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PUBLICATIONS

BOOKS (AUTHORED)


Hickey-Moody, A. 2022. Faith Stories: Sustaining Difference in Troubling Times. Manchester University Press, Manchester


Hickey-Moody, A. Knight, L & Florence, E. 2021. Childhood, Citizenship & the Anthropocene: Posthuman Publics and Civics. Rowman & Littlefield, UK


Hickey-Moody, A. Horn, C. Willcox, M & Florence, E. 2021. Arts-Based Methods for Research with Children. Palgrave Macmillan, New York.


Hickey-Moody, A. 2019. Deleuze and Masculinity, Palgrave MacMillan, Switzerland, doi:10.1007/978-3-030-01749-1


Harwood, V. Hickey-Moody, A. McMahon, S. & O'Shea, S. 2017. The Politics of Widening Participation: Making Educational Futures. Abingdon & New York: Routledge.


Hickey-Moody, A. 2012. Youth, Arts and Education. London: Routledge. Reprinted in 2015.


Hickey-Moody, A. 2010. Unimaginable Bodies: Intellectual Disability, Performance and Becomings. Netherlands: Sense.


Kenway, J. Kraack, A. Hickey-Moody, A. 2006. Masculinity Beyond the Metropolis. London: Palgrave Macmillan.


BOOKS (EDITED)


Hickey-Moody, A. Coombs, G & Willcox, M. 2022. New Materialist Affirmations UK: Edinburgh University Press.


Bohlmann, M.P.J. & Hickey-Moody, A. 2019. Deleuze and Children. UK: Edinburgh University Press.


Grealy, L., Driscoll, C. and Hickey-Moody, A. 2018. Youth, Technology, Governance, Experience. London: Routledge, https://doi.org/10.4324/9781351112673


Hickey-Moody, A. & Page, T. (Eds) 2015. Arts, Pedagogy and Cultural Resistance: New Materialisms. London: Rowman and Littlefield.


Hickey-Moody, A. & Crowley, V. (Eds) 2011. Disability Matters: Pedagogy, Media and Affect.

New York & London: Routledge.


Hickey-Moody, A & Malins, P. (Eds) 2007. Deleuzian Encounters: Studies in Contemporary Social Issues. London: Palgrave Macmillan.


ARTICLES


Hickey-Moody, A. and Horn, C. 2022 “Family stories as resources for a decolonial culturally responsive pedagogy” Discourse: Studies in the Cultural Politics of Education DOI: 10.1080/01596306.2022.2062834



Fullagar, S. Pavlidis, A. Hickey-Moody, A and Coffey, J. 2021 “Embodied Movement as Method: Attuning to Affect as Feminist Experimentation” Somatechnics 11(2) pp. 174-190 


Hickey-Moody, A. Cutter-Mackenzie-Knowles, A. Rousell, D and Hartley, S. 2021 “Children’s Carbon Cultures” Cultural Studies <=> Critical Methodologies 21(3) 214-224


Hickey-Moody, A. 2021 “Nuevo materialismo, etnografía, y Práctica social comprometida: pliegues espacio-tiempo y la agencia de la materia” Praxis Educativa 25 (1) pp. 1-14 https://cerac.unlpam.edu.ar/index.php/praxis/article/view/5546/pdf


Hickey-Moody, A., 2020. “Faith”. Philosophy Today, 63(4), pp. 927-941.


Hickey-Moody, A. 2019. ”Three ways of knowing failure”. MAI: Feminism and Visual Culture.


Hickey-Moody, A. and Willcox, M., 2019. ”Entanglements of Difference as Community Togetherness: Faith, Art and Feminism”. Social Sciences, 8(9), p.264.


Hickey-Moody, A. 2018, ”New Materialism, Ethnography, and Socially Engaged Practice: Space-Time Folds and the Agency of Matter”, Qualitative Inquiry, doi:10.1177/1077800418810728


Hickey-Moody, A. 2018. “Materialising the Social”. Ruuku studies in Artistic Research, 9, doi.org/10.22501/ruu.371583


Hickey-Moody, A. & Harrison, M., 2018. ”Socially Engaged Art and Affective Pedagogy: A Study in Inter-Faith Understanding”. Tate Papers, (29), pp.1-10.


Hickey-Moody, A.C., 2017. Arts practice as method, urban spaces and intra-active faiths. International Journal of Inclusive Education, 21(11), pp.1083-1096.


