Publications

Tesar, M. & Pangastuti, Y. (2024). From Colonial Legacies to Inclusive Futures: Transforming and Reconceptualising Early Childhood Education in Indonesia. Global Studies of Childhood. https://doi.org/10.1177/20436106241268149

Tesar, M. et al. (2021). Infantmethodologies. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2009340

Tesar, M. et al. (2021). Infantographies. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2009341

Tesar, M., et al. (2021). Philosophy of Education in a New Key: The Future of Philosophy of Education. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1946792

Tesar, M., Gibbons, A., Arndt, S., & Hood, N. (2021). Postmodernism in Education. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1269

Tesar, M. (2021). Some Thoughts Concerning Post-Qualitative Methodologies. Qualitative inquiry. 27(2), 223-227. https://doi.org/10.1177/1077800420931141

Tesar, M. (2021). Philosophy as a Method: Tracing the histories of intersections of ‘philosophy’, ‘methodology’ and ‘education’. Qualitative inquiry. 27(5), 544-553. https://doi.org/10.1177/1077800420934144     

Tesar, M. (2016). Timing childhoods: An alternative reading of children’s development through philosophy of time, temporality, place and space. Contemporary Issues in Early Childhood, 17(4), 399-408. https://doi.org/10.1177/1463949116677924 

Tesar, M., & Arndt, A. (2016). Vibrancy of childhood things: Power, philosophy and political ecology of matter. Cultural Studies↔Critical Methodologies, 16(2), 193–200. https://doi.org/10.1177/1532708616636144

Tesar, M., & Koro-Ljungberg, M. (2016). Cute, creepy & sublime unnamed childhood monstrosities. Discourse: Studies in the Cultural Politics of Education, 37(5), 694–704 https://doi.org/10.1080/01596306.2015.1075708

Tesar, M. (2015). Ethics and truth in archival research. History of Education, Journal of the British History of Education Society, 44(1), 101–114. https://doi.org/10.1080/0046760X.2014.918185

Tesar, M. (2014). Reconceptualising the child: Power and resistance within early childhood settings. Contemporary Issues in Early Childhood, 15(4), 360–367. https://doi.org/10.2304/ciec.2014.15.4.360

JOURNAL ARTICLES

Baldini, M. H., Tiefenbacher, R., Terzoglou, E., Strand, J., Hällqvist, V., Holmbom Strid, E., . . . Tesar, M. (2024). Listening to children and young people in Sweden: Practices, possibilities, and tensions. Global Studies of Childhood. https://doi.org/10.1177/20436106241246065

BOOKS

Gibbons, A., Gaches, S., Arndt, S., Sapon-Shevin, M., Murray, C., Urban, M., & Tesar, M. (2024). Home in Early Childhood Care and Education Conceptualizations and Reconfigurations. Palgrave Macmillan.

BOOK CHAPTERS

Tesar, M., De Francesco, A., & Madjar, A. (2024). Future Horizons: Doing Pedagogy at the Edge of Chaos. In M. A. Peters, & T. Meier (Eds.), Civilizational Collapse and Post-Apocalyptic Survival: Philosophical and Educational Responses to the Crisis. Peter Lang.

Tesar, M. (2024). Reimagining Philosophical Perspectives Concerning the Writer-Subject. In Qualitative Inquiry in the Present Tense (pp. 150-163). Taylor & Francis. https://doi.org/10.4324/9781032620541-16

JOURNAL ARTICLES

Jackson, L., & Tesar, M. (2023). Passing the torch: Special issue on Michael Peters’ contributions to Educational Philosophy and Theory. Educational Philosophy and Theory, 55(14), 1571-1573. https://doi.org/10.1080/00131857.2023.2281249

Bertoli, A., Ng’asike, J. T., Amici, S., Madjar, A., & Tesar, M. (2023). Decolonizing western science education and knowledge in early childhood: Rethinking natural hazards and disasters framework through indigenous ‘ecology of knowledges’ in Kenya. Global Studies of Childhood. https://doi.org/10.1177/20436106231199773

Abebe, T., Balagopalan, S., Ansell, N., Dar, A., Tesar, M., & Imoh, A. T. -D. (2023). Teaching ‘global childhoods’ in Childhood Studies. Childhood, 30(4), 360-379. https://doi.org/10.1177/09075682231205508

Peters, M. A., Jandrić, P., Hung, R., Tesar, M., Zhang, H., & Wang, C. (2023). The aesthetics of collective writing: A Chinese/Western collective essay. Educational Philosophy and Theory, 55(8), 888-896. https://doi.org/10.1080/00131857.2022.2094765

Karamercan, O., Matapo, J., Kamenarac, O., Fa’avae, D. T. M., Arndt, S., Irwin, R., . . . Del Monte, P. (2023). Engaging and developing community in digital spaces: Approaches from the Editorial Development Group. Educational Philosophy and Theory, 55(7), 760-772. https://doi.org/10.1080/00131857.2022.2041412

Gould, K., Boyd, J., & Tesar, M. (2023). Equity, inclusion and belonging for teachers in early childhood education in Aotearoa New Zealand. Contemporary Issues in Early Childhood, 24(2), 176-188. https://doi.org/10.1177/14639491231152617

Adriany, V., & Tesar, M. (2023). Unpacking the discourses of stunting in Indonesian early childhood education and parenting. Children & Society, 37(2), 311-325. https://doi.org/10.1111/chso.12593

White, J., Sutherland, D., & Tesar, M. (2023). Re/sponse-able Visual Ethics for Education: Editorial. Video Journal of Education and Pedagogy, 8(1), 1-8. https://doi.org/10.1163/23644583-08010001

da Rosa Ribeiro, C., Millei, Z., Hohti, R., Kohan, W., Leite, C. D. P., Rudolph, N., . . . Tesar, M. (2023). Childhoods and Time: A Collective Exploration. Journal of Childhood Studies, 133-147. https://doi.org/10.18357/jcs202320719

Peters, M. A., Jackson, L., Papastephanou, M., Jandrić, P., Lazaroiu, G., Evers, C. W., . . . Fuller, S. (2023). AI and the future of humanity: ChatGPT-4, philosophy and education – Critical responses. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2023.2213437

Sparrman, A., Sjöberg, J., Hrechaniuk, Y., Köpsell, L., Isaksson, K., Eriksson, M., . . . Wells, E. (2023). Archives and children’s cultural heritage. Archives and Records, ahead-of-print(ahead-of-print), 1-20. https://doi.org/10.1080/23257962.2023.2289140

Peters, M. A., Brighouse, S., Tesar, M., Sturm, S., & Jackson, L. (2023). The open peer review experiment in Educational Philosophy and Theory (EPAT). Educational Philosophy and Theory, 55(2), 133-140. https://doi.org/10.1080/00131857.2020.1846519

Besley, T., Jackson, L., Peters, M. A., Devine, N., Mayo, C., Stewart, G. T., . . . Arndt, S. (2023). Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An EPAT collective writing project. Educational Philosophy and Theory, 55(3), 272-284. https://doi.org/10.1080/00131857.2021.2015322

BOOKS

Myers, C. Y., Smith, K., Hostler, R. L., & Tesar, M. (2023). Reframing the Everyday in Early Childhood Pedagogy: Conceptualising the Mundane. https://doi.org/10.4324/9781003319931

BOOK CHAPTERS

Gould, K., Tesar, M., & Boyd, J. (2023). Reconceptualising Observations with Infants and Toddlers: Perspectives from Aotearoa, New Zealand. In M. Sakr, J. Rowsell, & K. Sherbine (Eds.), Postdevelopmental Approaches to Pedagogical Observation in Childhood (pp. 81-98). London, Britain: Bloomsbury Academic. Retrieved from https://www.bloomsbury.com/

Tesar, M. (2023). “All things are one”. In Postfoundational Approaches to Qualitative Inquiry (pp. 169-179). Taylor & Francis. https://doi.org/10.4324/9781003298519-17

Tesar, M., & Boyd, J. (2023). Goodbyes: Theorising fleeting disconnections. In Reframing the Everyday in Early Childhood Pedagogy (1st ed., pp. 134-140). Taylor & Francis. https://doi.org/10.4324/9781003319931-13

Tesar, M., & Boyd, J. (2023). Welcoming: Acts of (be)coming together. In Reframing the Everyday in Early Childhood Pedagogy: Conceptualising the Mundane (1st ed., pp. 12-21). Taylor & Francis. https://doi.org/10.4324/9781003319931-2

