Clark, Sheryl and Sayers, Esther. 2023. Skateparks as communities of care: the role of skateboarding in girls’ and non-binary youth’s mental health recovery during lockdown. Pedagogy, Culture and Society, ISSN 1468-1366 [Article] (In Press)

Sayers, Esther. 2023. Skateboarding, Time and Ethics: An auto ethnographic adventure of motherhood and risk. Sport, Ethics and Philosophy, 17(3), pp. 306-326. ISSN 1751-1321 [Article]

Walton, Neil. 2023. Making art explicit: knowledge, reason and art history in the art and design curriculum. International Journal of Art and Design Education, ISSN 1476-8062 [Article] (In Press)

Matthews, Miranda. 2022-2023 Ecologies in Practice: Participatory arts methods for engaging young people in climate research. [Project] (Forthcoming)

Matthews, Miranda. 2021. Expanding from the Small Screen - Arts Practice for Affective Digital Presence. International Journal of Art and Design Education, 40(3), pp. 492-507. ISSN 1476-8062 [Article]

Sayers, Esther. 2021. Skater Girlhood: A snapshot of now. Grey Skateboard Magazine, 05(12), pp. 62-74. [Article]

Ayliffe, Paula; Sapsed, Ruth; Sayers, Esther and Whitley, David. 2020. ArtScapers: being and becoming creative. Cambridge: Cambridge Curiosity and Imagination. ISBN 9780992625962 [Book]

Hay, Penny; Sapsed, Ruth; Sayers, Esther; Benn, Melissa and Rigby, Sue. 2020. Creative Activism – learning everywhere with children and young people. FORUM: for promoting 3-19 comprehensive education, 62(1), pp. 91-106. ISSN 0963-8253 [Article]

Kipling, Amanda. 2020. 'But I knew better': Permeating the Correlationist Membrane in the Drama Classroom. Drama Research: International Journal of Drama in Education, 11(1), [Article]

Matthews, Miranda. From December 2020, ongoing Finding Comfort within Discomfort. [Project] (Submitted)

Page, Tara. 2020. Placemaking. A new materialist theory of pedagogy. Edinburgh: Edinburgh University Press. ISBN 9781474428774 [Book]

Sayers, Esther and Griffin, Sam. 2020. City Mill Skate: Skateboarding Architecture and Community. Urban Pamphleteer(8), pp. 6-8. ISSN 2052-8647 [Article]

Walton, Neil. 2020. There are no formal elements. Why we need a historicist pedagogy of Art and Design. In: Nicholas Addison and Lesley Burgess, eds. Debates in Art and Design Education. London: Routledge, pp. 72-81. ISBN 9780367193218 [Book Section]

Coleman, Rebecca; Page, Tara and Palmer, Helen, eds. 2019. Feminist New Materialist Practice: The Mattering of Methods. Special Issue of MAI: Feminism & Visual Culture, MAI: Feminism & Visual Culture, Summer(4). [Edited Journal]

Coleman, Rebecca; Page, Tara and Palmer, Helen. 2019. Introduction. Feminist New Materialist Practice: The Mattering of Methods. MAI: Feminism & Visual Culture, Summer(4), pp. 1-10. [Article]

Gigliotti, Angela. 2019. Creating a Critical Pedagogy of Place with Marginalized Youth in Barrio Logan. Doctoral thesis, Goldsmiths, University of London [Thesis]

Matthews, Miranda. 2019. Agency and social construction: practice of the self in art and design. International Journal of Art and Design Education, 38(1), pp. 18-33. ISSN 1476-8062 [Article]

Page, Tara. 2019. Embodied poetic methods to learn placemaking. MAI: Feminism & Visual Culture, Summer(4), pp. 1-9. [Article]

Page, Tara. 2019. sounding. body with bar-plates-rack. [Digital]

Sayers, Esther. 2019. The Artist Teacher. Oxford Research Encyclopedia of Education, [Article]

Sayers, Esther. 2019. The Materiality of Skateboarding: Motion as Material. [Digital]

Sayers, Esther and Griffin, Sam. 2019. City Mill Skate (@citymillskate) Instagram photos and videos. [Digital]

Walton, Neil. 2019. Anton Ehrenzweig, the artist teacher and a psychoanalytic approach to school art education. International Journal of Art and Design Education, 38(4), pp. 832-839. ISSN 1476-8062 [Article]

Kipling, Amanda. 2018. How can Dorothy Heathcote's Praxis serve as a Channel for Healing in the Drama Classroom? Drama Research, 9(1), ISSN 2040-2228 [Article]

