivery. South Bank Centre, London Dec 2002
The effect of New Labour's managerialist policies on the professional status and identity of the early years workforce
Osgood, J. 2003. The effect of New Labour's managerialist policies on the professional status and identity of the early years workforce. BERA Annual Conference. Heriot-Watt University, Edinburgh, United Kingdom 11 - 13 Sep 2003
Why should I care? One educarer's personal narrative in a climate of political spin
Osgood, J. 2004. Why should I care? One educarer's personal narrative in a climate of political spin. To Think is to Experiment: Gender and Education Association Research Day. Centre for Narrative Research, University of East London
Time to get down to business?
Osgood, J. 2004. Time to get down to business? Reconceptualizing Early Childhood Education 12th Annual Conference: Troubling Identities. Oslo, Norway May 2004
Gendered identities and work experience
Osgood, J. 2004. Gendered identities and work experience. BERA. Manchester, UMIST
Deconstructing professionalism in the early years
Osgood, J. 2004. Deconstructing professionalism in the early years. Rethinking Professionalism Seminar Series. London Metropolitan University, London, United Kingdom Nov 2004
'What do you do with white working-class kids who think school's a lot of nonsense?' Contrasting constructions of 'under-performance' by teachers, pupils and parents
Osgood, J. 2005. 'What do you do with white working-class kids who think school's a lot of nonsense?' Contrasting constructions of 'under-performance' by teachers, pupils and parents. 5th Annual Gender and Education Conference. Cardiff, United Kingdom 29 - 31 Mar 2005
In my day things were different: varying generational constructions of being a woman teacher
Osgood, J. 2005. In my day things were different: varying generational constructions of being a woman teacher. 5th Annual Gender and Education Conference. Cardiff, United Kingdom 29 - 31 Mar 2005
A private sector model in childcare
Osgood, J. 2005. A private sector model in childcare. ESRC Privatisation Seminar. Institute of Education, London, UK 05 May 2005
It's always us that get the touchy-feely roles: gendered professional teacher identities and the role of emotion in career progression
Osgood, J. 2005. It's always us that get the touchy-feely roles: gendered professional teacher identities and the role of emotion in career progression. Gender, Work and Organisation, 4th International Interdisciplinary Conference. Keele University 22 - 24 Jun 2005
Deconstructing 'professionalism' in the early years: resisting the regulatory gaze
Osgood, J. 2005. Deconstructing 'professionalism' in the early years: resisting the regulatory gaze. Reconceptualizing Early Childhood Education 13th Annual Conference: Language(s) in Childhood(s). Madison, WI, USA 2005
Engaging in subversive activities: mapping the fabricated identities of childminders
Osgood, J. 2006. Engaging in subversive activities: mapping the fabricated identities of childminders. 5th Annual Conference Discourse, Power and Resistance (DPR5). Manchester Metropolitan University, Manchester, UK 20 - 22 Apr 2006
Examining the colonisation of early years workers within the English context
Osgood, J. 2006. Examining the colonisation of early years workers within the English context. 16th EECERA Annual Conference on 'Democracy and culture in early childhood education'. Reykjavik, Iceland 30 Aug - 02 Sep 2006
Early childhood education
Osgood, J. 2007. Early childhood education. in: Myers, K., Taylor, H., Adler, S. and Leonard, D. (ed.) Genderwatch: Still Watching... Stoke on Trent Trentham Books. pp. 156-160
Professionalism and performativity: the feminist challenge facing early years practitioners
Osgood, J. 2007. Professionalism and performativity: the feminist challenge facing early years practitioners. in: Wood, E. (ed.) The Routledge Reader in Early Childhood Education Abingdon Routledge. pp. 271-284
Professional identities in the nursery: contested terrain
Osgood, J. 2010. Professional identities in the nursery: contested terrain. in: Robb, M. and Thomson, R. (ed.) Critical Practice with Children and Young People Milton Keynes Policy Press | Open University. pp. 233-248
Contested constructions of professionalism within the nursery
Osgood, J. 2010. Contested constructions of professionalism within the nursery. in: Miller, L. and Cable, C. (ed.) Professionalization, Leadership and Management in the Early Years. Critical Issues in Early Years London Sage. pp. 107-118
Dialogue or duel? A critical reflection on the gendered politics of engaging and impacting
Quinn, J., Allen, K., Hollingworth, S., Maylor, U., Osgood, J. and Rose, A. 2014. Dialogue or duel? A critical reflection on the gendered politics of engaging and impacting. in: Taylor, Y. (ed.) The Entrepreneurial University: Engaging Publics, Intersecting Impacts London Palgrave Macmillan. pp. 202-222
Challenges and possibilities: engaging 'hard to reach' families with young children
Albon, D., Allen, K., Hollingworth, S. and Osgood, J. 2013. Challenges and possibilities: engaging 'hard to reach' families with young children. in: Harrison, C. and Mullen, P. (ed.) Reaching out : music education with 'hard to reach' children and young people London The UK Association for Music Education - Music Mark.
