Arboreal methodologies: Getting lost to explore the potential of the non-innocence of ‘nature’

Article

Osgood, J., Axelsson, S., Cavaliero, T., Hanniffy, M. and McDonnell, S. 2023. Arboreal methodologies: Getting lost to explore the potential of the non-innocence of ‘nature’. Occasional Paper Series. 2023 (50), pp. 113-129. https://doi.org/10.58295/2375-3668.1499
TypeArticle
TitleArboreal methodologies: Getting lost to explore the potential of the non-innocence of ‘nature’
AuthorsOsgood, J., Axelsson, S., Cavaliero, T., Hanniffy, M. and McDonnell, S.
Abstract

This paper recounts a workshop that took place in a polytunnel in a forest school in Sligo, North-West Ireland on a cold day in early-December. The event sought to materialise ‘arboreal methodologies’ (Osgood, 2019; Osgood & Odegard, 2022; Osgood & Axelsson, 2023) which are characterised by the enactment of feminist posthumanist praxis to engage in world-making (Haraway, 2008) intended to unsettle recognisable tropes of biophilia that have come to frame both child and nature in narrow ways. The arboreal methodologies that adult participants were invited to mobilise were situated, material, affective, and involved metaphorical and material practices of ‘getting lost’ through ‘childing’. The workshop invited a sense of wonder at the ways arboreal methodologies might offer possibilities to confront human exceptionalism and wrestle with our complex, often contradictory relationships to ‘nature’ that might then go on to inform practice with young children. The approach taken involves methodologies without method (Koro-Ljunberg, 2016) to bring speculative, embodied encounters in the forest, together with unlikely tales of how forests work on and through us. We pursue a critical, tentacular engagement with the forest and take seriously its potential to agitate familiarity and strangeness, wonder and fear, nature and culture. In this paper we re-encounter embodied becomings-with the forest to think and sense other ways to take life in the Plantationocene (Tsing, 2015) seriously.

Sustainable Development Goals11 Sustainable cities and communities
Middlesex University ThemeSustainability
PublisherBank Street College of Education
JournalOccasional Paper Series
ISSN2375-3668
Publication dates
Online29 Nov 2023
PrintJan 2023
Publication process dates
Deposited08 Jun 2023
Accepted01 Jun 2023
Output statusPublished
Publisher's version
File Access Level
Open
Accepted author manuscript
File Access Level
Restricted
Copyright Statement

Copyright © 2023 Bank Street College of Education. All rights reserved
Posted in accordance with Occasional Paper Series policies https://educate.bankstreet.edu/occasional-paper-series/policies.html...

Additional information

Recommended Citation
Osgood, J., Axelsson, S., Cavaliero, T., Hanniffy, M., & McDonnell, S. (2023). Arboreal methodologies:
Getting lost to explore the potential of the non-innocence of nature. Occasional Paper Series, (50). DOI:
https://doi.org/10.58295/2375-3668.1499

Digital Object Identifier (DOI)https://doi.org/10.58295/2375-3668.1499
LanguageEnglish
Permalink -

https://repository.mdx.ac.uk/item/8q672

Log in to edit

Download files

Publisher's version
Osgood-2023-Arboreal Methodologies.pdf
File access level: Open

  • 109
    total views
  • 24
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