Hickey-Moody, A. 2016. "Being different in public." Continuum: Journal of Media and Cultural Studies, 26(1).


Hickey-Moody, A. 2016. "Youth agency and adult influence: A critical revision of little publics." Review of Education, Pedagogy and Cultural Studies, 38(1), pp. 1-25.


Hickey-Moody, A., Palmer, H., & Sayers, E. 2016. "Diffractive Pedagogies: Dancing across new materialist imaginaries." Gender and Education, 28(2).


Gard, M., Hickey-Moody, A., & Enright, E. 2016. “Corrigendum to: Youth culture, physical education and the question of relevance: after 20 years, a reply to Tinning and Fitzclarence [Sport, Education and Society, 18, 1, (2013), 97-114]” Sport Education and Society 21(2).


Hickey-Moody, A. & Marshall, D. 2016. “Working recognitions: An introduction.” Review of Education Pedagogy and Cultural Studies, 38(1), pp. 3-13.


Hickey-Moody, A. 2015. "Open Space: Slow life and ecologies of sensation.” Feminist Review, 111(1), pp. 140-148.


Hickey-Moody, A. 2015. "Beside Ourselves: Worlds Beyond People." Review Essay British Journal of the Sociology of Education, 36(5), pp. 802-813.


Hickey-Moody, A. 2015. “Carbon Fibre Masculinity: Disability and Gendered Surfaces in Late Modernity”. Angelaki: Journal of the Theoretical Humanities, 20(1), pp. 139-153.


McMahon, S.E., Harwood, V., & Hickey-Moody, A. 2015. "Students that just hate school wouldn’t go’: educationally disengaged and disadvantaged young people’s talk about university education". British Journal of Sociology of Education, pp. 1109-1128.


Hickey-Moody, A. 2015. "Slow Life and Ecologies of Sensation". Feminist Review, 111(1), Themed Edition on Debility and Frailty, pp. 140-148.


Hickey-Moody, A. 2014. “Little Public Spheres”. Performance Paradigm, 9(1), pp. 1-18.


Gard, M., Hickey-Moody, A., & Enright, E. 2013. “Youth Culture, Physical Education and the Question of Relevance: After 20 Years, a reply to Tinning and Fitzclarence” Education, Sport and Society, 18(1), pp. 97-114.


Hickey-Moody, A. & Laurie, T. 2015. “Geophilosophies of Masculinity”, Angelaki: Journal of the Theoretical Humanities, 20(1) pp. 1-10.

Hickey-Moody, A. 2012. “Deleuze’s Children”. Educational Philosophy and Theory, 45(3), pp. 272-286.


Hickey-Moody, A. 2011. “Tradition, Innovation and Fusion: Local articulations of global scapes of girl dance”. UNESCO Observatory, 2(2), pp. 1-15.


Kenway, J. & Hickey-Moody, A. 2011. “‘Life chances, lifestyle and everyday aspirational strategies and tactics”. Critical Studies in Education, 52(2), pp. 151-163.


Hickey-Moody, A. & Crowley, V. 2010. “Introduction: Disability Matters: Pedagogy, Media and Affect”. Discourse: Issues in the Cultural Politics of Education, 31(40), pp. 399-409.


Hickey-Moody, A. 2010. “Corporeal and sonic diagrams for cinematic ethics in Rolf de Heer’s Dance Me to My Song”. Discourse: Studies in the Cultural Politics of Education, 31(4), pp. 499-511.


Savage, G.C. & Hickey-Moody, A. 2010. “Global flows as gendered cultural pedagogies: learning gangsta in the ‘Durty South’”. Critical Studies in Education, 51(3), pp. 277-293.


Hickey-Moody, A., Savage, G.C. & Windle, J. 2010. “Pedagogy writ large: public, popular and cultural pedagogies in motion”. Critical Studies in Education, 51(3), pp. 227-236.


Hickey-Moody, A. 2010. “Youth arts and the differential becoming of the world”. Continuum: Journal of Media and Cultural Studies, 24(1), pp. 203-214.


Hickey-Moody, A. 2009. “Eminem’s Lyrical Personae: The Everyman, the Needy Man, the Hegemon”. Culture, Society and Masculinities, 1(2), pp. 213-223.