Playing with gender: making space for post-human childhood(s)
Osgood, J. 2014. Playing with gender: making space for post-human childhood(s). in: Moyles, J., Payler, J. and Georgeson, J. (ed.) Early Years Foundations: Critical Issues Milton Keynes, UK Open University Press. pp. 191-202
Reimagining gender and play
Osgood, J. 2015. Reimagining gender and play. in: Moyles, J. (ed.) The Excellence of Play Maidenhead McGraw Hill Education Open University Press. pp. 49-60
Postmodernist theorizing in ECEC: making the familiar strange in pursuit of social justice
Osgood, J. 2015. Postmodernist theorizing in ECEC: making the familiar strange in pursuit of social justice. in: David, T., Goouch, K. and Powell, S. (ed.) The Routledge International Handbook of Philosophies and Theories of Early Childhood Education and Care London and New York Routledge. pp. 157-164
Reconfiguring motherhoods: transmogrifying the maternal entanglements of feminist academics
Osgood, J., Giugni, M. and Bhopal, K. 2016. Reconfiguring motherhoods: transmogrifying the maternal entanglements of feminist academics. in: Scott, K. and Henwood, A. (ed.) Women Education Scholars and Their Children's Schooling London Routledge.
Reconfiguring 'quality': beyond discourses and subjectivities to matter, bodies and becomings in early childhood education
Osgood, J. and Giugni, M. 2016. Reconfiguring 'quality': beyond discourses and subjectivities to matter, bodies and becomings in early childhood education. in: Cannella, G., Salazar Perez, M. and Lee, I. (ed.) Critical Examinations of Quality in Early Education and Care: Regulation, Disqualification, and Erasure New York Peter Lang.
Narratives from the nursery: exploring issues of power in research
Osgood, J. 2007. Narratives from the nursery: exploring issues of power in research. Life Histories / Women's Histories Conference. University of Sussex Feb 2007
Other(ed)-mothering: motherhood discourses and the formation of a 'professional' nursery worker identity
Osgood, J. 2008. Other(ed)-mothering: motherhood discourses and the formation of a 'professional' nursery worker identity. The Educated Family? Seminar Series. London Metropolitan University Apr 2008
Narratives from the nursery: deconstructing childhood discourse to better understand 'professional' practice
Osgood, J. 2008. Narratives from the nursery: deconstructing childhood discourse to better understand 'professional' practice. 18th EECERA Annual Conference on 'Reconsidering the basics in early childhood education'. Stavanger, Norway 03 - 06 Sep 2008
Narratives from the nursery: problematising claims to 'give voice'
Osgood, J. 2008. Narratives from the nursery: problematising claims to 'give voice'. School of Education Research Seminars. University of Roehampton, London 01 Oct 2008
Motherhood as non-ambition?: Negotiating maternal subjectivities
Osgood, J. and Allen, K. 2009. Motherhood as non-ambition?: Negotiating maternal subjectivities. 8th Conference of the Discourse, Power, Resistance Series (DPR8): Power and the Academy. Manchester Metropolitan University, Manchester 06 - 08 Apr 2009
'Imagined childhoods' it's a frame up: what it means to 'know' the child
Osgood, J. 2009. 'Imagined childhoods' it's a frame up: what it means to 'know' the child. Gender and Education Association Conference - Gender: Regulation and Resistance in Education. Institute of Education, London 25 - 29 Mar 2009
Feminist reflections from the field: the thorny issue of power in research relationships
Osgood, J. 2009. Feminist reflections from the field: the thorny issue of power in research relationships. IPSE Post Graduate Research Seminar Series. London Metropolitan University, United Kingdom 09 Mar 2009
Reconceptualising children's empowerment in early years daycare provision: a comparative analysis
