Prof Jayne Osgood


Prof Jayne Osgood
NameProf Jayne Osgood
Job titleProfessor in Education (Early Years)
Research institute
Primary appointmentEducation
Email addressJ.Osgood@mdx.ac.uk
ORCIDhttps://orcid.org/0000-0001-9424-8602
Contact categoryResearcher

Biography

Biography

Dr. Jayne Osgood is Professor of Childhood Studies at the Centre for Education Research & Scholarship, Middlesex University. Her work addresses issues of worldly justice through critical engagement with policy, curricular frameworks, and pedagogical approaches in Early Childhood Education & Care. She is committed to extending understandings of the workforce, families, gender and sexualities, ‘child’, and ‘childhood’ in early years contexts through creative, affective methodologies. She has published extensively within the post- modernist paradigm with over 100 publications in the form of books, chapters and journal papers, her most recent books include Postdevelopmental Approaches to Childhood Research Observation (2023); Feminists Researching Gendered Childhoods (2019); and Postdevelopmental Approaches to Childhood Art (2019). She has served on the editorial boards of various journals and is a long-standing board member at Contemporary Issues in Early Childhood. She is currently editor for the journals: Gender & Education and Reconceptualising Education Research Methodology. She is also Book Series Editor for both Bloomsbury (Feminist Thought in Childhood Research; and Postdevelopmental Approaches to Childhood) and Springer (Keythinkers in Education). 

Teaching

Doctoral Supervision

MA Gender & Sexualities

MA Childhood Studies

Researcher Development Programme

Supervisor Development Programme

Employment

Professor of Education
Middlesex University
01 Jun 2015

Education and qualifications

Grants

Projects

  • Minibeasts

Prizes and Awards

Research outputs

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.

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.

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.

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).

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

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

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 Taylor & Francis (Routledge). pp. 101-118

Feminist new materialist approaches to childhood studies

Mohandas, S. and Osgood, J. Feminist new materialist approaches to childhood studies. Oxford University Press (OUP).

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 Bloomsbury.

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

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

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

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

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. 1-24. https://doi.org/10.7577/rerm.5138

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

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 re-reading of ‘child’ in early childhood contexts

Osgood, J. and Mohandas, S. 2022. Grappling with the miseducation of Montessori: a feminist posthuman re-reading of ‘child’ in early childhood contexts. Contemporary Issues in Early Childhood. 23 (3), pp. 302-316. https://doi.org/10.1177/14639491221117222

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

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

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

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.

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

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 & 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.

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.

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

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

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

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

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

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

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

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

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

"It might get messy, or not be right"; scribble as postdevelopmental art

de Rijke, V. 2019. "It might get messy, or not be right"; scribble as postdevelopmental art. in: Sakr, M. and Osgood, J. (ed.) Postdevelopmental Approaches to Childhood Art London, UK Bloomsbury Academic. pp. 153-176

'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

Postdevelopmental Approaches to Childhood Art

Sakr, M. and Osgood, J. (ed.) 2019. Postdevelopmental Approaches to Childhood Art. London Bloomsbury.

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

(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

Feminists researching gendered childhoods: generative entanglements

Osgood, J. and Robinson, K. (ed.) 2019. Feminists researching gendered childhoods: generative entanglements. London Bloomsbury Academic.

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

Feminists researching gendered childhoods

Osgood, J. 2018. Feminists researching gendered childhoods. Arts & Creativities Research Seminar Series. University of Cambridge, Cambridge 24 Oct 2018

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

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

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.

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

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

"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

Editorial

Andersen, C., Osgood, J. and Otterstad, A. 2016. Editorial. Reconceptualizing Educational Research Methodology. 7 (1). https://doi.org/10.7577/rerm.1930

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

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

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

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

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: 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

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

Shaking the foundations of quality

Osgood, J. 2016. Shaking the foundations of quality. Education Research Seminar Series. Edgehill University 13 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

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

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.

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

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.

Reconfiguring quality in ECEC

Osgood, J. 2015. Reconfiguring quality in ECEC. TACTYC Annual Conference. Birmingham

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

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

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 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

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

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

Editorial

Otterstad, A. and Osgood, J. 2015. Editorial. Reconceptualizing Educational Research Methodology. 6 (1). https://doi.org/10.7577/rerm.1508

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

'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

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

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.

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

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

'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

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

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

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

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

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

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

(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). in: Moyles, J., Payler, J. and Georgeson, J. (ed.) Early Years Foundations: Critical Issues Milton Keynes, UK Open University Press. pp. 191-202

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

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

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

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

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.

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

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

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.

'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

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

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

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.

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

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

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

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

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

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

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

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

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.

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

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

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

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

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.

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

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

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

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

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

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

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

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

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

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.

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

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

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

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

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

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

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.

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.

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

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

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

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

'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

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.

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

Gendered identities and work experience

Osgood, J. 2004. Gendered identities and work experience. BERA. Manchester, UMIST

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

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

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? 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

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

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.

'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

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.

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

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.

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.

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.
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