Myers, C. Y., Smith, K., Hostler, R. L., & Tesar, M. (2023). Unlocking/Lights On: Attending to the every/day. In Reframing the Everyday in Early Childhood Pedagogy: Conceptualising the Mundane (1st ed., pp. 1-11). Taylor & Francis. https://doi.org/10.4324/9781003319931-1

Myers, C. Y., Smith, K., Hostler, R. L., & Tesar, M. (2023). Locking Up/Lights Off: Envisioning a mundane early childhood praxis. In Reframing the Everyday in Early Childhood Pedagogy: Conceptualising the Mundane (pp. 141-147). Taylor & Francis. https://doi.org/10.4324/9781003319931-14

Tesar, M. (2023). Re-writing the Writer-Subject Qualitatively: A Philosophical Perspective. In D. L. Carlson, A. M. Vazquez, & A. Romero (Eds.), Writing and the Articulation of Postqualitative Research (pp. 17-26). Routledge. https://doi.org/10.4324/9781003280590-2

Jandrić, P., Luke, T. W., Sturm, S., McLaren, P., Jackson, L., MacKenzie, A., . . . Gibbons, A. (2023). Collective Writing: The Continuous Struggle for Meaning-Making. In Postdigital Research (pp. 249-293). Springer Nature. https://doi.org/10.1007/978-3-031-31299-1_14

Tesar, M. (2023). Theorizing Architectures of Home. In Home in Early Childhood Care and Education (pp. 117-131). Springer Nature. https://doi.org/10.1007/978-3-031-43695-6_7

Gibbons, A., Sapon-Shevin, M., Gaches, S., Urban, M., Murray, C., Tesar, M., & Arndt, S. (2023). Welcome to Home: An Introduction. In Critical Cultural Studies of Childhood (pp. 1-24). Springer International Publishing. https://doi.org/10.1007/978-3-031-43695-6_1

Gibbons, A., Sapon-Shevin, M., Gaches, S., Urban, M., Murray, C., Tesar, M., & Arndt, S. (2023). Welcome to Home: An Introduction. In Home in Early Childhood Care and Education (pp. 1-24). Springer Nature. https://doi.org/10.1007/978-3-031-43695-6_1

JOURNAL ARTICLES 

Ailwood, J., Lee, I. -F., Arndt, S., Tesar, M., Aslanian, T. K., Gibbons, A., & Heimer, L. (2022). Communities of care: A collective writing project on philosophies, politics and pedagogies of care and education in the early years. Policy Futures in Education, 20(8), 907-921. https://doi.org/10.1177/14782103211064440

Jandrić, P., Martinez, A. F., Reitz, C., Jackson, L., Grauslund, D., Hayes, D., . . . Hayes, S. (2022). Teaching in the Age of Covid-19—The New Normal. Postdigital Science and Education, 4(3), 877-1015. https://doi.org/10.1007/s42438-022-00332-1

Jandric, P., Luke, T., Sturm, S., McLaren, P., Jackson, L., McKenzie, A., . . . Gibbons, A. (2022). Collective Writing: The Continuous Struggle for Meaning-Making. Postdigital Science and Education. https://doi.org/10.1007/s42438-022-00320-5

Waghid, Y., Davids, N., Mathebula, T., Terblanche, J., Higgs, P., Shawa, L., . . . Tesar, M. (2022). Philosophy of education in a new key: Cultivating a living philosophy of education to overcome coloniality and violence in African universities. Educational Philosophy and Theory, 54(8), 1099-1112. https://doi.org/10.1080/00131857.2020.1793714

Papastephanou, M., Zembylas, M., Bostad, I., Oral, S. B., Drousioti, K., Kouppanou, A., . . . Tesar, M. (2022). Philosophy of education in a new key: Education for justice now. Educational Philosophy and Theory, 54(8), 1083-1098. https://doi.org/10.1080/00131857.2020.1793539

Roth, K., Mollvik, L., Alshoufani, R., Adami, R., Dineen, K., Majlesi, F., . . . Tesar, M. (2022). Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity. Educational Philosophy and Theory, 54(8), 1147-1161. https://doi.org/10.1080/00131857.2020.1851189

Sardoč, M., Coady, C. A. J., Bufacchi, V., Moghaddam, F. M., Cassam, Q., Silva, D., . . . Tesar, M. (2022). Philosophy of education in a new key: On radicalization and violent extremism. Educational Philosophy and Theory, 54(8), 1162-1177. https://doi.org/10.1080/00131857.2020.1861937

Varaki, B. S., Qamsari, A. S., Sefidkhosh, M., Sajjadi, S. M., Chaboki, R. M., Kalatehjafarabadi, T. J., . . . Tesar, M. (2022). Philosophy of education in a new key: Reflection on higher education in Iran. Educational Philosophy and Theory, 54(8), 1198-1215. https://doi.org/10.1080/00131857.2021.1905517

Buchanan, R. A., Forster, D. J., Douglas, S., Nakar, S., Boon, H. J., Heath, T., . . . Tesar, M. (2022). Philosophy of education in a new key: Exploring new ways of teaching and doing ethics in education in the 21st century. Educational Philosophy and Theory, 54(8), 1178-1197. https://doi.org/10.1080/00131857.2021.1880387

Tesar, M., Hytten, K., Hoskins, T. K., Rosiek, J., Jackson, A. Y., Hand, M., . . . Jackson, L. (2022). Philosophy of education in a new key: Future of philosophy of education. Educational Philosophy and Theory, 54(8), 1234-1255. https://doi.org/10.1080/00131857.2021.1946792

Biesta, G., Heugh, K., Cervinkova, H., Rasiński, L., Osborne, S., Forde, D., . . . Tesar, M. (2022). Philosophy of education in a new key: Publicness, social justice, and education; a South-North conversation. Educational Philosophy and Theory, 54(8), 1216-1233. https://doi.org/10.1080/00131857.2021.1929172

Yang, W., Tesar, M., & Li, H. (2022). Childhood, Curriculum, and Culture in Diverse Contexts. ECNU Review of Education, 5(2), 209-218. https://doi.org/10.1177/20965311221092039

Peters, M. A., Jandrić, P., Fuller, S., Means, A. J., Rider, S., Lăzăroiu, G., . . . Barnett, R. (2022). Public intellectuals in the age of viral modernity: An EPAT collective writing project. Educational Philosophy and Theory, 54(6), 783-798. https://doi.org/10.1080/00131857.2021.2010543

Peters, M. A., Tesar, M., Jackson, L., & Besley, T. (2022). Postmodernism in the afterlife. Educational Philosophy and Theory, 54(4), 325-327. https://doi.org/10.1080/00131857.2019.1686947

Peters, M. A., Jackson, L., Hung, R., Mika, C., Buchanan, R. A., Tesar, M., . . . Webb, T. (2022). The case for academic plagiarism education: A PESA Executive collective writing project. Educational Philosophy and Theory, 54(9), 1307-1323. https://doi.org/10.1080/00131857.2021.1897574

Peters, M. A., Tesar, M., Jackson, L., Besley, T., Jandrić, P., Arndt, S., & Sturm, S. (2022). Exploring the philosophy and practice of collective writing. Educational Philosophy and Theory, 54(7), 871-878. https://doi.org/10.1080/00131857.2020.1854731

Jackson, L., Alston, K., Bialystok, L., Blum, L., Burbules, N. C., Chinnery, A., . . . Tesar, M. (2022). Philosophy of education in a new key: Snapshot 2020 from the United States and Canada. Educational Philosophy and Theory, 54(8), 1130-1146. https://doi.org/10.1080/00131857.2020.1821189

BOOKS

Tesar, M., Peters, M. A., & Jackson, L. (2022). The University as an Ethical Academy?. Routledge.

BOOK CHAPTERS

Arndt, S., & Tesar, M. (2022). Kristevan Early Childhood Teacher: Poststructural Feminist Identities in Australia and New Zealand. In R. Langford, & B. Richardson (Eds.), The Early Childhood Educator: Critical Conversations in Feminist Theory (pp. 27-44). Bloomsbury.