Osgood, J. 2009. Reconceptualising children's empowerment in early years daycare provision: a comparative analysis. 9th European Sociological Association Conference. ISCTE - Lisbon University Institute, Lisbon Sep 2009
Negotiating maternal subjectivities: the impact of neo-liberalism on normative forms of female subjectivity
Osgood, J. 2011. Negotiating maternal subjectivities: the impact of neo-liberalism on normative forms of female subjectivity. Gender and Education Association Conference - Gender and Education: Past, Present and Future. Exeter University, United Kingdom Apr 2011
Narrative methods: (re)-considering claims to give voice
Osgood, J. 2011. Narrative methods: (re)-considering claims to give voice. Dialogues in Research & Practice Seminar. University of Western Sydney, Australia 05 Aug 2011
Deconstructing professionalism in early childhood education and care
Osgood, J. 2011. Deconstructing professionalism in early childhood education and care. Activating Early Childhood Education Seminar. University of Western Sydney, Australia 04 Aug 2011
Engaging ''hard to reach'' families in ECEC services: post-colonial interpretations
Osgood, J. 2011. Engaging ''hard to reach'' families in ECEC services: post-colonial interpretations. Mobilising Discourses in Child and Family Services Seminar. University of Western Sydney, Australia 03 Aug 2011
Professional identities in the nursery: 'managed hearts'?
Osgood, J. 2011. Professional identities in the nursery: 'managed hearts'? 19th Reconceptualizing Early Childhood Education Conference: Politics of Care: Sharing Knowledges, Love and Solidarity. University of East London, London, United Kigdom 25 - 29 Oct 2011
Reconceptualising the notion of 'hard to reach': the dilemmas of engaging families
Osgood, J. 2012. Reconceptualising the notion of 'hard to reach': the dilemmas of engaging families. British Education Research Association Annual Conference. Manchester, United Kingdom 04 - 06 Sep 2012
Gove's unique child: doing diversity and being diverse
Osgood, J. 2013. Gove's unique child: doing diversity and being diverse. Gender and Education Association Biennial Conference: Compelling Diversities, Educational Intersections: Policy, Practice, Parity. London Southbank University, United Kingdom 23 - 26 Apr 2013
Negotiating motherhood in the academy: the maternal subjectivities of feminist academics in austere times
Osgood, J. and Bhopal, K. 2013. Negotiating motherhood in the academy: the maternal subjectivities of feminist academics in austere times. Gender and Education Association Biennial Conference: Compelling Diversities, Educational Intersections: Policy, Practice, Parity. London Southbank University, United Kingdom 23 - 26 Apr 2013
Negotiating professional identities in early childhood
Osgood, J. 2013. Negotiating professional identities in early childhood. Honoring the Child, Honoring Equity Conference 13: Narratives of Equity. University of Melbourne, Australia 15 - 16 Nov 2013
Mum's the word: motherhood discourses and the formation of professional nursery worker identities
Osgood, J. 2013. Mum's the word: motherhood discourses and the formation of professional nursery worker identities. Honoring the Child, Honoring Equity Conference 13: Narratives of Equity. University of Melbourne, Australia 15 - 16 Nov 2013
(Re)-assembling transformations of class and gender: respectable becomings within/through early childhood education
Osgood, J. 2014. (Re)-assembling transformations of class and gender: respectable becomings within/through early childhood education. Inaugural Lecture. London Metropolitan University, London, UK 20 Mar 2014
Playing with gender: making space for post-human childhood(s)
Osgood, J. 2014. Playing with gender: making space for post-human childhood(s). University of Plymouth Research Conference. Plymouth, UK Apr 2014
Policy, professionalism, pay, power: early years workers be(com)ing actively resistant?
