References
51
Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to
matter. Journal of Women in Culture Society, 28(3), 801–831.
Bloor, M., & Bloor, T. (2013). The practice of critical discourse analysis: An introduction. London:
Routledge.
Butler, J. (2011). Gender trouble: Feminism and the subversion of identity. New York, NY:
Routledge.
Cameron, D. (2001). Working with spoken discourse. London: Sage.
Crush, J. (1995). Power of development. London and New York: Psychology Press.
Davies, B. (1990). Agency as a form of discursive practice: A classroom scene observed. British
Journal of Sociology of Education, 11(3), 341–361.
Davies, B. (1991). The concept of agency: A feminist poststructuralist analysis. Social Analysis,
30, 42–53.
Escobar, A. (1992). Imagining a post-development era? Critical thought, development and social
movements. Social Text, 31/32, 20–56.
Escobar, A. (1995). Encountering development: The making and unmaking of the third world.
Princeton, UK: Princeton University Press.
Escobar, A. (2002). The problematization of poverty: The tale of three worlds and development. In
S. A. H. Susanne & Jane (Eds.), Development: A cultural studies reader. Oxford: Blackwell.
Escobar, A. (2004). Beyond the third world: Imperial globality, global coloniality and antiglobalisation social movements. Third World Quarterly, 25(1), 207–230.
Fairclough, N. (2001). The discourse of new labour: Critical discourse analysis. Discourse as data:
A guide for analysis, 1, 229–266.
Fairclough, N., Mulderrig, J., & Wodak, R. (2011). Critical discourse analysis. Discourse studies.
In T. A. Van Dijk (Ed.), A multidisciplinary introduction (pp. 357–378). London: Sage.
Fleetwood, S. (2005). Ontology in organization and management studies: A critical realist
perspective. Organization, 12(2), 197–222.
Foucault, M. (1970). The archaeology of knowledge. International Social Science Council, 9(1),
175–185.
Foucault, M. (1980). Power/knowledge: Selected interviews and other writings, 1972–1977. New
York: Pantheon.
Foucault, M. (1982). The subject and power. Critical Inquiry, 8(4), 777–795.
Freire, P. (2005). Pedagogia do oprimido, 1970. Rio de Janeiro: Paz e Terra.
Freire, P., & Macedo, D. P. (1995). A dialogue: Culture, language, and race. Harvard Educational
Review, 65(3), 377–403.
Freire, P., & Mellado, J. (1973). Pedagogía del oprimido. Madrid: Siglo XXI.
Gavey, N. (1997). Feminist poststructuralism and discourse analysis. Toward a new psychology of
gender (pp. 49–64). New York: Routledge.
Gibson-Graham, J. K. (2003). An ethics of the local. Rethinking Marxism, 15(1), 49–74.
Hall, S. (2001). Foucault: Power, knowledge and discourse. Discourse theory and practice: A reader,
72, 81.
Hartman, T. (2015). ‘Strong multiplicity’: An interpretive lens in the analysis of qualitative interview
narratives. Qualitative Research, 15(1), 22–38.
Jackson, A. Y., & Mazzei, L. A. (2008). Voice in qualitative inquiry: Challenging conventional,
interpretive, and critical conceptions in qualitative research. New York, NY: Routledge.
Jones, A. (1991). Is Madonna a feminist folk-hero? Is Ruth Richardson a woman?: Postmodern
feminism and dilemmas of difference. Sites, 23, 84–100.
Jones, A. (1999). The limits of cross-cultural dialogue: pedagogy, desire, and absolution in the
classroom. Educational Theory, 49(3), 299–316.
Kincheloe, J. L., & McLaren, P. (2002). Rethinking critical theory and qualitative research.
Ethnography and schools. Qualitative approaches to the study of education (pp. 87–138).
Lather, P. (2006). Paradigm proliferation as a good thing to think with: Teaching research in
education as a wild profusion. International Journal of Qualitative Studies in Education, 19(1),
35–57.