JOURNAL ARTICLES

Gibbons, A., Peters, M. A., Delaune, A., Jandrić, P., Sojot, A. N., Kupferman, D. W., . . . Hood, N. (2021). Infantasies: An EPAT collective project. Educational Philosophy and Theory, 53(14), 1442-1453. https://doi.org/10.1080/00131857.2020.1860749

Orchard, J., Gaydon, P., Williams, K., Bennett, P., D’Olimpio, L., Çelik, R., . . . Tesar, M. (2021). Philosophy of education in a new key: A ‘Covid Collective’ of the Philosophy of Education Society of Great Britain (PESGB). Educational Philosophy and Theory, 53(12), 1215-1228. https://doi.org/10.1080/00131857.2020.1838274

Gibbons, A., Stover, S., Gould, K., Farquhar, S., Tesar, M., & Arndt, S. (2021). ‘Unpacking our thinking in front of each other’: A case study in knowledge flow within an early childhood teaching team. Australasian Journal of Early Childhood, 46(3), 236-248. https://doi.org/10.1177/18369391211010344

Jandric, P., & Sturm, S. (2021). Teaching in the age of Covid‑19: 1 year later. Postdigital Science and Education, online first, 151 pages. https://doi.org/10.1007/s42438-021-00243-7

Tesar, M., Peters, M. A., White, J., Charteris, J., Delaune, A., Thraves, G., . . . Stewart, G. T. (2021). Infantilisations. Educational Philosophy and Theory, 1-11. https://doi.org/10.1080/00131857.2021.1933432

Tesar, M., Peters, M., & Jackson, L. (2021). The ethical academy? The university as an ethical system. Educational Philosophy and Theory, 53(5), 419-425. https://doi.org/10.1080/00131857.2021.1884977

Arndt, S., Akpovo, S. M., Tesar, M., Han, T., Huang, F., & Halladay, M. (2021). Collaborative Online Learning across Borders (COLAB): Examining Intercultural Understandings of Preservice Teachers in a Virtual Cross-cultural University-based Program. Journal of Research in Childhood Education, 35(2), 281-296. https://doi.org/10.1080/02568543.2021.1880994

Tesar, M., Peters, M. A., White, E. J., Arndt, S., Charteris, J., Fricker, A., . . . Madjar, A. (2021). Infanticides: The unspoken side of infantologies. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2020.1854730

Peters, M. A., White, E. J., Besley, T., Locke, K., Redder, B., Novak, R., . . . Sturm, S. R. (2021). Video ethics in educational research involving children: Literature review and critical discussion. Educational Philosophy and Theory, 53(9), 863-880. https://doi.org/10.1080/00131857.2020.1717920

Tesar, M. (2020). “Philosophy as a Method”: Tracing the Histories of Intersections of “Philosophy,” “Methodology,” and “Education”. Qualitative Inquiry, 27(5), 544-553. https://doi.org/10.1177/1077800420934144

Chan, A., Tesar, M., & Lin, Y. (2021). “Polish One’s Jade with Stones from Another Mountain”: Examining the Case of a New Zealand-Inspired Early Childhood Education Centre in China. Pacific Early Childhood Education Research Association, 15(1), 53-76. https://doi.org/10.17206/apjrece.2021.15.1.53

Tesar, M. (2021). Future Studies: Reimagining our Educational Futures in the Post-Covid-19 world. Policy Futures in Education, 19(1), 1-6. https://doi.org/10.1177/1478210320986950

Gibbons, A., Peters, M. A., Stewart, G. T., Tesar, M., Boland, N., Johansson, V., . . . Sturm, S. (2021). Infantologies II: Songs of the cradle: An EPAT Collective Writing Project. Educational Philosophy and Theory, 1-16. https://doi.org/10.1080/00131857.2021.1906646

Tesar, M., Guerrero, M. R., Anttila, E., Newberry, J., Hellman, A., Wall, J., . . . Arndt, S. (2021). Infantographies. Educational Philosophy and Theory, 1-19. https://doi.org/10.1080/00131857.2021.2009341

Tesar, M., Duhn, I., Nordstrom, S. N., Koro, M., Sparrman, A., Orrmalm, A., . . . Malone, K. (2021). Infantmethodologies. Educational Philosophy and Theory, 1-18. https://doi.org/10.1080/00131857.2021.2009340

 Jandrić, P., Jaldemark, J., Hurley, Z., Bartram, B., Matthews, A., Jopling, M., . . . Tesar, M. (2021). Philosophy of Education in a New Key: Who remembers Greta Thunberg? Education and environment after the coronavirus. Educational Philosophy and Theory, 53(4), 1421-1441. https://doi.org/10.1080/00131857.2020.1811678
 

BOOKS

Peters, M. A., Besley, T., Tesar, M., Jackson, L., Jandrić, P., Arndt, S., & Sturm, S. (2021). The Methodology and Philosophy of Collective Writing: An Educational Philosophy and Theory Reader (Vol. Volume X, 1st ed.). London: Routledge. https://doi.org/10.4324/9781003171959

Yelland, N. J., Peters, L., Fairchild, N., Tesar, M., & Pérez, M. S. (Eds.) (2021). The SAGE Handbook of Global Childhoods. SAGE. Retrieved from https://us.sagepub.com/

BOOK CHAPTERS

Peters, M. A., White, E. J., Besley, T., Locke, K., Redder, B., Novak, R., . . . Sturm, S. (2021). Video ethics in educational research involving children: Literature review and critical discussion. In The Methodology and Philosophy of Collective Writing: An Educational Philosophy and Theory Reader Volume X (pp. 292-313). Routledge. https://doi.org/10.4324/9781003171959-18

Peters, M. A., Tesar, M., Jackson, L., Besley, T., Jandrić, P., Arndt, S., & Sturm, S. (2021). Endnote: Exploring the philosophy of collective writing. In The Methodology and Philosophy of Collective Writing: An Educational Philosophy and Theory Reader Volume X (pp. 314-324). https://doi.org/10.4324/9781003171959-19

Peters, M. A., Oladele, O. M., Green, B., Samilo, A., Lv, H., Amina, L., . . . Tesar, M. (2021). Education in and for the belt and road initiative: The pedagogy of collective writing. In The Methodology and Philosophy of Collective Writing: An Educational Philosophy and Theory Reader Volume X (pp. 260-291). Routledge. https://doi.org/10.4324/9781003171959-17

Jandrić, P., Devine, N., Jackson, L., Peters, M. A., Lăzăroiu, G., Mihăilă, R., . . . Benade, L. (2021). Collective writing: An inquiry into praxis. In The Methodology and Philosophy of Collective Writing: An Educational Philosophy and Theory Reader Volume X (pp. 55-77). Taylor & Francis. https://doi.org/10.4324/9781003171959-4

Jackson, L., Peters, M. A., Benade, L., Devine, N., Arndt, S., Forster, D., . . . Ozoliņš, J. (2021). Is peer review in academic publishing still working?. In The Methodology and Philosophy of Collective Writing (pp. 154-172). Taylor & Francis. https://doi.org/10.4324/9781003171959-12

Peters, M. A., Jandrić, P., Irwin, R., Locke, K., Devine, N., Heraud, R., . . . Benade, L. (2021). Towards a philosophy of academic publishing. In The Methodology and Philosophy of Collective Writing (1st ed., pp. 3-37). Taylor & Francis. https://doi.org/10.4324/9781003171959-2

Peters, M. A., Tesar, M., & Jackson, L. (2021). After postmodernism in educational theory? A collective writing experiment and thought survey. In The Methodology and Philosophy of Collective Writing: An Educational Philosophy and Theory Reader Volume X (pp. 175-187). Taylor & Francis. https://doi.org/10.4324/9781003171959-14

Gibbons, A., Tesar, M., Arndt, S., Kupferman, D., Badenhorst, D., Jackson, L., . . . Peters, M. A. (2021). The highway robber’s road to Knowledge Socialism: A collective work on collective work. In M. A. Peters, T. Besley, P. Jandrić, & X. Zhu (Eds.), Knowledge Socialism: The Rise of Peer Production: Collegiality, Collaboration, and Collective Intelligence (pp. 301-325). Singapore: Springer. https://doi.org/10.1007/978-981-13-8126-3_15

Tesar, M., Gibbons, A., Arndt, S., & Hood, N. (2021). Postmodernism in Education. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1269

Tesar, M. (2021). Researching Global Childhoods: Introduction. In N. J. Yelland, L. Peters, N. Fairchild, M. Tesar, & M. S. Pérez (Eds.), The SAGE Handbook of Global Childhoods (pp. 127-129). Melbourne: Sage. Retrieved from https://us.sagepub.com/

Yelland, N. J., Peters, L., Fairchild, N., Tesar, M., & Pérez, M. S. (2021). Global Childhoods: An Introduction. In N. J. Yelland, L. Peters, N. Fairchild, M. Tesar, & M. S. Pérez (Eds.), The SAGE Handbook of Global Childhoods (pp. xxxv-xl). Melbourne: Sage. Retrieved from https://us.sagepub.com/

Smith, K., Myers, C., & Tesar, M. (2021). Entanglements of neoliberalism, childhoods and environmental justice. In T. Kinard, & G. S. Cannella (Eds.), Childhoods in More Just Worlds: An International Handbook (pp. 207-222). Myers Education Press.