Refusing perpetual mediation: playing in the undercommons
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
Exploring possibilities for gender to become otherwise: what do child-snail relations make possible?
Osgood, J. 2024. Exploring possibilities for gender to become otherwise: what do child-snail relations make possible? in: Gannon, S., Pasley, A. and Osgood, J. (ed.) Gender Un/bound: Traversing Educational Possibilities Routledge. pp. 307-321
Bewildering early childhood ‘pioneers’
Osgood, J., Archer, N., Albin-Clark, J. and Mohandas, S. 2024. Bewildering early childhood ‘pioneers’ . Pedagogy, Culture and Society. 32 (4). https://doi.org/10.1080/14681366.2024.2355096
Unlikely qualities of writing qualitatively: porous stories of thresholds, in-betweeness and the everyday
Osgood, J. and Hackett, A. 2024. Unlikely qualities of writing qualitatively: porous stories of thresholds, in-betweeness and the everyday. International Review of Qualitative Research. https://doi.org/10.1177/19408447241242425
‘This thing that we do’: in pursuit of hope-full renewals through hydrofeminist scholarly praxis
Osgood, J. and Bozalek, V. 2024. ‘This thing that we do’: in pursuit of hope-full renewals through hydrofeminist scholarly praxis. Gender and Education. https://doi.org/10.1080/09540253.2024.2325407
How gender comes to matter: tracing matter, space, place, time and affect in early childhood research
Osgood, J. and Mohandas, S. 2024. How gender comes to matter: tracing matter, space, place, time and affect in early childhood research. in: Bloomsbury Handbook of Gender and Sexuality in Early Childhood London, UK Bloomsbury.
Gender matters: respectful approaches to gender equity in primary school
Osgood, J. 2024. Gender matters: respectful approaches to gender equity in primary school. in: Learning to Teach in the Primary School London, UK Routledge.
Nest/ing: an emergent (un)methodology for becoming otherwise
Osgood, J. and Walsh, C 2024. Nest/ing: an emergent (un)methodology for becoming otherwise. Review of Education, Pedagogy and Cultural Studies. https://doi.org/10.1080/10714413.2023.2299519
Arboreal Methodologies: the promise of getting lost (with feminist new materialism and Indigenous ontologies) for social studies
Osgood, J. and Axelsson, S. 2023. Arboreal Methodologies: the promise of getting lost (with feminist new materialism and Indigenous ontologies) for social studies. in: Varga, B., Monreal, T. and Christ, R. (ed.) Toward a Stranger and More Posthuman Social Studies New York Teachers College Press. pp. 93-109
Afterword to New Images of Thought in the Study of Childhood Drawing
Osgood, J. 2022. Afterword to New Images of Thought in the Study of Childhood Drawing. in: Trafi-Prats, L. and Schulte, C. (ed.) New Images of Thought in the Study of Childhood Drawing Cham Springer. pp. 175-178
Feminist new materialist approaches to childhood studies
Mohandas, S. and Osgood, J. 2023. Feminist new materialist approaches to childhood studies. in: Montgomery, H. (ed.) Oxford Bibliographies in Childhood Studies Oxford University Press (OUP).
Adventures requiring care and recklessness: a playful archive
Osgood, J. 2023. Adventures requiring care and recklessness: a playful archive. in: Mazzei, L. and Jackson, A. (ed.) Postfoundational Approaches to Qualitative Inquiry London, UK Routledge. pp. 101-118
Down on the ground: the material memoir of the posthuman childhood researcher
Osgood, J. 2023. Down on the ground: the material memoir of the posthuman childhood researcher. in: Osgood, J. (ed.) Postdevelopmental Approaches to Childhood Research Observation London, UK Bloomsbury Academic. pp. 39-54
mesh/work im/possibilities and inbetweening
Hofsess, B. and Osgood, J. 2022. mesh/work im/possibilities and inbetweening. Visual Arts Research. 48 (2), pp. 18-27. https://doi.org/10.5406/21518009.48.2.03
In pursuit of worldly justice in early childhood education: bringing critique and creation into productive partnership for the public good
Osgood, J. 2021. In pursuit of worldly justice in early childhood education: bringing critique and creation into productive partnership for the public good. in: Ross, A. (ed.) Educational Research for Social Justice: Evidence and Practice from the UK Switzerland Springer.
CODA: Seismic knots of (un)knowing "toddler"(s)