Osgood, J. 2014. Policy, professionalism, pay, power: early years workers be(com)ing actively resistant? KEY Partnership Research Day. London Metropolitan University, London, UK Apr 2014
Reconfiguring quality and professionalism in early childhood education
Osgood, J. 2014. Reconfiguring quality and professionalism in early childhood education. Guest Lecture. University of Auckland, New Zealand Jun 2014
Deconstructing professionalism / reconfiguring quality in early childhood
Osgood, J. 2014. Deconstructing professionalism / reconfiguring quality in early childhood. Workshop. University of Canterbury, Christchurch, New Zealand Jun 2014
Reconfiguring gender: playing with feminist material possibilities in early childhood
Osgood, J. 2014. Reconfiguring gender: playing with feminist material possibilities in early childhood. Guest Lecture. University of Canterbury, Christchurch, New Zealand Jun 2014
Reconfiguring 'quality' in early childhood education
Osgood, J. 2014. Reconfiguring 'quality' in early childhood education. Social Justice in Early Childhood Conference. Sydney, Australia Jun 2014
Time to reconfigure quality in early childhood?
Osgood, J. 2014. Time to reconfigure quality in early childhood? SEEYC Celebration Event. University of Chichester Jul 2014
Playing with gender: making space for diverse (post-human) childhood(s) in the early years
Osgood, J. 2014. Playing with gender: making space for diverse (post-human) childhood(s) in the early years. ESRC Critical Diversities Conference. Weeks Centre for Social & Policy Research, LSBU 10 Jul 2014
Re-assembling 'quality': mapping professional bodies and becomings in early childhood education
Osgood, J. 2014. Re-assembling 'quality': mapping professional bodies and becomings in early childhood education. BERA Annual Conference 2014. Institute of Education, London, United Kingdom 23 - 25 Sep 2014
'Theory as method: putting posthumanist and material feminist concepts to work in early childhood research', researching the assemblage of methodology/ies at work
Osgood, J. 2014. 'Theory as method: putting posthumanist and material feminist concepts to work in early childhood research', researching the assemblage of methodology/ies at work. MEYR (Methodologies in Early Years Research) Network. Oslo, Norway 16 Oct 2014
Revisiting quality in early childhood education
Osgood, J. 2014. Revisiting quality in early childhood education. Early Childhood Studies (ECS) Degree Network AGM. London Metropolitan University, London, United Kingdom 28 Nov 2014
'A game of cat's cradle: reconfiguring early childhood education with Haraway', researching the assemblage of methodology/ies at work
Osgood, J. 2015. 'A game of cat's cradle: reconfiguring early childhood education with Haraway', researching the assemblage of methodology/ies at work. Performing Methodologies in Early Years Research Network. Oslo, Norway 15 Jun 2015
Uncertain negotiations: developing the methodology of a cross-disciplinary, multi-method, transnational approach to studying the value of early childhood education and care work
Andrew, Y., Boyd, M., Corr, L., Lent, C., O'Brien, M., Osgood, J. and Uttal, L. 2015. Uncertain negotiations: developing the methodology of a cross-disciplinary, multi-method, transnational approach to studying the value of early childhood education and care work. 10th Biennial Conference of the Gender and Education Association. University of Roehampton, London, United Kingdom 23 - 26 Jun 2015
What can a too tutu do? Reconfiguring gender in early childhood
Osgood, J. and Giugni, M. 2015. What can a too tutu do? Reconfiguring gender in early childhood. 10th Biennial Conference of the Gender and Education Association. University of Roehampton, London, United Kingdom 23 - 26 Jun 2015
Reconfiguring quality in early childhood: chronicling 'act'ivism through anarchy
Longstocking, A., De Clisson, J., O'Malley, G., Osgood, J. and Giugni, M. 2015. Reconfiguring quality in early childhood: chronicling 'act'ivism through anarchy. Throwing the Baby Out With the Bathwater 12: Gender and the Arts, Social Justice in Early Childhood Annual Conference. Sydney, Australia 18 Jul 2015
Reconfiguring quality in early childhood: beyond discourses and subjectivities to becoming
Osgood, J. 2015. Reconfiguring quality in early childhood: beyond discourses and subjectivities to becoming. The Big Childcare Conversation. Middlesex University, London, United Kingdom 19 Sep 2015
Headteachers' main concerns - Annual survey of trends in education. Digest No. 5
Osgood, J. and Keys, W. 1998. Headteachers' main concerns - Annual survey of trends in education. Digest No. 5. Slough, UK NFER.