Gibbons, A., & Tesar, M. (2021). Philosophy of Childhood: Style, philosophy, and the ‘post-it’ of global childhoods. In N. J. Yelland,, L. Peters, N. Fairchild, M. Tesar, & M. S. Pérez (Eds.), The SAGE Handbook of Global Childhoods (pp. 142-152). Melbourne: Sage. Retrieved from https://us.sagepub.com/

JOURNAL ARTICLES

Amici, S., & Tesar, M. (2020). Building Skills for the Future: Teaching High School Students to Utilize Remote Sensing of Wildfires. Remote Sensing, 12(21), 3635. https://doi.org/10.3390/rs12213635

Peters, M. A., & Tesar, M. (2020). The snake oil charms of positive psychology. Educational Philosophy and Theory, 52(11), 1116-1119. https://doi.org/10.1080/00131857.2019.1678428

Jandrić, P., Gibbons, A., Sturm, S. R., Stewart, G., Hood, N., Tesar, M., & Devine, N. (2020). Teaching in the age of Covid-19. Postdigital Science and Education. https://doi.org/10.1007/s42438-020-00169-6

Reader, J., Jandric, P., Peters, M. A., Barnett, R., Garbowski, M., Lipińska, V., . . . Baker, C. (2020). Enchantment - disenchantment - re-enchantment: Postdigital relationships between science, philosophy, and religion. Postdigital Science and Education, 32 pages. https://doi.org/10.1007/s42438-020-00133-4

Peters, M. A., Rizvi, F., McCulloch, G., Gibbs, P., Gorur, R., Hong, M., . . . Misiaszek, L. (2020). Reimagining the new pedagogical possibilities for universities post-Covid-19. Educational Philosophy and Theory, 44 pages. https://doi.org/10.1080/00131857.2020.1777655

Tesar, M. (2020). Towards a Post-Covid-19 ‘New Normality?’: Physical and Social Distancing, the Move to Online and Higher Education. Policy Futures in Education, 18(5), 556-559. https://doi.org/10.1177/1478210320935671

Arndt, S., & Tesar, M. (2020). Risking a great dithering: Changing the story of otherness through revolt. Somatechnics, 10(1), 35-51. https://doi.org/10.3366/soma.2020.0299

Gao, L. X., Zhang, J., & Tesar, M. (2020). Teacher Cognition about Sources of English as a Foreign Language (EFL) Listening Anxiety: A Qualitative Study. Linguistic and Philosophical Investigations, 19, 64-85. https://doi.org/10.22381/LPI1920203

Peters, M., Oladele, M., Green, B., Samilo, A., Lv, H., Amina, L., . . . Tesar, M. (2020). Education in and for the Belt and Road Initiative: The pedagogy of collective writing. Educational Philosophy and Theory, online first, 25 pages. https://doi.org/10.1080/00131857.2020.1718828

Peters, M. A., Arndt, S., Tesar, M., Jackson, L., Hung, R., Mika, C., . . . Gibbon, A. (2020). Philosophy of education in a new key: A collective project of the PESA executive. Educational Philosophy and Theory, Online first, 22 pages. https://doi.org/10.1080/00131857.2020.1759194

Hung, R., Peng, Z., Kato, M., Nishihira, T., Okabe, M., Di, X., . . . Tesar, M. (2020). Philosophy of Education in a New Key: East Asia. Educational Philosophy and Theory, online first, 17 pages. https://doi.org/10.1080/00131857.2020.1772028

Tesar, M. (2020). Some thoughts concerning post-qualitative methodologies. Qualitative Inquiry, online first, 5 pages. https://doi.org/10.1177/1077800420931141

Kato, M., Saito, N., Matsushita, R., Ueo, M., Izawa, S., Maruyama, Y., . . . Tesar, M. (2020). Philosophy of Education in a New Key: Voices from Japan. Educational Philosophy and Theory, 17 pages. https://doi.org/10.1080/00131857.2020.1802819

Arndt, S., Buchanan, R., Gibbons, A., Hung, R., Madjar, A., Novak, R., . . . Hood, N. (2020). Collective writing: Introspective reflections on current experience. Educational Philosophy and Theory, 11 pages. https://doi.org/10.1080/00131857.2020.1824782

Peters, M. A., White, E. J., Tesar, M., Gibbons, A., Arndt, S., Rutanen, N., . . . Sturm, S. R. (2020). Infantologies. An EPAT collective writing project. Educational Philosophy and Theory, online first, 20 pages. https://doi.org/10.1080/00131857.2020.1835648

Gould, K., Tesar, M., & Boyd, J. (2020). What can we learn about working with infants, toddlers and their families from the lockdown experience. The First Years Ngā Tau Tuatahi, 22(2), 5.

Gibbons, A., Tesar, M., Pasley, A., & Stewart, G. (2020). Language strategies for “Early Childhood Education”? Newspeak and He Taonga te Tamaiti. Early Childhood Folio, 24(2), 9-14. https://doi.org/10.18296/ecf.0081

Gibbons, A., & Tesar, M. (2020). The 'new normal' and 'new normalisations' in early childhood education policy in Aotearoa New Zealand. The New Zealand Annual Review of Education, 25, 5-19. https://doi.org/10.26686/nzaroe.v25.6911

BOOKS

Malone, K., Tesar, M., & Arndt, S. (2020). Theorising Posthuman Childhood Studies. Springer Nature. https://doi.org/10.1007/978-981-15-8175-5

Peters, M. A., Tesar, M., Jackson, L., & Besley, T. (Eds.) (2020). What Comes After Postmodernism in Educational Theory?. London: Routledge. Retrieved from https://www.routledge.com/

Malone, K., Tesar, M., & Arndt, S. (2020). Posthuman Childhood Studies: An Introduction.

BOOK CHAPTERS

Tesar, M. (2020). Is that a ladybird on the leaf? Public Intellectualism and Resistance with Very Young Children. In T. Wells, D. L. Carlson, & M. Koro (Eds.), Intra-Public intellectualism: Critical Qualitative Inquiry in the Academy (pp. 89-100). Myers Education Press.

Peters, M. A., Tesar, M., & Jackson, L. (2020). After postmodernism in educational theory? A collective writing experiment and thought survey. In What Comes After Postmodernism in Educational Theory? (pp. 3-12). Taylor & Francis. https://doi.org/10.4324/9781003021032-2

Arndt, S., & Tesar, M. (2020). Thing-power-child entanglements: A resituated ethics of research with young children. In C. M. Schulte (Ed.), Ethics and research with young children: New perspectives (pp. 189-200). London, UK: Bloomsbury Press. https://doi.org/10.5040/9781350076495.ch-015

Tesar, M., Semenec, P., & Diaz-Diaz, C. (2020). Interview with Marek Tesar. In C. Diaz-Diaz, & P. Semenec (Eds.), Posthumanist and new materialist methodologies: Research after the child (pp. 135-141). Singapore: Springer. Retrieved from https://link.springer.com/book/10.1007/978-981-15-2708-1

Peters, M. A., Tesar, M., & Jackson, L. (2020). Introduction: After postmodernism in educational theory? A collective writing experiment and thought survey. In M. A. Peters, M. Tesar, L. Jackson, & T. Besley (Eds.), What Comes After Postmodernism in Educational Theory? (pp. 3-12). Routledge. Retrieved from https://www.routledge.com/

Peters, M. A., Tesar, M., & Jackson, L. (2020). Conclusion. In M. A. Peters, M. Tesar, L. Jackson, & T. Besley (Eds.), What Comes After Postmodernism in Educational Theory? (pp. 348-350). Routledge. Retrieved from https://www.routledge.com/