Kroeger, J., Persky, J. and Osgood, J. 2022. CODA: Seismic knots of (un)knowing "toddler"(s). Global Studies of Childhood. 12 (3), pp. 310-3016. https://doi.org/10.1177/20436106221117203
'That's enough!' (But it wasn't): the generative possibilities of attuning to what else a tantrum can do
Osgood, J. and de Rijke, V. 2022. 'That's enough!' (But it wasn't): the generative possibilities of attuning to what else a tantrum can do. Global Studies of Childhood. 12 (3), pp. 235-248. https://doi.org/10.1177/20436106221117167
Editorial: The spectacle of 'tantruming toddler': Reconfiguring child/hood(s) of the Capitalocene
Osgood, J., Kroeger, J. and Persky, J. 2022. Editorial: The spectacle of 'tantruming toddler': Reconfiguring child/hood(s) of the Capitalocene. Global Studies of Childhood. 12 (3), pp. 199-208. https://doi.org/10.1177/20436106221117200
Risking erasure? Posthumanist research practices and figurations of (the) child
Murris, K. and Osgood, J. 2022. Risking erasure? Posthumanist research practices and figurations of (the) child. Contemporary Issues in Early Childhood. 23 (3), pp. 208-219. https://doi.org/10.1177/14639491221117761
Grappling with the miseducation of Montessori: A feminist posthuman rereading of 'child' in early childhood contexts
Osgood, J. and Mohandas, S. 2022. Grappling with the miseducation of Montessori: A feminist posthuman rereading of 'child' in early childhood contexts. Contemporary Issues in Early Childhood. 23 (3), pp. 302-316. https://doi.org/10.1177/14639491221117222
Crafting granular stories with child-like embodied, affective and sensory encounters that attune to the world's differential becoming
Osgood, J. and Odegard, N. 2022. Crafting granular stories with child-like embodied, affective and sensory encounters that attune to the world's differential becoming. Australian Journal of Environmental Education. 38 (3-4), pp. 227-241. https://doi.org/10.1017/aee.2022.11
Portal-time and wanderlines: what does virusing-with make possible in childhood research?
Osgood, J., Andersen, C. and Otterstad, A. 2022. Portal-time and wanderlines: what does virusing-with make possible in childhood research? Reconceptualizing Educational Research Methodology. 13 (3), pp. 208-231. https://doi.org/10.7577/rerm.5138
From multispecies tangles and Anthropocene muddles: what can lichen teach us about precarity and indeterminacy in early childhood
Osgood, J. 2022. From multispecies tangles and Anthropocene muddles: what can lichen teach us about precarity and indeterminacy in early childhood. in: Blyth, C. and Aslanian, T. (ed.) Children and the Power of Stories: Posthuman and Autoethnographic Perspectives in Early Childhood Education Singapore Springer. pp. 51-67
How matter comes to matter in the baby room: thinkingfeelingdoing experiments in early childhood education for more liveable worlds
Osgood, J. 2020. How matter comes to matter in the baby room: thinkingfeelingdoing experiments in early childhood education for more liveable worlds. Invited Keynote Lecture. University of Canterbury, New Zealand 17 Feb 2020
Interview with Jayne Osgood
Osgood, J., Semenec, P. and Diaz-Diaz, C. 2020. Interview with Jayne Osgood. in: Diaz-Diaz, C. and Semenec, P. (ed.) Posthumanist and New Materialist Methodologies: Research after the Child Springer. pp. 47-59
Special Issue "Reimagining childhood, motherhood, family & community", Genealogy 2020, 4(2)
Osgood, J. and Henward, A. 2020. Special Issue "Reimagining childhood, motherhood, family & community", Genealogy 2020, 4(2). Special Issue, Genealogy.
Reconfiguring the 'Male Montessorian': the mattering of gender through pink towering practices
Osgood, J. and Mohandas, S. 2020. Reconfiguring the 'Male Montessorian': the mattering of gender through pink towering practices. Early Years. 40 (1), pp. 67-81. https://doi.org/10.1080/09575146.2019.1620181
Conferencing otherwise: a feminist new materialist writing experiment
Osgood, J., Taylor, C., Andersen, C., Benozzo, A., Carey, N., Elmenhorst, C., Fairchild, N., Koro-Ljungberg, M., Moxnes, A., Otterstad, A., Rantala, T. and Tobias-Green, K. 2020. Conferencing otherwise: a feminist new materialist writing experiment. Cultural Studies <-> Critical Methodologies. 20 (6), pp. 596-609. https://doi.org/10.1177/1532708620912801
Adventures requiring care and recklessness: doing early childhood research differently