Kenway, J. & Hickey-Moody, A. 2009 “Spatialized Leisure-Pleasures and Masculine Distinctions”. Social and Cultural Geography, 10(8), pp. 837-852.


Hickey-Moody, A. 2009. “Little War Machines: Posthuman Pedagogy and its Media”. Journal of Literary and Cultural Disability Studies, 3(2), pp. 273-280.


Hickey-Moody, A. 2009. “European Perspectives on Men and Masculinities”. Gender and Education, 21(2), pp. 235-236.


Hickey-Moody, A. 2009. “Un-containable Affects: Disability and the Edge of Aesthetics”.

Cultural Studies Review, 15(2), pp. 204-208.


Hickey-Moody, A. & Wood, D. 2008. “Virtually sustainable: Deleuze and desiring differenciation in Second Life”. Continuum: Journal of Media & Cultural Studies, 22(6), pp. 805-816.


Hickey-Moody, A. 2008. “Performing New Spaces: The Theatre of Urban”. Critical Studies in Education, 49(2) pp. 199-203.


Hickey-Moody, A. & Wood, D. 2008. “Imagining Otherwise: Disability, Deleuze and Second Life”. ANZCA08: Power and Place: Refereed Proceedings, pp. 1-16.

Hickey-Moody, A. & Kenway, J. 2007. “Cool Cartography & Youthful Masculinity”. Redress: Journal of the Association of Women Educators Special Issue on Gender and Place, 16(1), pp. 39-43.


Hickey-Moody, A. 2006. “Folding the Flesh into Thought”. Angelaki: Journal of the Theoretical Humanities, 11(1), pp. 189-197.


Hickey-Moody, A. 2003. “Turning Away from Intellectual Methods of Practice, Methods of Thought”. Critical Studies in Education, 44(1), pp. 1-22.


Hickey-Moody, A. 2000. “Shifting the Boundaries: Feminist Practices in Adult Education”.

Australian Journal of Adult Learning, 40.1, pp. 114-116.



CHAPTERS IN BOOKS (REFEREED)


Gotlieb, R.J.M.*, Hickey-Moody, A.*, Güroğlu, B.*, Burnard, P.*, Horn, C., Willcox, M., Saadatmand, M., Linzarini, A., Vandenbroucke, A., Albanese, D.L, Bayley, A., Blaise, M., Blanchet, P.-A., Campos, A.L., Cavioni, V., Cefai, C., Collie, R.J., Dumontheil, I., Emery, H.F., Fuligni, A., Glaveanu, V., Gibson, J., Glozah, F.N., Kuo, H.-C., Lagi, R., Lammes, S., Macfarlane, A.H., Martinsone, B., Mclellan, R., Pekrun, R., Poulou, M., Rey, J., Rieffe, C., Rodriguez, V., Rojas, N., Rosenbaum, G., Sinha, P., Wu, J.-J., and Zhou, J. (2022). ‘The social and emotional foundations of learning’ in Bugden, S. and Borst, G. (eds.) Education and the learning experience in reimagining education: The International Science and Evidence-based Education Assessment [Duraiappah, A.K., Atteveldt, N.M. van et al. (eds.)]. New Delhi: UNESCO MGIEP. In Press. 


Willcox, M. Hickey-Moody, A & Harris, D. 2021. “Isol-AID, Art and Wellbeing: Posthuman Community Amid COVID-19” The COVID-19 Crisis: Social Perspectives Eds Lupton & Willis. Routledge, London pp. 115-128


Hickey-Moody, A. 2020. “Sitting with it: Liveness and embodiment” Affective Movements, Methods and Pedagogies Eds Harris, D & Holman-Jones, S. Routledge, New York & London pp. 173-188


Hickey-Moody, A., Horn, C., & Willcox, M. 2020. “STEAM Education, Art/Science and Quiet Activism”. In Why Science and Art Creativities Matter (pp. 200-228). Brill Sense.


Hickey-Moody, A. & Willcox, M. 2019. “Material Expressions of Religious Culture”, In C. Gomes, L. Kong and O. Woods (eds), Religion, Hypermobility and Digital Media in Global Asia. Faith, Flows and Fellowship, Amsterdam: AUP. In Press.


Hickey-Moody, A., 2019. “Deleuze's Children”. In Thompson, G (Ed.) The education assemblage. United Kingdom, Routledge.