Arndt, S., & Tesar, M. (2020). Philosophy, the Child in. In D. T. Cook (Ed.), The Sage Encyclopedia of Children and Childhood Studies (pp. 1231-1235). Thousand Oaks, CA: SAGE. https://doi.org/10.4135/9781529714388.n455

Tesar, M. (2020). Childhoods and time, philosophical perspectives. In D. T. Cook (Ed.), The Sage Encyclopedia of Children and Childhood Studies (pp. 351-354). Thousand Oaks, CA: SAGE. https://doi.org/10.4135/9781529714388.n135

Malone, K., Tesar, M., & Arndt, S. (2020). Posthuman Pedagogies in Childhoodnature. In Children: Global Posthumanist Perspectives and Materialist Theories (pp. 103-142). Springer Singapore. https://doi.org/10.1007/978-981-15-8175-5_5

Malone, K., Tesar, M., & Arndt, S. (2020). Entangling Childhoods, Materials, Curriculum and Objects. In Children: Global Posthumanist Perspectives and Materialist Theories (pp. 143-164). Springer Singapore. https://doi.org/10.1007/978-981-15-8175-5_6

Malone, K., Tesar, M., & Arndt, S. (2020). Cartographies of Materialism: Thinking with Child(hood) Theories. In Children: Global Posthumanist Perspectives and Materialist Theories (pp. 57-80). Springer Singapore. https://doi.org/10.1007/978-981-15-8175-5_3

Malone, K., Tesar, M., & Arndt, S. (2020). History and Philosophy of Children and Childhoods. In Children: Global Posthumanist Perspectives and Materialist Theories (pp. 1-27). Springer Singapore. https://doi.org/10.1007/978-981-15-8175-5_1

Malone, K., Tesar, M., & Arndt, S. (2020). Reconfiguring Childhoods and Theories. In Children: Global Posthumanist Perspectives and Materialist Theories (pp. 29-55). Springer Singapore. https://doi.org/10.1007/978-981-15-8175-5_2

Malone, K., Tesar, M., & Arndt, S. (2020). Rethinking Childhoods and Agency. In Children: Global Posthumanist Perspectives and Materialist Theories(pp. 81-101). Springer Singapore. https://doi.org/10.1007/978-981-15-8175-5_4

Malone, K., Tesar, M., & Arndt, S. (2020). Performing the Posthuman. In Children: Global Posthumanist Perspectives and Materialist Theories(pp. 187-211). Springer Singapore. https://doi.org/10.1007/978-981-15-8175-5_8

Malone, K., Tesar, M., & Arndt, S. (2020). Glossary Key Posthuman Childhood Studies Concepts. In Children: Global Posthumanist Perspectives and Materialist Theories (pp. 237-251). Springer Singapore. https://doi.org/10.1007/978-981-15-8175-5_10

Malone, K., Tesar, M., & Arndt, S. (2020). Children’s Worlding of/in Learning Environments. In Children: Global Posthumanist Perspectives and Materialist Theories (pp. 165-186). Springer Singapore. https://doi.org/10.1007/978-981-15-8175-5_7

Malone, K., Tesar, M., & Arndt, S. (2020). Re-searching with Children in Posthuman Worlds. In Children: Global Posthumanist Perspectives and Materialist Theories (pp. 213-236). Springer Singapore. https://doi.org/10.1007/978-981-15-8175-5_9

Malone, K., Duhn, I., & Tesar, M. (2020). Greedy Bags of Childhoodnature Theories. In Research Handbook on Childhoodnature (pp. 19-29). Springer Nature. https://doi.org/10.1007/978-3-319-67286-1_3

Koro-Ljungberg, M., Tesar, M., Hargraves, V., Sandoval, J., & Wells, T. (2020). Porous, Fluid, and Brut Methodologies in (Post)qualitative Childhoodnature Inquiry. In Research Handbook on Childhoodnature(pp. 277-294). Springer Nature. https://doi.org/10.1007/978-3-319-67286-1_21

Arndt, S., & Tesar, M. (2019). Reconfiguring narrative methodologies: Thresholds of realities in post-qualitative methodologies. In S. Farquhar & E. Fitzpatrick (Eds.) Innovations in narrative and metaphor: Methodologies and practices. (133-148) (Invited chapter). Singapore: Springer.

Arndt, S., & Tesar, M. (2019). Re-configuring an ethics of care in culturally diverse early childhood settings: Towards an ethics of unknowing. In R. Langford (Ed). Theorizing feminist ethics of care in early childhood practice. (37-58). (Invited chapter). London, UK: Bloomsbury Academic Press.

Arndt, S., & Tesar, M. (2019). Posthuman encounters in New Zealand early childhood teacher education (Invited chapter). In C. A. Taylor & A. Bayley, Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research, 85-102. New York, NY: Palgrave MacMillan DOI: 10.1007/978-3-030-14672-6_5 

Cooper, M., & Tesar, M. (2019). Editorial: The infant toddler landscape twenty years on: Where have we got to? The First Years Journal, 21(1), 3-4.

Duhn, I., Malone, K., & Tesar, M. (2019). Editorial: Troubling the Intersections of urban/nature/childhood in environmental education. In I Duhn, K., Malone, & M. Tesar (Eds), Urban Nature and Childhoods (x-y), London, UK: Routledge.

Duhn, I., Malone, K., & Tesar, M. (Eds.). (2019). Urban Nature and Childhoods. London, UK: Routledge. Tesar, M.& Arndt, S. (2019). Writing the Human “I”: Liminal Spaces of Mundane Abjection. Qualitative inquiry. https://doi.org/10.1177/1077800419881656 

Hood, N., & Tesar, M. (2019). Responding to new trends; teaching as relational, specialised, knowledge work. 1(2-3), 239-241. The Beijing International Review of Education. https://doi.org/10.1163/25902539-00102001 

Hood, N., & Tesar, M. (2019). Postdigital Childhoods in the Time of Anthropocene. Postdigital Science in Education. 1(2), 307-310. https://doi.org/10.1007/s42438-019-00062-x 

Koro-Ljungberg, M., Tesar, M., Carlson, D. L., Montana, A., & Byoung-gyu, G. (2019). Aporetic and productive undecidedness of (‘data’ in) neoliberalism. 25(8), 725-733 Qualitative Inquiry. https://doi.org/10.1177/1077800418809533 

Koro-Ljungberg, M., Tesar, M., Hargraves, V., Sandoval, J., & Wells, T. (2019). Porous, fluid, and brut methodologies in (post)qualitative childhood/nature inquiry. In Cutter-Mackenzie et al., International Handbook on Childhood/nature: Assemblages of Childhoods and Nature Research. New York, NY: Springer doi: DOI: https://doi.org/10.1007/978-3-319-51949-4_21-2  

Malone, K., Duhn, I., & Tesar, M. (2019). Greedy Bags of Childhoodnature Theories. In Cutter-Mackenzie et al., International Handbook on Childhood/nature: Assemblages of Childhoods and Nature Research. New York, NY: Springer. DOI: https://doi.org/10.1007/978-3-319-51949-4_3-2 

Peters, M. A., & Tesar, M., Jackson, L., & Besley, T. (2019). Postmodernism in the afterlife. Educational Philosophy and Theory. Doi: 10.1080/00131857.2019.1686947

Peters, M. A., & Tesar, M. (2019). Editorial: The Snake Oil Charms of Positive Psychology. Educational Philosophy and Theory. 52(11), 1116-119. Doi: 10.1080/00131857.2019.1678428 .

Tesar, M. (2019). Global Politics and Local Impacts on Educational Policy. Policy Futures in Education. 17(3), 302-305. Doi: 10.1177/1478210319840952

Tesar, M., & Arndt, S. (2019). Philosophies and ethics of the project archive. Educational Philosophy and Theory. 51(4), 434-444. Doi: 10.1080/00131857.2018.1476237 

Tesar, M., & Cooper, M. (2019). Early Childhood Education, Infants and Toddler, and the Wellbeing Budget. The First Years Journal, 21(2), 3-4.