Osgood, J. 2020. Adventures requiring care and recklessness: doing early childhood research differently. Ethnography and Education.
In/animate relationalities within the family home: making queer kin through worldling and care
Hohti, R. and Osgood, J. 2020. In/animate relationalities within the family home: making queer kin through worldling and care. Genealogy.
Pets that have ‘something inside’: the material politics of in/animacy and queer kin within the childhood menagerie
Hohti, R. and Osgood, J. 2020. Pets that have ‘something inside’: the material politics of in/animacy and queer kin within the childhood menagerie. Genealogy. 4 (2), pp. 1-15. https://doi.org/10.3390/genealogy4020038
Introduction: reimagining 'childhood, motherhood, family and community'
Osgood, J. and Henward, A. 2020. Introduction: reimagining 'childhood, motherhood, family and community'. Genealogy. 4 (2). https://doi.org/10.3390/genealogy4020039
Young children’s experiences of music and soundings in museum spaces: lessons, trends and turns from the literature
Elwick, A., Burnard, P., Huhtinen-Hildén, L., Osgood, J. and Pitt, J. 2020. Young children’s experiences of music and soundings in museum spaces: lessons, trends and turns from the literature. Journal of Early Childhood Research. 18 (2), pp. 174-188. https://doi.org/10.1177/1476718X19888717
Chair and presenter at Musiceum: Museums as spaces for early childhood music-making
Osgood, J. 2017. Chair and presenter at Musiceum: Museums as spaces for early childhood music-making. Musiceum: one day Summit. University of Cambridge 06 Dec 2017
Experimenting to find more generative approaches to/within/for early childhood education
Osgood, J. 2017. Experimenting to find more generative approaches to/within/for early childhood education. Post-theories in Norwegian Early Childhood Edcation, Performing Methodologies in Early Years Research (PMEYR) Network. Oslo & Akerhus University College 16 - 18 Nov 2017
Boundaries & bridges in-between political management and post-approaches to Early Childhood
Lafton, T. and Osgood, J. 2018. Boundaries & bridges in-between political management and post-approaches to Early Childhood. NERA 2018: 46th Congress of the Nordic Educational Research Association (NERA). Oslo, Norway 08 - 10 Mar 2018
Putting feminist new materialism to work through affective methodologies in early childhood research
Osgood, J. 2018. Putting feminist new materialism to work through affective methodologies in early childhood research. Arts & Creativities Research Seminar Series. University of Cambridge, Cambridge 02 May 2018
'You can’t separate it from anything': glitter’s doings as materialized figurations of childhood (and) art
Osgood, J. 2019. 'You can’t separate it from anything': glitter’s doings as materialized figurations of childhood (and) art. in: Sakr, M. and Osgood, J. (ed.) Postdevelopmental Approaches to Childhood Art London Bloomsbury Academic. pp. 111-136
Multiple becomings with Alice(s): nomadic movements in the anthropocene
Osgood, J., Nordstrom, S., Andersen, C., Otterstad, A., Waterhouse, A. and Jensen, M. 2018. Multiple becomings with Alice(s): nomadic movements in the anthropocene. 2nd European Congress of Qualitative Inquiry. Leuven Belgium 06 - 09 Feb 2018
Becoming a ‘modest witness’ in early childhood research
Osgood, J. 2018. Becoming a ‘modest witness’ in early childhood research. 2nd European Congress of Qualitative Inquiry. Leuven Belgium 06 - 09 Feb 2018
A feminist new materialist experiment in reconfiguring diversity and difference through children’s media
Osgood, J. and Andersen, C. 2018. A feminist new materialist experiment in reconfiguring diversity and difference through children’s media. NERA 2018: 46th Congress of the Nordic Educational Research Association (NERA). Oslo, Norway 08 - 10 Mar 2018
Queering how matter comes to matter in the baby room
Osgood, J. 2018. Queering how matter comes to matter in the baby room. Childhood & Society SIGN Seminar. Middlesex University, London, United Kingdom 07 Mar 2018
Becoming a 'mutated modest witness' in early childhood research
Osgood, J. 2019. Becoming a 'mutated modest witness' in early childhood research. Childhood & Society SIGN Seminar. Middlesex University, London, United Kingdom 16 Jan 2019 Middlesex University London