Roussell, D & Hickey-Moody, A. 2019. “Speculative and symbolic forms of expression: new practices in community arts education” In Burgess, L and Addison, N. (eds) Debates in Art and Design Education. Routledge: London.


Hickey-Moody, A., Palmer, H., & Sayers, E. 2018. “Diffractive Pedagogies: dancing through new materialist imaginaries”. In Ringrose, J., Warfield, K., & Zarabadi, S. (Eds.). Feminist Posthumanisms, New Materialisms and Education. Routledge, Taylor & Francis Group.


Hickey-Moody, A. 2018. “Inclusive Practice(s) as Research: Ethics of Inventive Materialities Associations: Creative Practice and Research” in Oliver, J. (Ed.), Associations: Creative Practice and Research. Melbourne Univ. Publishing.


Hickey-Moody, A., & Harwood, V., 2018. “Technologies of Orientation: Pathways, futures” In: Grealy, L., Driscoll, C., & Hickey-Moody, A. (Eds.), Youth, Technology, Governance, Experience: Adults Understanding Young People. (pp. 158-174) London: Routledge.


Hickey-Moody, A. & Laurie, T. 2016. "Masculinity and Ridicule." In D. Hebland (ed),

Macmillan International Handbooks on Gender. London: Palgrave McMillan.


Hickey-Moody, A. & Kenway, J. 2016. “Spatial and Temporal Assemblages of Masculinity: Sticky Places.” In C. Driscoll, K. Darian-Smith, & D. Nichols (eds), Australian Country Towns. New York: Routledge.


Hickey-Moody, A. 2016. “Femifesta for Materialist Education.” In C. Taylor & C. Hughes (eds), Posthuman Research Practices in Education. London: Routledge.

Hickey-Moody, A., Harwood, V. & McMahon, S. 2016. “Feeling Futures: The Embodied Imagination and Intensive Time.” In D Bland (ed), Imagination for Inclusion: Diverse contexts of educational practice. London: Routledge.


McMahon, S., Hickey-Moody, A. & Harwood, V. 2016. “Challenging the myth that ‘the parents don’t care’: Family teachings about education for ‘educational disadvantaged’ young people.” In L. Burrows & S. Dagkas (eds), Families, Youth People, Physical Activity and Health. London: Routledge.


Hickey-Moody, A. 2015, “Manifesto: The Rhizomatics of Practice as Research.” In A. Hickey-Moody & T. Page (eds), Practice, Pedagogy, Resistance: A New Materialism. London: Rowman and Littlefield.


Hickey-Moody, A. & Page, T. 2015. “Making Matter Matter.” In A. Hickey-Moody & T. Page (eds), Practice, Pedagogy, Resistance: A New Materialism. London: Rowman and Littlefield.


Hickey-Moody, A. & Kipling, A. 2015. “The Practice of Dorothy Heathcote as a Pedagogy of Resistance.” In Anna Hickey Moody & Tara Page (eds), Arts, Pedagogy and Cultural Resistance: New Materialisms. London: Rowman and Littlefield.


Hickey-Moody, A. 2015. “Cultural Territories of Inclusive Education.” In K. Hatton (ed),

Towards an Inclusive Arts Education. London: Trentham Books.


Hickey-Moody, A. 2014. “Theatre for Young People and The Political Imagination.” In G. White (ed), Applied Theatre. London: Bloomsbury.


Hickey-Moody, A. & Kenway, J. 2014. “Spatio-Temporal and Spatio-Sensual Assemblages of Masculinity.” In P. Hopkins &A. Gorman-Murray (eds), Masculinity and Place. Farnham: Ashgate.


Hickey-Moody, A. 2014. “Little Public Spheres: Arts as Citizenship.” In M. Watkins, G.Noble, & C. Driscoll (eds), Cultural Pedagogies and Human Conduct. Abingdon: Routledge.


Hickey-Moody, A. 2013. “Little Public Spheres.” In J Burdick, J. Sandlin, & M. O’Malley (eds), Problematizing Public Pedagogy. New York: Routledge.


Hickey-Moody, A. 2013. “Affect as Method: Feelings, Aesthetics and Affective Pedagogy.” In

Colman & J, Ringrose (eds), Deleuze and Research Methodologies. Edinburgh: Edinburgh University Press.


Hickey-Moody, A. 2013. “A Femifesta for Posthuman Art Education.” In C. Hughes & C. Taylor (eds), Posthuman Research Practices in Education. London: Palgrave Macmillan.