Tesar, M. & Hood, N. (2019). Policy in the time of Anthropocene: Children, Childhoods and Digital Worlds. Policy Futures in Education. 17(2), 102-104. https://doi.org/10.1177/1478210319831830  

Tesar, M., & Peters, M. A. (2019). Heralding Ideas of Well-being: A philosophical perspective. Educational Philosophy and Theory. 52(9), 923-927. Doi: 10.1080/00131857.2019.1696731 

Tesar, M., Tong, Z., Gibbons, A., Arndt, S. & Sansom, A. (2019). Children’s literature in China: Revisiting ideologies of childhood and agency. Contemporary Issues in Early Childhood. 20(4) 381–393. https://doi.org/10.1177/1463949119888494 

Arndt, S., & Tesar, M. (2018). Narrative methodologies: Challenging and elevating cross-cultural complexities. In S. Madrid, M. J. Moran, R. Brookshire, & M. Buchanan (Eds.), Collaborative cross-cultural research methodologies in diverse early care and education contexts (47-62). New York, NY: Routledge. 

Arndt, S., & Tesar, M. (2018). True Fake News: Reshaping educational policies with the #MarchofOurLives. Policy Futures in Education, 16(3) 233-236 Doi: https://doi.org/10.1177/1478210318772205

Gibbons, A., Tesar, M., Steiner, S., & Chan, S. (2018). Silent policymakers in Aotearoa New Zealand: Reflections on research of early childhood teacher views on policy, practicum and partnership. Open Review of Educational Research. 5(1), 43-55. https://doi.org/10.1080/23265507.2018.1461025 

Hood, N., & Tesar, M. (2018). Constructed patriotism; shifting (re)presentations and performances of patriotism through curriculum materials. 2018 (40). https://educate.bankstreet.edu/occasional-paper-series/vol2018/iss40/10  

Jackson, L., … Tesar, M. (2018). Is peer review in academic publishing still working? Open Review of Educational Research. 5(1), 95-112 https://doi.org/10.1080/23265507.2018.1479139

Peters, M. A., & Tesar, M. (Eds.). (2018). Troubling the changing paradigms: An Education Philosophy and Theory early childhood reader. New York, NY: Routledge.

Matusov, E., Marjanovic-Shane, A., Chen, L., & Tesar, M. (2018). Ideological Becoming in Socialist and Post-Socialist Childhood and Schooling from a Dialogic Framework. 6, 1-3. Dialogic Pedagogy Journal. DOI: 10.5195/dpj.2018.246 

Peters, M. A., Tesar, M., & Jackson, L. (2018). After postmodernism in educational theory? A collective writing experiment and thought survey. Educational Philosophy and Theory. 50(14):1299-1307. Doi: 10.1080/00131857.2018.1457868

Peters, M. A., & Tesar, M. (Eds.). (2018). Contesting governing ideologies: An Education Philosophy and Theory reader on neoliberalism. New York, NY: Routledge.

Peters, M. A., & Tesar, M. (2018). Philosophy and performance of neoliberal ideologies: History, politics and human subjects. In M. A. Peters & M. Tesar (Eds.), Contesting governing ideologies: An Educational Philosophy and Theory reader on neoliberalism (2-18). New York, NY: Routledge.

Peters, M. A., & Tesar, M. (2018). The philosophy of early childhood: Examining the cradle of the evil, rational and free child. In M. A. Peters & M. Tesar, (Eds.), Troubling the changing paradigms: An Educational Philosophy and Theory Early childhood reader (2-15). New York, NY: Routledge.

Tesar, M. (2018). Children, Childhoods and Kindergartens in Communist Czechoslovakia: Untold Narratives of the Early Years. Early Years. https://doi.org/10.1080/09575146.2018.1450850 

Tesar, M. (2018). Narratives from bygone times: towards multiplicity of socialist childhoods. In: I. Silova, N. Piattoeva, & Z. Millei (Eds.), Childhood and Schooling in (Post)Socialist Societies: Memories of Everyday Life(261-265). New York, NY: Routledge. Doi: 10.1007/978-3-319-62791-5_14

Tesar, M. (2018). Power, ideology and children: Socialist childhoods in Czechoslovakia. Dialogic Pedagogy Journal. 6, 49-61. https://doi.org/10.5195/dpj.2018.244 

Tesar, M., & Arndt, S. (2018). Posthuman Childhoods: Questions Concerning ‘Quality’. In M. Bloch, B. B. Swadener, & G. S. Cannella (Eds.), Reconceptualizing Early childhood education and care:  Foundational debates, new imaginaries, and social action/activism 113-128). New York, NY: Peter Lang. 

Tesar, M., & Cooper, M. (2018). Editorial: New Zealand’s First Baby: Infants, Politics and the United Nations. The First Years Journal, 20(2), 3–4.

Tesar, M., & Jukes, B. (2018). Childhoods in the Anthropocene: Re-thinking young children’s agency and activism. In N. Yelland & D. Bentley (Eds.), Found in translation: Connecting reconceptualist thinking with early childhood education practices, 76-90. New York, NY: Routledge. 

Arndt, S., & Tesar, M. (2015). Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings. Journal of Pedagogy, 6(2), 71–86. https://doi.org/10.1515/jped-2015-0014 

Arndt, S., & Tesar, M. (2016). The more-than-social movement: Post-human condition of quality in early years. Contemporary Issues in Early Childhood, 17(1), 16–25. https://doi.org/10.1177/1463949115627896

Arndt, S., Tesar, M., Pupala, B., Kascak, O., & Mbugua, T. (2016). Re-negotiating an ethics of care In Kenyan childhoods. Human Affairs, 26(3), 288–303. https://doi.org/10.1515/humaff-2016-0025

Cooper, M., & Tesar, M. (2017). Editorial: Te Whāriki on the top shelves of early childhood centres in Aotearoa New Zealand. The First Years Journal, 19(2), 3–4.

Cooper, M., & Tesar, M. (2016). Editorial: The change that seems inevitable: The update of Te Whāriki. The First Years Journal. 18(2), 3–4.

Cooper, M., & Tesar, M. (2015). Editorial: Looking back and moving forward, The First Years Journal, 17(1), 3-4.

Cooper, M., & Tesar, M. (2015). Editorial: Infants and toddlers as competent and confident communicators and explorers in Aotearoa New Zealand? The First Years Journal, 17(2), 3.

Devine, N., & Tesar, M. (2015). Editorial: Philosophy and pedagogy of educational psychology. Knowledge Cultures, 3(2), 3–14.

Duhn, I., Malone, K., & Tesar, M. (2017). Troubling the Intersections of urban/nature/childhood in environmental education. Environmental Education Research 23(10), 1357-1368. Doi: 10.1080/13504622.2017.1390884 

Farquhar, S., Gibbons, A., & Tesar, M. (2015). Power and partnership: Making-up early childhood knowledges. Knowledge Cultures, 3(5), 74–91.

Farquhar, S., & Tesar, M. (2016). Focus groups as temporal ecosystems for newly qualified early childhood teachers. Contemporary Issues in Early Childhood, 17(3), 261–274. https://doi.org/10.1177/1463949116660949 

Farquhar, S., & Tesar, M. (2016). Theorizing what it means to be pedagogical in (the) early years (of) teaching. In J. M. Iorio & W. Parnell (Eds.), Disrupting through imagination: Rethinking early childhood teacher research (pp. 26–36). London, UK: Routledge.

Gibbons, A., Farquhar, S., & Tesar, M. (2016). Working conditions in the early childhood education sector. Briefing papers for the Policy Observatory. Retrieved from  http://briefingpapers.co.nz/working-conditions-in-the-early-childhood-education-sector/

Gibbons, A., Farquhar, S., & Tesar, M. (2015). Politics and practices: Critical provocations for meaningful early mentoring. In C. Murphy & Thornton, K. (Eds.), Mentoring in early childhood education: A compilation of thinking, pedagogy and practice (pp. 211–222). Wellington, New Zealand: NZCER.

Heraud, R., & Tesar, M. (2017). Shaping the global civil society: An interview with Michael Peters. Educational Philosophy and Theory, 49(2), 112-126. https://doi.org/10.1080/00131857.2015.1069038

Jandric, P., …. Tesar, M. (2017). Collective writing: An inquiry into praxis. Knowledge Cultures 5(1), 85–109. https://doi.org/10.22381/KC5120177 

Koro-Ljungberg, M., Carlson, D., Tesar, M., & Anderson, K. (2015). Methodology brut: philosophy, ecstatic thinking, and some other (unfinished) things. [Invited contribution]. Qualitative Inquiry, 21(7) 612–619. https://doi.org/10.1177/1077800414555070 

Koro-Ljungberg, M., Cirell, A. M., Byoung-gyu, G., & Tesar, M. (2017). The importance of small form: “Minor” data and “BIG” neoliberalism. In N. Denzin, & M. D. Giardina, Qualitative Inquiry in Neoliberal Times (pp. 59–73). New York, NY: Routledge.

