Retrieved 12 March 2009.
Bourdieu, P. (1998). Acts of resistance. Cambridge: Polity Press.
Bradbeck, M. (1983). ‘Moral Judgement’, Developmental Review, 3, 274-91.
Buber, M. (2000). I and Thou. New York: Scribner.
Cohen, S. (1993). Academia and the Luster of Capital. Minnesota, Minnesota University Press.
Collis, D. (1999). The Abuse of Consumerism. . Retrieved 6/07/2005.
D’Ambrosio, U. (1985). Socio-cultural bases for mathematics education. Campinas, Brazil: Unicamp.
D’Ambrosio, U. (2008). Peace, social justice and ethnomathematics. In B. Sriraman (Ed.), International perspectives on social justice in Mathematics Education (pp. 37-51). Charlotte, NC: Information Age Publishing.
Dreyfus, H.L. (1993). Heidegger on the connection between nihilism, art, technology and politics. In C.B. Guignon (Ed.), The Cambridge companion to Heidegger (pp. 289-316). Cambridge: Cambridge University Press.
Dreyfus, H.L. (2004). Heidegger on gaining a free relation to technology. In D.M. Kaplan (Ed.), Readings in the philosophy of technology (pp. 53-62). Summit, Pennsylvania: Rowman & Littlefield.
Ernest, P. (1991). The philosophy of mathematics education. London: Falmer Press.
Ernest, P. (1995). Values, gender and images of mathematics: A philosophical perspective. International Journal for Mathematical Education in Science and Technology, 26(3), 449-462.
Ernest, P. (1998a). A post-modern perspective on research in mathematics education. In J. Kilpatrick & A. Sierpinska (Eds.), Mathematics education as a research domain (vol. 1, pp. 71-85). Dordrecht: Kluwer.
Ernest, P. (1998b). Social constructivism as a philosophy of mathematics. Albany, New York: State University of New York Press.
Ernest, P. (1999). Forms of knowledge in mathematics and mathematics education: Philosophical and rhetorical perspectives. Educational Studies in Mathematics, 38(1-3), 67-83.
Ernest, P. (2003). The epistemic subject in mathematical activity. In M. Anderson, A. Sáenz-Ludlow, S. Zellweger & V. Cifarelli (Eds.), Educational perspectives on mathematics as semiosis: From thinking to interpreting to knowing (pp. 81-106). New York, Ottawa and Toronto: Legas Publishing.
Ernest, P. (2008). Epistemological Issues in the Internationalization and Globalization of Mathematics Education. In B. Atweh, A. Calabrese Barton, A., M. C. Borba, N. Gough, C. Keitel, C. Vistro-You & R. Vithal (Eds.), Internationalization and Globalization in Mathematics Education (pp. 19–38). New York: Springer.
Fennema, E., & Sherman, J. (1977). Sex-related differences in mathematics achievement, spatial visualization and affective factors. American Educational Research Journal, 14(1), 51-71.
Foucault, M. (1970). The Order of Things: An Archaeology of the Human Sciences. London, Tavistock.
Foucault, M. (1972). The Archaeology of Knowledge. London, Tavistock.
Foucault, M. (1976). Discipline and Punish. London, Penguin.
Foucault, M. (1992). What is Enlightenment? . Retrieved 23/04/2008.
Frankenstein, M. (1983). Critical mathematics education: An application of Paulo Freire's epistemology. Journal of Education, 165(4), 315-339.
Free, C. (2008). Walking the talk? Supply chain accounting and trust among UK supermarkets and suppliers. Accounting, Organizations and Society, 33(6), 629-662.
Freire, P. (1996). Pedagogy of the oppressed. London: Penguin Books.
Fromm, E. (1978). To have or to be? London: Jonathon Cape.
Gilligan, C. (1982). In a different voice. Cambridge, Massachusetts: Harvard University Press.
Hoffman, M. (1977). Sex-Differences in Empathy and Related Behaviours. Psychological Bulletin, 84, 712-722.
Howson, A.G., & Griffiths, B. (1974). Mathematics: Society and Curricula. Cambridge: Cambridge University Press.
Høyrup, J. (1980). Influences of institutionalized mathematics teaching on the development and organisation of mathematical thought in the pre-modern period. In J. Fauvel & J. Gray (Eds.), The history of mathematics: A reader (pp. 43-45). London: Macmillan.
James, O. (2008). The selfish capitalist: Origins of affluenza. London: Vermillion.
Joseph, G.G. (1991). The crest of the peacock: Non-European roots of mathematics. London: Penguin Books.
Kelman, H.C. (1973). Violence without moral restraint: reflections on the dehumanization of victims and victimizers. Journal of Social Issues, 29(4), 25-62.
Kierkegaard, S. (1962). The present age. New York: Harper & Row.
King, R. (1982). Multiple realities and their reproduction in infants’ classrooms. In C. Richards (Ed.), New directions in primary education (pp. 237-246). Lewes, Sussex: Falmer Press.
Kuhn, T. S. (1970). The Structure of Scientific Revolutions. Chicago: Chicago University Press.
Larrabee, M. J. (1993). An Ethic of Care. London: Routledge.
Maclure, S. (1965). Educational Documents: England and Wales 1826-1963. London: Methuen and Co.
Marx, K. (1976). Capital: Critique of Political Economy, Vol.1. London: Penguin Books.
Mellin-Olsen, S. (1987). The politics of mathematics education. Dordrecht: Reidel.
Mendick, H. (2007). Only Connect: Troubling Oppositions in Gender and Mathematics. Philosophy of Mathematics Education Journal, 21, Exeter: University of Exeter School of Education, . Retrieved 25 November 2007.
Miller, A. (1983). For your own good: Hidden cruelty in child-rearing and the roots of violence. New York: Farrar Straus Giroux.
Naughton, J. (2009). Spreadsheets serve as weapons of mass cost destruction. The Observer, Business & Media section, 18 January: 10.
Niss, M. (1983). Mathematics Education for the ‘Automatical Society’. In R. Schaper (Ed.), Hochschuldidaktik der Mathematik (pp. 43-61) Alsbach-Bergstrasse, Germany: Leuchtturm-Verlag.
Osberg, D. (2008). The logic of emergence: An alternative conceptual space for theorizing critical education. Journal of the Canadian Association for Curriculum Studies, 6(1), 133-161.
Pepper, S. C. (1948). World Hypotheses: A Study in Evidence, Berkeley, California: University of California Press.
Popper, K. (1959). The Logic of Scientific Discovery. London: Routledge.
Powell, A.B., & Frankenstein, M. (Eds.) (1997). Ethnomathematics: Challenging Eurocentrism in mathematics education. Albany, New York: SUNY Press.
Reedy, P. (2008). Mirror, mirror, on the wall: Reflecting on the ethics and effects of a collective Critical Management Studies Identity Project. Management Learning, 39(1), 57–72.
Rotman, B. (1993). Ad infinitum… The ghost in Turing's Machine: Taking God out of mathematics and putting the body back in. Stanford California: Stanford University Press.
Sells, L.W. (1978). Mathematics - Critical Filter. The Science Teacher, February issue: 28-29.
Skemp, R. R. (1976). Relational Understanding and Instrumental Understanding. Mathematics Teaching, 77: 20-26.
Skovsmose, O. (1985). Mathematical education versus critical education. Educational Studies in Mathematics, 16(4), 337-354.
Skovsmose, O. (1994). Towards a philosophy of critical mathematics education. Dordrecht: Kluwer.
Skovsmose, O. (2004). Critical mathematics education for the future. . Retrieved 23/11/2009.