The benefits of study support: a review of opinion and research. Research report 110
Sharp, C., Osgood, J. and Flanagan, N. 1999. The benefits of study support: a review of opinion and research. Research report 110. Department for Education and Employment.
Developing early education and childcare services for the 21st century
Osgood, J. and Sharp, C. 2000. Developing early education and childcare services for the 21st century. Slough NFER.
Alternative education provision at key stage four. Research report 12
Cullen, M., Fletcher-Campell, F., Bowen, E., Osgood, J. and Kelleher, S. 2000. Alternative education provision at key stage four. Research report 12. Slough NFER.
Delivering a work-focused service: views and experiences of clients. Research report no. 167
Osgood, J., Stone, V. and Thomas, A. 2002. Delivering a work-focused service: views and experiences of clients. Research report no. 167. Leeds Department for Work and Pensions..
An evaluation of the jobseekers' basic skills pilot
Thomas, A. and Osgood, J. 2002. An evaluation of the jobseekers' basic skills pilot. Department for Education and Skills.
Assessing the business skills of early years, childcare and playwork providers
Osgood, J. and Stone, V. 2002. Assessing the business skills of early years, childcare and playwork providers. Department for Education and Skills.
ONE evaluation: summary of service delivery findings. Research report no.108
Osgood, J., Dempsey, S., Jones, G. and Solon, R. 2003. ONE evaluation: summary of service delivery findings. Research report no.108. Department for Work and Pensions..
Developing the business skills of childcare professionals: an evaluation of business support programmes
Osgood, J. 2003. Developing the business skills of childcare professionals: an evaluation of business support programmes. Department for Education and Skills.
Sure Start Euston: an evaluation of the home visiting service
Osgood, J. 2003. Sure Start Euston: an evaluation of the home visiting service. Sure Start Programme.
Gender equality in work experience placements for young people
Francis, B., Osgood, J., Dalgety, J. and Archer, L. 2005. Gender equality in work experience placements for young people. Equal Opportunities Commission.
Women teachers and the glass ceiling
Moreau, M., Osgood, J. and Halsall, A. 2005. Women teachers and the glass ceiling. Higher Education European Social Fund.
Sure Start north west Kensington: an evaluation of the home visiting team
Osgood, J. and James, K. 2005. Sure Start north west Kensington: an evaluation of the home visiting team. Sure Start Programme.
Sure Start Golborne: an evaluation of the home visiting team
Osgood, J. and James, K. 2005. Sure Start Golborne: an evaluation of the home visiting team. Sure Start Programme.
Parent support in Sure Start: an evaluation of the family links nurturing programme
Osgood, J. and James, K. 2006. Parent support in Sure Start: an evaluation of the family links nurturing programme. Sure Start Programme.
Evaluation of home visiting in South Kensington and Chelsea: interim report
Osgood, J. and James, K. 2006. Evaluation of home visiting in South Kensington and Chelsea: interim report. Royal Borough of Kensington and Chelsea.
Evaluation of home visiting in South Kensington and Chelsea: final report
James, K. and Osgood, J. 2007. Evaluation of home visiting in South Kensington and Chelsea: final report. Royal Borough of Kensington and Chelsea.
Parenting support: literature review and evidence paper for the Royal Borough of Kensington and Chelsea [Report commissioned by the Royal Borough of Kensington and Chelsea]
Hollingworth, S. and Osgood, J. 2007. Parenting support: literature review and evidence paper for the Royal Borough of Kensington and Chelsea [Report commissioned by the Royal Borough of Kensington and Chelsea]. London IPSE.