The pleasure and violence of theories in ECEC: in search of more liveable worlds
Osgood, J., Otterstad, A., Andersen, C., Myrvold, H., Elmenhors, C., Fjordvangen, B. and Kampmann-Jensen, T. 2018. The pleasure and violence of theories in ECEC: in search of more liveable worlds. 26th International Reconceptualizing Early Childhood Education (RECE) Conference. Copenhagen, Denmark 14 - 18 Oct 2018
Alice’s adventures: reconfiguring solidarity in early childhood education and care through data events
Nordstrom, S., Andersen, C., Osgood, J., Lorvick-Waterhouse, A., Otterstad, A. and Jensen, M. 2018. Alice’s adventures: reconfiguring solidarity in early childhood education and care through data events. in: Cole, D. and Bradley, J. (ed.) Principles of Transversality in Globalisation and Education Springer. pp. 175-193
(In)conclusion(s): what gets produced through layering feminist thought?
Osgood, J. and Robinson, K. 2019. (In)conclusion(s): what gets produced through layering feminist thought? in: Osgood, J. and Robinson, K. (ed.) Feminists Researching Gendered Childhoods: Generative Entanglements London Bloomsbury Academic. pp. 121-129
Materialized reconfigurations of gender in early childhood: playing seriously with Lego
Osgood, J. 2019. Materialized reconfigurations of gender in early childhood: playing seriously with Lego. in: Osgood, J. and Robinson, K. (ed.) Feminists Researching Gendered Childhoods: Generative Entanglements London Bloomsbury Academic. pp. 85-108
Re-turns and dis/continuities of feminist thought in childhood research: indebtedness and entanglements
Osgood, J. and Robinson, K. 2019. Re-turns and dis/continuities of feminist thought in childhood research: indebtedness and entanglements. in: Osgood, J. and Robinson, K. (ed.) Feminists Researching Gendered Childhoods: Generative Entanglements London Bloomsbury Academic. pp. 17-40
Introduction: Throwing the baby out with the bathwater? Traces and generative connections between feminist post-structuralism and feminist new materialism in childhood studies
Osgood, J. and Robinson, K. 2019. Introduction: Throwing the baby out with the bathwater? Traces and generative connections between feminist post-structuralism and feminist new materialism in childhood studies. in: Osgood, J. and Robinson, K. (ed.) Feminists Researching Gendered Childhoods: Generative Entanglements London Bloomsbury Academic. pp. 1-16
Mundane habits, ordinary affects, and methodological creations
Holmes, R., Jones, L. and Osgood, J. 2018. Mundane habits, ordinary affects, and methodological creations. in: Cutter-Mackenzie-Knowles, A., Malone, K. and Barratt Hacking, E. (ed.) Research Handbook on ChildhoodNature: Assemblages of Childhood and Nature Research Springer. pp. 1-17
Queering understandings of how matter comes to matter in the baby room
Osgood, J. 2021. Queering understandings of how matter comes to matter in the baby room. in: Moran, L., Reilly, K. and Brady, B. (ed.) Narrating Childhood with Children and Young People: Diverse Contexts, Methods and Stories of Everyday Life London Palgrave Macmillan. pp. 213-236
Becoming a "mutated modest witness" in early childhood research
Osgood, J. 2019. Becoming a "mutated modest witness" in early childhood research. in: Shulte, C. (ed.) Ethics and Research with Young Children: New Perspectives London Bloomsbury Academic. pp. 113-128
Materialising professionalism in the nursery: exploring the intimate connection between critique and creation
Osgood, J. 2019. Materialising professionalism in the nursery: exploring the intimate connection between critique and creation. in: Robb, M., Montgomery, H. and Thomson, R. (ed.) Critical Practice with Children and Young People Bristol Policy Press. pp. 199-218
Feminists researching gendered childhoods
Osgood, J. 2018. Feminists researching gendered childhoods. Arts & Creativities Research Seminar Series. University of Cambridge, Cambridge 24 Oct 2018
Expert view: gender from an early age
Osgood, J. 2019. Expert view: gender from an early age. in: Rycroft-Smith, L. and Andre, G. (ed.) The Equal Classroom: Life-Changing Thinking About Gender London and New York Routledge. pp. 53-60
PhEMaterialism: Response-able Research & Activism
Osgood, J., Strom, K., Ringrose, J. and Renold, E. 2019. PhEMaterialism: Response-able Research & Activism. Hoegskolen i Oslo og Akershus.
