1. Allender, T., & Freebody, P. (2016). Disciplinary and idiomatic literacy: Re-living and re-working the past in senior school history. The Australian Journal of Language and Literacy, 39(1), 7–19.
2. Arias-Ferrer, L., Egea-Vivancos, A., & Levstik, L. S. (2019). Historical thinking in the early years: The power of image and narrative. In Story in children’s lives: Contributions of the narrative mode to early childhood development, literacy, and learning (pp. 175–198). Springer.
3. Baker, C. & Freebody, P. (1987). ‘Constituting the child’ in beginning school readers. British Journal of the Sociology of Education, 8, 55–76.
4. Bayoumi, T. (2017). Unfinished business: The unexplored causes of the Financial Crisis and the lessons yet to be learned. Yale University Press.
5. Bernstein, Basil. (1975). Class, codes and control (Volume 3): Towards a theory of educational transmissions. Routledge & Kegan Paul.