Manageable and strategic approaches to CPD
Hutchings, M., Osgood, J., Allen, K., Williams, K. and Maylor, U. 2009. Manageable and strategic approaches to CPD. General Teaching Council for England.
An evaluation of the Kensington and Chelsea sleep clinic pilot
Osgood, J., Rose, A. and Allen, K. 2010. An evaluation of the Kensington and Chelsea sleep clinic pilot. London IPSE.
Engaging 'hard to reach' parents in early years music making
Osgood, J., Albon, D., Allen, K. and Hollingworth, S. 2013. Engaging 'hard to reach' parents in early years music making. London Youth Music.
Book review: Critical Issues in early childhood education, Yelland, N (ed) (2005) Open University Press
Osgood, J. 2006. Book review: Critical Issues in early childhood education, Yelland, N (ed) (2005) Open University Press. Pedagogy, Society and Culture.
Narratives from the nursery: negotiating professional identities in early childhood
Osgood, J. 2011. Narratives from the nursery: negotiating professional identities in early childhood. London Routledge.
Time to get down to business? The responses of early years practitioners to entrepreneurial approaches to professionalism
Osgood, J. 2004. Time to get down to business? The responses of early years practitioners to entrepreneurial approaches to professionalism. Journal of Early Childhood Research. 2 (1), pp. 5-24. https://doi.org/10.1177/1476718X0421001
Deconstructing professionalism in the early childhood education: resisting the regulatory gaze
Osgood, J. 2006. Deconstructing professionalism in the early childhood education: resisting the regulatory gaze. Contemporary Issues in Early Childhood. 7 (1), pp. 5-14. https://doi.org/10.2304/ciec.2006.7.1.5
Rethinking ‘professionalism’ in the early years: perspectives from the United Kingdom [Editorial]
Osgood, J. 2006. Rethinking ‘professionalism’ in the early years: perspectives from the United Kingdom [Editorial]. Contemporary Issues in Early Childhood. 7 (1), pp. 1-4. https://doi.org/10.2304/ciec.2006.7.1.1
Professionalism and performativity: the feminist challenge facing early years practitioners
Osgood, J. 2006. Professionalism and performativity: the feminist challenge facing early years practitioners. Early Years. 26 (2), pp. 187-199. https://doi.org/10.1080/09575140600759997
Mapping the fabricated identity of childminders: pride and prejudice
Jones, L. and Osgood, J. 2007. Mapping the fabricated identity of childminders: pride and prejudice. Contemporary Issues in Early Childhood. 8 (4), pp. 289-300. https://doi.org/10.2304/ciec.2007.8.4.289
Young women negotiating maternal subjectivities: the significance of social class
Allen, K. and Osgood, J. 2009. Young women negotiating maternal subjectivities: the significance of social class. Studies in the Maternal. 1 (2), pp. 1-17. https://doi.org/10.16995/sim.104
'Hard to reach' or nomadic resistance? Families 'choosing' not to participate in early childhood services
Osgood, J., Albon, D., Allen, K. and Hollingworth, S. 2013. 'Hard to reach' or nomadic resistance? Families 'choosing' not to participate in early childhood services. Global Studies of Childhood. 3 (3), pp. 208-220. https://doi.org/10.2304/gsch.2013.3.3.208
Putting posthumanist theory to work to reconfigure gender in early childhood: when theory becomes method becomes art
Osgood, J. and Giugni, M. 2015. Putting posthumanist theory to work to reconfigure gender in early childhood: when theory becomes method becomes art. Global Studies of Childhood. 5 (3), pp. 346-360. https://doi.org/10.1177/2043610615597160
Creaturely life: biopolitical intensity in selected children's fables
de Rijke, V. 2014. Creaturely life: biopolitical intensity in selected children's fables. in: Keyes, M. and McGillicuddy, A. (ed.) Politics and Ideology in Children's Literature (Studies in Children's Literature) Four Courts Press.