PhEMaterialist encounters with glitter: the materialisation of ethics, politics and care in arts-based research
Coleman, R. and Osgood, J. 2019. PhEMaterialist encounters with glitter: the materialisation of ethics, politics and care in arts-based research. Reconceptualizing Educational Research Methodology. 10 (2-3), pp. 61-86. https://doi.org/10.7577/rerm.3669
A feminist new materialist experiment: Exploring what else gets produced through encounters with children's news media
Osgood, J. and Andersen, C. 2019. A feminist new materialist experiment: Exploring what else gets produced through encounters with children's news media. Contemporary Issues in Early Childhood. 20 (4), pp. 363-380. https://doi.org/10.1177/1463949119888482
Revisiting diversity and difference in early childhood through children's news media
Osgood, J., Robinson, K., Díaz, C., Andersen, C., Pérez, M., Gunn, A. and Surtees, N. 2019. Revisiting diversity and difference in early childhood through children's news media. Contemporary Issues in Early Childhood. 20 (4), pp. 319-323. https://doi.org/10.1177/1463949119888479
Storying diffractive pedagogy: reconfiguring groupwork in early childhood teacher education
Moxnes, A. and Osgood, J. 2019. Storying diffractive pedagogy: reconfiguring groupwork in early childhood teacher education. Reconceptualizing Educational Research Methodology. 10 (1), pp. 1-13. https://doi.org/10.7577/rerm.3240
Sticky stories from the classroom: from reflection to diffraction in early childhood teacher education
Moxnes, A. and Osgood, J. 2018. Sticky stories from the classroom: from reflection to diffraction in early childhood teacher education. Contemporary Issues in Early Childhood. 19 (3), pp. 297-309. https://doi.org/10.1177/1463949118766662
Governing through trust: community-based link workers and parental engagement in education
Fretwell, N., Osgood, J., O'Toole, G. and Tsouroufli, M. 2018. Governing through trust: community-based link workers and parental engagement in education. British Educational Research Journal. 44 (6), pp. 1047-1063. https://doi.org/10.1002/berj.3478
In pursuit of quality: early childhood qualifications and training policy
Elwick, A., Osgood, J., Robertson, L., Sakr, M. and Wilson, D. 2018. In pursuit of quality: early childhood qualifications and training policy. Journal of Education Policy. 33 (4), pp. 510-525. https://doi.org/10.1080/02680939.2017.1416426
Scholar activism in early childhood education: issues, tactics and alliances
Osgood, J. 2015. Scholar activism in early childhood education: issues, tactics and alliances. 23rd International Reconceptualising Early Childhood Education Conference. Dublin, Ireland 24 - 28 Oct 2015
Posthuman transgressions: exploring our connections with/to childhood in the post-antropocene
Osgood, J. 2015. Posthuman transgressions: exploring our connections with/to childhood in the post-antropocene. 23rd International Reconceptualising Early Childhood Education Conference. Dublin, Ireland 24 - 28 Oct 2015
Reconfiguring quality in ECEC
Osgood, J. 2015. Reconfiguring quality in ECEC. TACTYC Annual Conference. Birmingham
Education businesses and the business of education
Osgood, J. 2016. Education businesses and the business of education. CERS Research Seminar. Middlesex University 01 Jun 2016
Early years qualifications and training: research seminar considering the future
Osgood, J. 2016. Early years qualifications and training: research seminar considering the future. TACTYC Research Seminar. Middlesex University 03 Jun 2016
Shaking the foundations of quality
Osgood, J. 2016. Shaking the foundations of quality. Education Research Seminar Series. Edgehill University 13 Jun 2016
Symposium: Storying subversive tactics: working with feminist theories and methods that do not fit conventional models and expectations of research in education
Osgood, J., Taylor, C., Scantlebury, K. and Gannon, S. 2016. Symposium: Storying subversive tactics: working with feminist theories and methods that do not fit conventional models and expectations of research in education. Gender and Education Association Interim Conference: Gender Equality Matters: Education, Intersectionality and Nationalism. Linkoping, Sweden 15 - 17 Jun 2016
Affective methodologies in early childhood research: adventures in ethical recklessness?
