Pullen Sansfacon, Annie; Medico, Denise; Riggs, Damien; Carlile, Anna and Suerich-Gulick, Frank. 2023. Growing up trans in Canada, Switzerland, England, and Australia: access to and impacts of gender-affirming medical care. Journal of LGBT Youth, 20(1), pp. 55-73. ISSN 1936-1653 [Article]

Bernard, Claudia A. and Carlile, Anna. 2021. Black girls navigate the physical and emotional landscape of the neighbourhood: Normalized violence and strategic agency. Qualitative Social Work, 20(3), pp. 866-883. ISSN 1473-3250 [Article]

Carlile, Anna; Butteriss, Ethan and Pullen Sansfaçon, Annie. 2021. “It’s like my kid came back overnight”: Experiences of trans and non-binary young people and their families seeking, finding and engaging with clinical care in England. International Journal of Transgender Health, 22(4), pp. 412-424. ISSN 1553-2739 [Article]

Paechter, Carrie; Toft, Alex and Carlile, Anna. 2021. Non-binary young people and schools: pedagogical insights from a small-scale interview study. Pedagogy, Culture & Society, 29(5), pp. 695-713. ISSN 1468-1366 [Article]

Carlile, Anna. 2020. Teacher experiences of LGBTQ- inclusive education in primary schools serving faith communities in England, UK. Pedagogy, Culture & Society, 28(4), pp. 625-644. ISSN 1468-1366 [Article]

Carlile, Anna. 2020. The experiences of transgender and non-binary children and young people and their parents in healthcare settings in England, UK: interviews with members of a family support group. International Journal of Transgender Health, 21(1), pp. 16-32. ISSN 1553-2739 [Article]

Carlile, Anna. 2018. School Surveillance, Control, and Resistance in the United Kingdom. In: Jo Deakin; Emmeline Taylor and Aaron Kupchik, eds. The Palgrave International Handbook of School Discipline, Surveillance, and Social Control. Cham, Switzerland: Palgrave Macmillan, pp. 17-42. ISBN 9783319715582 [Book Section]

Carlile, Anna and Paechter, Carrie F.. 2018. LGBTQI Parented Families and Schools: Visibility, Representation, and Pride. Abingdon: Routledge. ISBN 9781138940727 [Book]

Barnes, Elly and Carlile, Anna. 2018. How to Transform Your School into an LGBT+ Friendly Place A Practical Guide for Nursery, Primary and Secondary Teachers. Jessica Kingsley Publishers. ISBN 9781785923494 [Book]

Carlile, Anna. 2016. Recent Trends in School Social Control in the UK. In: Emmeline Taylor and Aaron Kupchik, eds. Handbook on School Security, Surveillance and Punishment. Oxon: Routledge. [Book Section] (Submitted)

Carlile, Anna. 2016. Student Participant-Researchers: Learner agency and creative engagement’. In: Vicky Macleroy Obied and Jim Anderson, eds. Multilingual Digital Storytelling: Engaging creatively and critically with literacy. Oxon: Routledge. ISBN 9781138795808 [Book Section]

Carlile, Anna. 2012. ‘ ‘Critical bureaucracy’ in action: Embedding student voice into school governance’. Pedagogy Culture and Society, 20(3), pp. 393-412. ISSN 1468-1366 [Article]

Carlile, Anna. 2012. Permanent Exclusion from School and Institutional Prejudice. Rotterdam and Boston: Sense Publishers. ISBN 978-9462091801 [Book]

Carlile, Anna. 2011. Docile bodies or contested space? Working under the shadow of permanent exclusion. International Journal of Inclusive Education, 15(3), pp. 303-316. ISSN 1360-3116 [Article]

Carlile, Anna. 2010. An ethnography of permanent exclusion from school: revealing and untangling the threads of institutionalised racism. Race Ethnicity and Education, ISSN 1361-3324 [Article]

Carlile, Anna. 2010. The Causes and Effects of Permanent Exclusion from School: Policy and Practice in an Urban Children's Services Department. Doctoral thesis, Goldsmiths, University of London [Thesis]

Carlile, Anna. 2009. Finding Space for Agency in Permanent Exclusion from School. Power and Education, 1(3), pp. 259-269. [Article]

Carlile, Anna. 2009. Sexism and Permanent Exclusion from School. FORUM, 51(3), pp. 333-345. ISSN 0963-8253 [Article]

Carlile, Anna. 2008. 'Bitchy girls and silly boys': Gender and exclusion from school. International Journal on School Disaffection, 6(2), pp. 30-36. ISSN 1478-8497 [Article]