Koro-Ljungberg, M., Lӧytӧnen, T., & Tesar, M. (Eds.). (2017). Disrupting data in qualitative inquiry: Entanglements with the post-critical and post-anthropocentric. New York, NY: Peter Lang. 

Koro-Ljungberg, M., Lӧytӧnen, T., & Tesar, M. (2017). Introduction: Multiplicities of data encounters. In: Koro-Ljungberg, M., Lӧytӧnen, T., & Tesar, M. (Eds.), Disrupting data in qualitative inquiry: Entanglements with the post-critical and post-anthropocentric (1-10). New York, NY: Peter Lang.

Koro-Ljungberg, M., Lӧytӧnen, T., & Tesar, M. (2017). Irruptions: DataHoles. In: Koro-Ljungberg, M., Lӧytӧnen, T., & Tesar, M. (Eds.), Disrupting data in qualitative inquiry: Entanglements with the post-critical and post-anthropocentric (225-231). New York, NY: Peter Lang.

Langdon, F., Alexandra, P., Farquhar, S., Tesar, M., Courtney, M., Palmer, M. (2016). Induction and mentoring in early childhood educational organizations: Embracing the complexity of teacher learning in contexts. Teaching and Teacher Education. 57, (150-160). https://doi.org/10.1016/j.tate.2016.03.016

Lӧytӧnen, T., Tesar, M., & Koro-Ljungberg, M. (2017). Irruptions: LiteratureHoles. In M. Koro-Ljungberg, T. Lӧytӧnen, & M. Tesar (Eds.), Disrupting data in qualitative inquiry: Entanglements with the post-critical and post-anthropocentric (131-136). New York, NY: Peter Lang.

Myers, Y. C., Smith, K., & Tesar, M.(2017). Diffracting mandates for reflective practices in teacher education and development: Multiple readings from Australia, New Zealand, and The United States. Journal of Early Childhood Teacher Education. 38(4), 275-288, https://doi.org/10.1080/10901027.2017.1389788 

Nordstrom, S., Ulmer, J., & Tesar, M. (2017). Writing e/scapes. Reconceptualizing Educational Research Methodology, 8(3), 66-77. https://doi.org/10.7577/rerm.2551

Peters, M. A., & Tesar, M. (Eds.). (2015). Beyond the philosophy of the subject: An Education Philosophy and Theory post-structuralist reader. New York, NY: Routledge.

Peters, M. A., & Tesar, M. (Eds.). (2015). In search of subjectivities: An Education Philosophy and Theory teacher education reader. New York, NY: Routledge.  

Peters, M. A., & Tesar, M. (2015). The critical ontology of ourselves: Lessons from the philosophy of the subject. In M. A. Peters & M. Tesar (Eds.), Beyond the philosophy of the subject: An Educational Philosophy and Theory post-structuralist reader (pp. vii–xvii). New York, NY: Routledge. 

Peters, M. A., & Tesar, M. (2015). The birth of educational research, teacher education and the turn to practice: From practitioner knowledge and communities of practice to evidence-based policy and practice. In In search of subjectivities: An Educational Philosophy and Theory teacher education reader (pp. 1–14). New York, NY: Routledge.

Peters, M. A., & Tesar, M. (2017). Bad research, bad education: The contested evidence for evidence-based research, policy and practice in education. In J. Lynch, J. Rowlands, T. Gale, & A. Skourdoumbis (Eds.), Practice theory: Diffractive readings in professional practice and education (231-246). London, UK: Routledge.

Peters, M., Tesar, M., & Locke, K. (2014). Michel Foucault. New York, NY: Oxford University Press. Retrieved from http://www.oxfordbibliographies.com/obo/page/philosophy https://doi.org/10.1093/OBO/9780195396577-0128 

Peters, M., Tesar, M., & Locke, K. (2014). Philosophy of education. New York, NY: Oxford University Press. Retrieved from http://www.oxfordbibliographies.com/obo/page/philosophy. https://doi.org/10.1093/OBO/9780195396577-0168 

Peters, M.A., …. Tesar, M. (2016). Towards a philosophy of academic publishing. Educational Philosophy and Theory, 48(14), 1401–1425. https://doi.org/10.1080/00131857.2016.1240987 

Pupala, B., Kascak, O., & Tesar, M. (2016). Learning how to do up buttons: Professionalism, teacher identity and bureaucratic subjectivities in early years settings. Policy Futures in Education, 14(6), 655–665. https://doi.org/10.1177/1478210316642675 

Smith, K., Tesar, M., & Myers, Y. C. (2016). Edu-capitalism and the governing of early childhood education and care in Australia, New Zealand and the United States. Global Studies of Childhoods, 6(1), 123–135. https://doi.org/10.1177/2043610615625165 

Stewart, G., … Tesar, M. (2017). Antipodean Theory for Educational Research. Open Review of Educational research. Open Review of Educational Research. 4(1), 61-74. https://doi.org/10.1080/23265507.2017.1337555 

Tesar, M. (2012). Governing childhood through stories. In M. Stephenson, I. Duhn, V. Carpenter & Airini (Eds.), Changing words: Critical voices and new knowledge in education (pp. 189-200). Auckland, New Zealand: Pearson. 

Tesar, M. (2012). Preschool, school bag and church: Complexities of Samoan picture books. Pacific‐Asian Education, 24(2), 35–44.  

Tesar, M. (2013). Parrhesia, living in the truth, and power: An educational re-conceptualisation. [Invited chapter]. In A. Begg (Ed.), Educational Provocations 2012 (pp. 43–52). Auckland, New Zealand: School of Education AUT. 

Tesar, M. (2013). Lessons of subversion: Ethics and creativity in neoliberal academia. [Invited chapter]. In M. Peters & T. Besley (Eds.), The creative university (pp. 103–111). New York, NY: Peter Lang.  

Tesar, M. (2013). Social auto-totality: The lecturer’s predicament (with illustrations by A. Kavka). [Invited article]. Argos Aotearoa, 1(1), 77–80. 

Tesar, M. (2013). Socialist memoirs: The production of political childhood subjectivities. Globalisation, Societies and Education, 11(2), 223–238. 

https://doi.org/10.1080/14767724.2013.782188

Tesar, M. (2014). The crossings: Childhoods, borders and boundaries. Knowledge Cultures, 2(1), 51–60. 

Tesar, M. (2014). My feelings: Power, politics and childhood subjectivities. Educational Philosophy and Theory, 46(8), 860–872. https://doi.org/10.1080/00131857.2013.781496

Tesar, M. (2014). Beyond the reproduction of childhoods: Child/non-human bodies in children’s literature. In P. O’Connor & K. Fitzpatrick (Eds.), Education and embodiment (pp. 77–90). Auckland, NZ: Edify.

Tesar, M. (2014). The pedagogy and politics of governing childhoods through images.[Invited chapter]. In I. Semetsky & A. Stables (Eds.), Pedagogy and edusemiotics (pp. 107–120). Rotterdam: Sense Publishers. 

Tesar, M. (2014). Children, stories and secrets: representations of childhoods. In H. Hedges & V. Podmore (Eds.), Early childhood education: Pedagogy, professionalism and philosophy (pp. 172–184). Auckland, New Zealand: Edify.

Tesar, M., & Arndt, S. (2014). Crossing borders and borderlands: Childhood’s secret undergrounds. In M. Christou & S. Spyros (Eds.), Children and borders (pp. 200–213). London, UK: Palgrave/Macmillan.

Tesar, M. (2014). Unmarked territories: Ethical challenges in archival research. In J. Rath & C. Mutch (Eds.), Emerging critical scholarship in education: Navigating the doctoral journey (pp. 146–157). Newcastle upon Tyne, UK: Cambridge Scholars Press. 

Tesar, M. (2014). Grandpa Frost, pioneers and political subjectivities: A historical analysis of childhoods in totalitarian Czechoslovakia through children’s literature. [Invited article]. Romanian Journal of Population Studies, 8(2), 75–88. 