Osgood, J. 2016. Affective methodologies in early childhood research: adventures in ethical recklessness? Performing Methodologies in Early Years Research. Oslo, Norway 16 Jun 2016
2-Curious (Part 1): experimentations and connection, critique and creation in early childhood
Osgood, J. 2016. 2-Curious (Part 1): experimentations and connection, critique and creation in early childhood. British Educational Research Association Annual Conference (BERA 2016). University of Leeds, UK 13 - 15 Sep 2016
Affective methodologies in early childhood research workshop
Osgood, J. 2016. Affective methodologies in early childhood research workshop. Performing Methodologies in Early Years Research Network. Oslo, Norway 27 - 28 Oct 2016
"There's still a long way to go", beyond bewilderment towards a hopeful reconfiguration of Early Years qualifications
Osgood, J. 2016. "There's still a long way to go", beyond bewilderment towards a hopeful reconfiguration of Early Years qualifications. TACTYC Annual Conference. Great Portland St, London 19 Nov 2016
Reconfiguring quality in early childhood
Osgood, J. 2016. Reconfiguring quality in early childhood. Education Research Centre and School of Education Seminar Series. University of Brighton 24 Nov 2016
Experimenting to find more generative approaches to/within/for early childhood education
Osgood, J. 2017. Experimenting to find more generative approaches to/within/for early childhood education. 1st European Congress of Qualitative Inquiry. Leuven, Belgium 07 - 10 Feb 2017
Doing mapping becoming in early childhood research
Osgood, J. 2017. Doing mapping becoming in early childhood research. 45th Congress of the Nordic Education Research Association (NERA 2017). Copenhagen 23 - 25 Mar 2017
Revisiting professionalism and reconfiguring quality in early childhood education
Osgood, J. 2017. Revisiting professionalism and reconfiguring quality in early childhood education. Leading Change in Early Childhood Education: Critical and Bottom-Up Perspectives of Teacher Professionalism Public Symposium. Education University, Hong Kong 26 May 2017
"Quick, come! There is something really Chinese-y going on in the baby room right now": towards generative research practices in early childhood
Osgood, J. 2017. "Quick, come! There is something really Chinese-y going on in the baby room right now": towards generative research practices in early childhood. Montessori Asia Conference 2017. Hong Kong 20 - 21 May 2017
Affective methodologies in early childhood research: adventures in ethical recklessness?
Osgood, J. 2017. Affective methodologies in early childhood research: adventures in ethical recklessness? ESRI Research Seminar Series. Manchester Metropolitan University 08 Nov 2017
Opening Pandora's box: postmodernist perspectives of childhood
Osgood, J. 2017. Opening Pandora's box: postmodernist perspectives of childhood. in: Powell, S. and Smith, K. (ed.) An Introduction to Early Childhood Studies London Sage. pp. 261-270
Early career research workshop: the secret life of journal articles: selecting, writing, reviewing, revising
Osgood, J. 2017. Early career research workshop: the secret life of journal articles: selecting, writing, reviewing, revising. Gender & Education Association 12th Biennial Conference. Middlesex University, London, UK. 20 Jun 2017
Early Years Training and Qualifications in England: Issues for policy and practice
Osgood, J., Elwick, A., Robertson, L., Sakr, M. and Wilson, D. 2017. Early Years Training and Qualifications in England: Issues for policy and practice. TACTYC.
Early Years Teacher and Early Years Educator: a scoping study of the impact, experiences and associated issues of recent early years qualifications and training in England
Osgood, J., Elwick, A., Robertson, L., Sakr, M. and Wilson, D. 2017. Early Years Teacher and Early Years Educator: a scoping study of the impact, experiences and associated issues of recent early years qualifications and training in England. TACTYC.
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
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
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
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
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
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
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