Kenway, J & Hickey-Moody, A. 2012. “Global Scapes of Abjection: The Contemporary Dynamics of Some Intersecting Injustices.” In L. Weis & N. Dolby (eds), Social Class and Education: Global Perspectives. New York & Milton Park: Routledge.


Hickey-Moody, A., Driscoll, C., & Garland, C. 2011. “(Hetero)sexing the Child: Hans, Alice and The Repressive Hypothesis.” In F. Beckman (ed), Deleuze and Sex. Edinburgh: Edinburgh University Press.


Hickey-Moody, A. & Crowley, V. 2011. “Pedagogy, Media and Affect.” In A. Hickey-Moody &

V. Crowley (eds), Disability Matters: Pedagogy, Media and Affect. New York & London: Routledge.


Hickey-Moody, A. 2011. “Corporeal and sonic diagrams for cinematic ethics in Rolf De Heer’s Dance Me to My Song.” In A. Hickey-Moody & V. Crowley (eds), Disability Matters: Pedagogy, Media and Affect. New York & London: Routledge.


Hickey-Moody, A. 2010. “Making creative places.” In M. Somerville, K. Power, & P. deCarteret (eds), Landscapes and Learning: Place Studies in a Global World. Rotterdam: Sense.


Hickey-Moody, A. & Wood, D. 2009. “Ethics in Second Life: Difference, desire and the production of subjectivity,” In C. Wankel & S. Malleck (eds), Emerging Ethical Issues of Life in Virtual Worlds. North Carolina: Information Age Publishing.


Hickey-Moody, A. & Haworth, R. 2009. “Affective Literacies.” In D. Cole & D. Masny (eds),

Multiple Literacies Theory: A Deleuzian Perspective. Rotterdam: Sense Publishers.


Hickey-Moody, A & Rasmussen, M. 2009. “The Sexed Subject In-Between Deleuze and Butler.” In C. Nigianni & M. Storr (eds). Deleuze and Queer Theory. Edinburgh: Edinburgh University Press.


Hickey-Moody, A. 2008. “Becoming-Dinosaur” In L. Cull (ed). Deleuze and Performance Studies. Edinburgh: Edinburgh University Press.


Hickey-Moody, A., Rasmussen, M., & Harwood, V. 2008. “The Pink Sofa and Some Fictions of Identity.” In S. Driver (ed), Queer Youth Cultures: Performative and Political Practices.

New York: SUNY Press.


Kenway, J. & Hickey-Moody, A. 2008. “Moving Abjection.” In B. Ayers & T. Quinn (eds).

Handbook of Social Justice in Education. New York: Routledge.


Hickey-Moody, A. 2008. “Reconfiguring Intellectual Disability through Integrated Dance Theatre.” In A, O’Brien & K. Donlean (eds), The Arts and Youth ‘At Risk’: Global and Local Challenges. Cambridge: Cambridge Scholars Publishing.


Hickey-Moody, A. 2008. “Deleuze, Guattari and the Boundaries of Intellectual Disability.” In

Gabel & S. Danforth (eds), International Reader for Disability Studies in Education. New York: Peter Lang Publishers.


Hickey-Moody, A. 2007. “Thinking Bodies and Art as Force.” In B. Bolt, F. Colman, G. Jones, & A. Woodword (eds), Sensorium: Life, Art, Aesthetics. Cambridge: Cambridge Scholars Press.


Hickey-Moody, A. 2007. “Re-Imagining Intellectual Disability: Sensation & the Outside of Thought.” In A. Hickey-Moody & P. Malins (eds), Deleuzian Encounters: Studies in Contemporary Social Issues. London: Palgrave Macmillan.


Hickey-Moody, A. & Malins, P. 2007. “Gilles Deleuze and Four Movements in Social Thought: An Introduction.” In A. Hickey-Moody & P. Malins (eds), Deleuzian Encounters: Studies in Contemporary Social Issues. London: Palgrave Macmillan.


Hickey-Moody, A. & Iocco, M. 2005. “‘Christ Kid, You're a Weirdo': the aural construction of subjectivity in Bad Boy Bubby.” In R. Coyle (ed), Reel Tracks: Australian Film Soundtracks and cultural identities from 1990 to 2004. London: John Libbey Publishing.