Tesar, M. (2014). Reconceptualising the child: Power and resistance within early childhood settings. Contemporary Issues in Early Childhood, 15(4), 360–367. https://doi.org/10.2304/ciec.2014.15.4.360 

Tesar, M. (2015). New Zealand perspectives on early childhood education: Naku te rourou nau te rourou ka ora ai te iwi. Journal of Pedagogy, 6(2), 9–18. doi:10.1515/jped-2015-0010

Tesar, M. (2015). What is the “the child”, what does “childhood” mean? Interdisciplinary perspectives on research withchildren. [Invited contribution]. Psychologia a Patopsychologia Dietata, 49(1/2), 170–177. 

Pupala, B., & Tesar, M. (2015). Národné kurikulum predškolského vzdelávania a limity jeho detailnosti. Manazment Skoly v Praxi [School Management]. 10(4), 19–27. 

Tesar, M. (2015). Ethics and truth in archival research. History of Education, Journal of the British History of Education Society, 44(1), 101–114. https://doi.org/10.1080/0046760X.2014.918185 

Tesar, M. (2015). Childhood and borders. New York, NY: Oxford University Press. Retrieved from http://www.oxfordbibliographies.com/obo/page/childhood-studies. https://doi.org/10.1093/OBO/9780199791231-0154 

Tesar, M. (2015). Crianças, histórias e segredos: Representações childhood.Leitura: teoria e prática, 33(64), 26–36.

Tesar, M. (2015). Te Whāriki in Aotearoa New Zealand: Witnessing and resisting neoliberal and neo-colonial discourses in early childhood education. [Invited chapter]. In V. Pacini-Ketchabaw & A. Taylor (Eds.), Unsettling the colonial places and spaces of early childhood education (pp. 145–170). New York, NY: Routledge. 

Tesar, M. (2015). Power and subjectivities: Foucault and Havel on the complexities of early years classroom. [Invited chapter]. In C. Rubie-Davies & J. Stephens (Eds.), The social psychology of the classroom international handbook (pp. 475–492). London, UK: Routledge. 

Tesar, M. (2015). Childhoods, popular culture and challenging the West. In P. J. Ramsey (Ed.), Learning the left: Popular culture and liberal politics, from 1900 to today (pp. 113–129). Charlotte, NC: Information Age Publishing. 

Tesar, M. (2015). Socialist memoirs: The production of political childhood subjectivities. In T. Griffiths & Z. Millei (Eds.), Education in/for socialism: Historical, current and future perspectives (pp. 63-78). London, UK: Routledge.

Tesar, M. (2016). Editorial: Policy and philosophy in the contemporary educational landscape. Policy Futures in Education, 14(3), 311–313. doi:10.1177/1478210316640621

Tesar, M. (2016). Editorial: The future of policy futures in education. Policy Futures in Education, 14(2), 141–146. doi:10.1177/1478210316629751

Tesar, M. (2016). Childhood studies, an overview of. [Invited contribution].  In M. A. Peters (Ed), Encyclopedia of educational philosophy and theory. New York, NY: Springer. doi:10.1007/978-981-287-532-7_261-1

Tesar, M. (2016). Children’s power relations, resistance and subjects positions. [Invited contribution]. In M. A. Peters (Ed.), Encyclopedia of educational philosophy and theory. New York, NY: Springer. doi:10.1007/978-981-287-532-7_267-1

Tesar, M. (2016). Death, politics and production of childhoods through children’s literature. In L. Clement & L. Jamali (Eds.), Global perspectives on death in children’s literature (pp. 193–205). New York, NY: Routledge. 

Tesar, M. (2016). My feelings: Power, politics and childhood subjectivities. In S. Farquhar & J. White (Eds.), Philosophy and pedagogy of early childhood education (pp. 40–52). London, UK: Routledge. 

Tesar, M. (2016). On ethics, policy and the philosophy of education. Policy Futures in Education, 14(6), 593–596. doi:10.1177/1478210316665293

Tesar, M. (2016). Timing childhoods: An alternative reading of children’s development through philosophy of time, temporality, place and space. Contemporary Issues in Early Childhood, 17(4), 399-408. https://doi.org/10.1177/1463949116677924 

Tesar, M. (2017). Carnevalesque Postmodern Provocations from Boris Groys’ Argument. 5, 44-46. Dialogic Pedagogy Journal. doi: 10.5195/dpj.2017.219

Tesar, M. (2017). Childhood Undergrounds: Power, Resistance, Secrets, Objects and Subversion in Early Childhood Education. Early Childhood Folio. 21(1), 22-26. Doi: https://doi.org/10.18296/ecf.0033 

Tesar, M. (2017). 2016: Living within the Truth. Educational Philosophy and Theory 49(6), 577-577. doi: 10.1080/00131857.2017.1288794

Tesar, M. (2017). Tracing notions of sustainability in urban childhoods. [Invited contribution]. In K. Malone, T. Gray, & S. Truong (Eds.), Reimagining sustainability in precarious times (115-127). New York, NY: Springer. 

Tesar, M., & Arndt, S. (2017). Cross-Cultural Complexities of Educational Policies. Policy Futures in Education. 15(6) 665–669. DOI: 10.1177/1478210317736181

Tesar, M., & Arndt, A. (2016). Vibrancy of childhood things: Power, philosophy and political ecology of matter. Cultural Studies↔Critical Methodologies, 16(2), 193–200. https://doi.org/10.1177/1532708616636144 

Tesar, M., & Arndt, S. (2016). Editorial: Re-configuring and deterritorializing subject↔object relations in education. Journal Educação Temática Digital, 18(3), 533–540 doi:10.20396/etd.v18i3.8646351

Tesar, M., & Cooper, M. (2016). Editorial: Infants’ and toddlers’ development and rights in Aotearoa New Zealand. The First Years Journal, 18(1), 3–4.

Tesar, M., & Cooper, M. (2017). Editorial: Infants and toddlers in the new Whāriki: People, places, and things. The First Years Journal, 19(1), 3–4.

Tesar, M., & Farquhar, S. (2015). A day in the life of a newly qualified infant/toddler teacher. The First Years Journal, 17(1), 17–21.

Tesar, M., Farquhar, S., Gibbons, A., Myers, Y. C., Bloch, M. (2016). Childhoods and time: Rethinking notions of temporality in early childhood education. Contemporary Issues in Early Childhood, 17(4), 359-366. doi: 10.1177/1463949116677931

Tesar, M., Gibbons, A., & Farquhar, S. (2017). Flows of knowledge in teaching teams: A Collaborative Approach to Research in Early Childhood Education. In M. A. Peters, Cowie, B., & I. Menter (Eds.), A companion to research in teacher education (785-797). New York, NY: Springer. https://doi.org/10.1007/978-981-10-4075-7_53 

Tesar, M., & Koro-Ljungberg, M. (2016). Cute, creepy & sublime unnamed childhood monstrosities. Discourse: Studies in the Cultural Politics of Education, 37(5), 694–704 https://doi.org/10.1080/01596306.2015.1075708 

Tesar, M., Koro-Ljungberg, M. & Lӧytӧnen, T. (2017). Irruptions: In the beginning, there was a hole. In M. Koro-Ljungberg, T. Lӧytӧnen, & M. Tesar. (Eds.), Disrupting data in qualitative inquiry: Entanglements with the post-critical and post-anthropocentric (61-66). New York, NY: Peter Lang.

Tesar, M., Pupala, B., Kascak, O., & Arndt, S. (2017). Teachers’ voice, power and agency: (un)professionalization of early years workforce. Early Years, 37(2), 189-201. https://doi.org/10.1080/09575146.2016.1174671 

Tesar, M., Rodriguez, S., Kupferman, D., & Arndt, S. (2016). Forever young: Childhoods, fairy tales and philosophy. Global Studies of Childhood, 6(2), 222–233. https://doi.org/10.1177/2043610616647642 

Tesar, M., Rodriguez, S., & Kupferman, D. (2016). Editorial: Philosophy and pedagogy of childhood, adolescence and youth. Global Studies of Childhood, 6(2), 169–176. doi:10.1177/2043610616647623

Tesar, M., Zoellner, S., & Keelan, R. (2009). Our roots – our teaching. In A. Gibbons & C. Gibbs (Eds.), Conversations on early childhood teacher education: Voices from the Working Forum for Teacher Educators (pp. 63–72). Redmond, WA: World Forum Foundation and New Zealand Tertiary College.