Page, Tara. 2018. Teaching and learning with matter. Arts, 7(4), ISSN 2076-0752 [Article]

Rogoff, Irit. 2018. Becoming Research. In: Choi Jina and Helen Jungyeon Ku, eds. The Curatorial in Parallax. Seoul, Republic of Korea: National Museum of Modern and Contemporary Art, Korea, pp. 39-52. ISBN 9788963031972 [Book Section]

Sayal-Bennett, Amba. 2018. Posthuman Pedagogy: Affective Learning Encounters in Studio Art Practice. Doctoral thesis, Goldsmiths, University of London [Thesis]

Sayers, Esther. 2018. Enabling the 'Other' community through creative pedagogies for urban renewal. Journal of Cultural Research in Art Education, 35, [Article]

Walton, Neil. 2018. The Journal Block and Its Art School Context. Arts, 7(4), [Article]

Adams, Jeff; Bailey, Rowan and Walton, Neil. 2017. The National Arts Education Archive: Ideas and Imaginings. International Journal of Art and Design Education, 36(2), pp. 176-187. [Article]

Matthews, Miranda. 2017. 'The Conflicted Other in Policy Making: focusing on Art Education'. In: British Education Research Association Conference. Sussex University, United Kingdom 5th - 7th September 2017. [Conference or Workshop Item]

Matthews, Miranda. 2017. Culture shock in British universities: An investigation of visual and discursive practices for intersectional representation. [Project] (Submitted)

Matthews, Miranda. 2017. 'The existential subject and freedom in learning: in dialogue with Sartre'. In: UK Sartre Society Conference 2017. Maison Francaise, University of Oxford, United Kingdom 18 July 2017. [Conference or Workshop Item]

Ghanchi-Goemans, Ayesha. 2016. A Critical Analysis of Artists’ Engagement with Education Programmes at Tate, from 1968-2015, as drawn from the archive. Doctoral thesis, Goldsmiths, University of London [Thesis]

Hickey-Moody, Anna Catherine; Palmer, Helen and Sayers, Esther. 2016. Diffractive Pedagogies- dancing across new materialist imaginaries. Gender and Education, 28(2), pp. 213-229. ISSN 0954-0253 [Article]

Sayers, Esther; Sapsed, Ruth; Jasilek, Susanne and Arenge, Gabby. 2016. ArtScapers online resource. [Digital]

Hickey-Moody, Anna Catherine and Page, Tara, eds. 2015. Arts, Pedagogy and Cultural Resistance: New Materialisms. London: Rowman and Littlefield International. ISBN ISBN 9781783484867 [Edited Book]

Hickey-Moody, Anna Catherine and Page, Tara. 2015. Introduction: Making, Matter and Pedagogy. In: Anna Hickey Moody and Tara Page, eds. Arts, Pedagogy and Cultural Resistance: New Materialisms. London: Rowman and Littlefield International, pp. 1-20. ISBN 9781783484867 [Book Section]

Pitfield, Maggie. 2015. A Pedagogy of Possibilities: Drama as Reading Practice. In: Anna Hickey Moody and Tara Page, eds. Arts, Pedagogy and Cultural Resistance: New Materialisms. London: Rowman and Littlefield International, pp. 95-111. ISBN 9781783484867 [Book Section]

Sayers, Esther. 2015. From Art Appreciation to Pedagogies of Dissent: Gallery Education Rethinks the Inclusion Agenda. In: Anna Hickey Moody and Tara Page, eds. Arts, Pedagogy and Cultural Resistance: New Materialisms. London: Rowman and Littlefield. [Book Section]

Page, Tara. 2014. The writing is on the walls. [Film/Video]

Sayers, Esther. 2014. 'Equality of Intelligences': Exploring the Barriers to Engagement in Modern and Contemporary Art through a Peer-to-Peer Workshop at Tate Modern. International Journal of Art & Design Education, 33(3), pp. 355-364. ISSN 1476-8062 [Article]

Pitfield, Maggie. 2012. Transforming subject knowledge:drama student-teachers and the pursuit of pedagogical content knowledge. Research in Drama Education: The Journal of Applied Theatre and Performance, 17(3), pp. 425-442. ISSN 1356-9783 [Article]

Sayers, Esther. 2012. Public participation as a tool for museums to take a meaningful place in the city. Display for a Display, pp. 10-11. [Article]

Page, Tara. 2009. Statement field. [Film/Video]