Eu(rope): (re)assembling, (re)casting and (re)aligning lines of de- and re-territorialisation of early childhood
Jones, L., Osgood, J., Urban, M., Holmes, R. and MacLure, M. 2014. Eu(rope): (re)assembling, (re)casting and (re)aligning lines of de- and re-territorialisation of early childhood. International Review of Qualitative Research. 7 (1), pp. 58-79. https://doi.org/10.1525/irqr.2014.7.1.58
The a-z of dangerous food
de Rijke, V. and Sinker, R. 2012. The a-z of dangerous food. London TATE.
Supertoys: on play, affective machines and object Relation
de Rijke, V., Kahve Society, Arnolfini Gallery and Science=Bristol Supertoys: on play, affective machines and object Relation. Arnolfini Gallery, Bristol
Word play
de Rijke, V. 2013. Word play. in: The art & play reader London, UK Tate Publishing.
"Your tern now my tern later": a tribute to the outlaw writer Russell Hoban
de Rijke, V. 2013. "Your tern now my tern later": a tribute to the outlaw writer Russell Hoban. Children's Literature in Education. 44 (4), pp. 281-294. https://doi.org/10.1007/s10583-012-9190-3
Hello toy!
de Rijke, V., Pajaczkowska, C., Kahve Society and Enfield, London Borough of. 2008. Hello toy! in: Supertoys: a user’s manual. Bristol Arnolfini.
Not playing it safe: horror & the ludic in children’s picturebooks.
de Rijke, V. 2009. Not playing it safe: horror & the ludic in children’s picturebooks. in: Drillsma-Milgrom, B. and Kirstinä, L. (ed.) Metamorphoses in children’s literature & culture. Turku, Finland Enostone.
As if: childhood as a metaphor a psychoanalytic examination of twentieth century texts depicting childhood in the garden and the school.
de Rijke, V. 2000. As if: childhood as a metaphor a psychoanalytic examination of twentieth century texts depicting childhood in the garden and the school. PhD thesis Middlesex University School of Art, Design and Performing Arts
Reconstructing professionalism in ECEC: the case for the 'critically reflective emotional professional'
Osgood, J. 2010. Reconstructing professionalism in ECEC: the case for the 'critically reflective emotional professional'. Early Years. 30 (2), pp. 119-133. https://doi.org/10.1080/09575146.2010.490905
Narrative methods in the nursery: (re)-considering claims to give voice through processes of decision-making
Osgood, J. 2010. Narrative methods in the nursery: (re)-considering claims to give voice through processes of decision-making. Reconceptualizing Educational Research Methodology. 1 (1), pp. 14-28. https://doi.org/10.7577/rerm.168
Picturing children: constructions of childhood between Rousseau and Freud
de Rijke, V. 2002. Picturing children: constructions of childhood between Rousseau and Freud. The Art Book. 9 (4).
Nose book: representations of the nose in literature and the arts
de Rijke, V., Thomas, H. and Ostermark-Johansen, L. 2000. Nose book: representations of the nose in literature and the arts. London Middlesex University Press.
Field of enquiry: but what are we supposed to be doing?
de Rijke, V., Hollands, H. and Sinker, R. 2006. Field of enquiry: but what are we supposed to be doing? Engage : the international journal of visual art and gallery education. Winter (18).
Book burning
de Rijke, V., Hollands, H. and Sinker, R. 2002. Book burning. Engage : the international journal of visual art and gallery education. Summer (12), pp. 16-23.
Duck
de Rijke, V. 2008. Duck. London, UK Reaktion.
Off the Shelf: De Rijke Marsh Morgan.
de Rijke, V., De Rijke, A., Scott, F. and Schonfield, K. 2001. Off the Shelf: De Rijke Marsh Morgan. London Architectural Association Publications.
The revolutionary quack.
de Rijke, V. 2007. The revolutionary quack. in: Children's literature: some Marxist perspectives: owners of the means of instruction?: papers and presentations from conference 2006. Hatfield University of Hertfordshire Press.
