Research Publications for Linda M Mitchell

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Author's Publications

Publications ByMITCHELL, Linda M

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  • Mitchell, L., & Bateman, A. (2018). Belonging and culturally nuanced communication in a refugee early childhood centre in Aotearoa New Zealand. Contemporary Issues in Early Childhood, 1-12. doi:10.1177/1463949118781349

  • Mitchell, L., Furness, J., Cowie, B., & Taylor, M. (2018). Family and community partnerships in education. In Oxford Bibliographies. Oxford, United Kingdom: Oxford University Press. doi:10.1093/obo/9780199756810-0197

  • Press, F., Woodrow, C., Logan, H., & Mitchell, L. (2018). Can we belong in a neo-liberal world? Neo-liberalism in early childhood education and care policy in Australia and New Zealand. Contemporary Issues in Early Childhood, 1-12. doi:10.1177/1463949118781909

  • Mitchell, L., & Arndt, S. (2017). Transitions and transience. In Early Years Research Centre Conference. Children in the early years: Pedagogy, policy and community connectedness. University of Waikato, Hamilton, New Zealand.

  • Mitchell, L., Bateman, A. J., Gerrity, R., & Myint, H. (2017). Bridging transitions through cultural understanding and identity. In N. Ballam, B. Perry, & A. Garpelin (Eds.), Pedagogies of Educational Transitions European and Antipodean Research (Vol. 16, pp. 29-42). Springer. Retrieved from

  • Mitchell, L. (2017). Comment. Early Childhood Portfolio, 21, 1-2. doi:10.18296/ecf.0037

  • Mitchell, L., & Clarkin-Phillips, J. (2017). Who cares? Understanding the complexity of the work of the early childhood workforce. In ISSA Conference 2017. Conference held in Ghent, Belgium.

  • Mitchell, L. M., & Meagher-Lundberg, P. (2017). Brokering to support participation of disadvantaged families in early childhood education. British Educational Research Journal. doi:10.1002/berj.3296

  • Mitchell, L., & Arndt, S. (2017). Comment. Early Childhood Foilio, 21(1), 1-2. doi:10.18296/ecf.0029

  • Mitchell, L. (2017). Discourses of economic investment and child vulnerability in early childhood education. Waikato Journal of Education, 22(1), 25-35. doi:10.15663/wje.v22i1.552

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