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Ovington, J A (2022) Fractured Identities: the affect of school readiness and neoliberalism in Early Education. In: BERA Annual Conference, 06.09.22 - 08.09.22, Liverpool University.
Albin-Clark, J, Archer, N, Lynette, Morris and Ovington, J A (2022) Time for Advocacy and Activist-Scholarship Movements in Early Childhood Education and Care: why it matters now. In: BERA Annual Conference, 06.09.22 - 08.09.22, Liverpool University.
Albin-Clark, J, Latto, L, Hawxwell, L and Ovington, J A (2022) Becoming Baglady: Collective Storytelling with Posthuman and Feminist New Materialism theories. In: ARCE 2022 'Transitions and Transformations: Educational Research in Rapidly Changing Contexts', 14.07.22 - 15.07.22, Edge Hill University.
Ovington, J A, Albin-Clark, J, Hawxwell, L and Latto, L (2022) ‘Matter matters’: Knowledge-ing with kin through. UNSPECIFIED.
Albin-Clark, J, Latto, L, Hawxwell, L and Ovington, J A (2021) Becoming-with response-ability: How does diffracting posthuman ontologies with multi-modal sensory ethnography spark a multiplying femifesta/manifesta of noticing, attentiveness and doings in relation to mundane politics and more-than-human pedagogies of response-ability? entanglements. experiments in multi-modal ethnography, 4 (2). pp. 21-30. ISSN 2516-5860
Ovington, J A and Albin-Clark, J (2021) ‘It’s this 1 thing that got me trippin’: Feeling-with and Thinking-with the Affect of Songs as Visitations. In: European Congress Qualitative Inquiry 2022, 01-05 Feb 2022, Online.
Ovington, J A (2019) '‘Turning to notice’ a colourful perspective: (Re)presenting two-year-old children’s lived experiences of School Readiness. Doctoral thesis, Northumbria University.