Horror fiction
de Rijke, V. 2004. Horror fiction. in: Hunt, P. (ed.) International companion encyclopedia of children's literature London Routledge.
I told you I was ill: a tribute to the work of Spike Milligan
de Rijke, V. 2002. I told you I was ill: a tribute to the work of Spike Milligan. Children's Literature in Education. 33 (4), pp. 227-245.
Dare to dada: an argument for visual and verbal avant-garde poetry in the nursery
de Rijke, V. and Sinker, R. 2006. Dare to dada: an argument for visual and verbal avant-garde poetry in the nursery. International journal of education through art. 2 (3), pp. 211-222. https://doi.org/10.1386/etar.2.3.211_1
Naked pigs: motifs & motives in Velthuijs's picturebooks
de Rijke, V. and Hollands, H. 2004. Naked pigs: motifs & motives in Velthuijs's picturebooks. in: Keenan, C. and Thompson, M. (ed.) Studies in children's literature,1500-2000 Dublin Four Courts Press.
Looking for the thing that is not lost.
de Rijke, V. and Hollands, H. 2006. Looking for the thing that is not lost. in: Joosen, V. and Vloeberghs, K. (ed.) Changing concepts of childhood and children's literature. Newcastle Cambridge Scholars Press. pp. 55-70
Erasing as making.
de Rijke, V., Hollands, H. and Cox, G. 2000. Erasing as making. in: Putnam, T., Facey, R. and Swales, V. (ed.) Making & unmaking: selected proceedings, Design History Society annual conference 2000. Portsmouth Design History Society.
Childcare workforce reform in England and 'the early years professional': a critical discourse analysis
Osgood, J. 2009. Childcare workforce reform in England and 'the early years professional': a critical discourse analysis. Journal of Education Policy. 24 (6), pp. 733-751. https://doi.org/10.1080/02680930903244557
Equal opportunities policies in English schools: towards greater gender equality in the teaching workforce?
Moreau, M., Osgood, J. and Halsall, A. 2008. Equal opportunities policies in English schools: towards greater gender equality in the teaching workforce? Gender, Work & Organisations. 15 (6), pp. 553-578. https://doi.org/10.1111/j.1468-0432.2008.00405.x
Making sense of the glass ceiling in schools: an exploration of women teachers' discourses
Moreau, M., Osgood, J. and Halsall, A. 2007. Making sense of the glass ceiling in schools: an exploration of women teachers' discourses. Gender and Education. 19 (2), pp. 237-253. https://doi.org/10.1080/09540250601166092
Gendered identities and work placement: why don't boys care?
Osgood, J., Francis, B. and Archer, L. 2006. Gendered identities and work placement: why don't boys care? Journal of Education Policy. 21 (3), pp. 305-321. https://doi.org/10.1080/02680930600600424
Leap of faith: an interview with Max Velthuijs
de Rijke, V. and Hollands, H. 2006. Leap of faith: an interview with Max Velthuijs. Children's Literature in Education. 37 (2), pp. 185-197. https://doi.org/10.1007/s10583-006-9005-5
Who cares? The classed nature of childcare
Osgood, J. 2005. Who cares? The classed nature of childcare. Gender and Education. 17 (3), pp. 289-303. https://doi.org/10.1080/09540250500145098
Book Reviews: Women teaching boys: caring and working in the primary school, Ashley, M. and Lee, J. (2003) Stoke-on-Trent: Trentham books [Book review]
Osgood, J. 2004. Book Reviews: Women teaching boys: caring and working in the primary school, Ashley, M. and Lee, J. (2003) Stoke-on-Trent: Trentham books [Book review]. Gender and Education. 16 (3), pp. 420-422. https://doi.org/10.1080/09540250042000251524
The grain of a duck's voice
de Rijke, V. 2004. The grain of a duck's voice. Performance Research. 9 (2), pp. 132-141.
A reminder of past realities: on the photographs of Roman Vishniac
de Rijke, V. 2000. A reminder of past realities: on the photographs of Roman Vishniac. The Art Book. 7 (2), pp. 8-10. https://doi.org/10.1111/1467-8357.00185