51
Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to
matter. Journal of Women in Culture Society, 28(3), 801–831.
Bloor, M., & Bloor, T. (2013). The practice of critical discourse analysis: An introduction. London:
Routledge.
Butler, J. (2011). Gender trouble: Feminism and the subversion of identity. New York, NY:
Routledge.
Cameron, D. (2001). Working with spoken discourse. London: Sage.
Crush, J. (1995). Power of development. London and New York: Psychology Press.
Davies, B. (1990). Agency as a form of discursive practice: A classroom scene observed. British
Journal of Sociology of Education, 11(3), 341–361.
Davies, B. (1991). The concept of agency: A feminist poststructuralist analysis. Social Analysis,
30, 42–53.
Escobar, A. (1992). Imagining a post-development era? Critical thought, development and social
movements. Social Text, 31/32, 20–56.
Escobar, A. (1995). Encountering development: The making and unmaking of the third world.
Princeton, UK: Princeton University Press.
Escobar, A. (2002). The problematization of poverty: The tale of three worlds and development. In
S. A. H. Susanne & Jane (Eds.), Development: A cultural studies reader. Oxford: Blackwell.
Escobar, A. (2004). Beyond the third world: Imperial globality, global coloniality and antiglobalisation social movements. Third World Quarterly, 25(1), 207–230.
Fairclough, N. (2001). The discourse of new labour: Critical discourse analysis. Discourse as data:
A guide for analysis, 1, 229–266.
Fairclough, N., Mulderrig, J., & Wodak, R. (2011). Critical discourse analysis. Discourse studies.
In T. A. Van Dijk (Ed.), A multidisciplinary introduction (pp. 357–378). London: Sage.
Fleetwood, S. (2005). Ontology in organization and management studies: A critical realist
perspective. Organization, 12(2), 197–222.
Foucault, M. (1970). The archaeology of knowledge. International Social Science Council, 9(1),
175–185.
Foucault, M. (1980). Power/knowledge: Selected interviews and other writings, 1972–1977. New
York: Pantheon.
Foucault, M. (1982). The subject and power. Critical Inquiry, 8(4), 777–795.
Freire, P. (2005). Pedagogia do oprimido, 1970. Rio de Janeiro: Paz e Terra.
Freire, P., & Macedo, D. P. (1995). A dialogue: Culture, language, and race. Harvard Educational
Review, 65(3), 377–403.
Freire, P., & Mellado, J. (1973). Pedagogía del oprimido. Madrid: Siglo XXI.
Gavey, N. (1997). Feminist poststructuralism and discourse analysis. Toward a new psychology of
gender (pp. 49–64). New York: Routledge.
Gibson-Graham, J. K. (2003). An ethics of the local. Rethinking Marxism, 15(1), 49–74.
Hall, S. (2001). Foucault: Power, knowledge and discourse. Discourse theory and practice: A reader,
72, 81.
Hartman, T. (2015). ‘Strong multiplicity’: An interpretive lens in the analysis of qualitative interview
narratives. Qualitative Research, 15(1), 22–38.
Jackson, A. Y., & Mazzei, L. A. (2008). Voice in qualitative inquiry: Challenging conventional,
interpretive, and critical conceptions in qualitative research. New York, NY: Routledge.
Jones, A. (1991). Is Madonna a feminist folk-hero? Is Ruth Richardson a woman?: Postmodern
feminism and dilemmas of difference. Sites, 23, 84–100.
Jones, A. (1999). The limits of cross-cultural dialogue: pedagogy, desire, and absolution in the
classroom. Educational Theory, 49(3), 299–316.
Kincheloe, J. L., & McLaren, P. (2002). Rethinking critical theory and qualitative research.
Ethnography and schools. Qualitative approaches to the study of education (pp. 87–138).
Lather, P. (2006). Paradigm proliferation as a good thing to think with: Teaching research in
education as a wild profusion. International Journal of Qualitative Studies in Education, 19(1),
35–57.