Monographien:

Dernikos, B., Lesko, N., McCall, S., & Niccolini, A.D. (Eds.). (2020). Mapping the affective turn in education: Theory, research and pedagogy. New York: Routledge.

Artikel/Kapitel:

Dernikos, B., Lesko, N., McCall, S. & Niccolini, A.D. (Eds.s). (2024). Atmospheres of violence and becoming bad researchers. Special Issue on qualitative research in post-COVID-19 landscape in International Journal of Qualitative Studies in Education.

Niccolini, A.D. (2021). Vulnerable literacies. Bank Street Occasional Paper Series. 45(1): 79-84.

Ringrose, J. & Niccolini, A.D. (2021). PhEmaterialism. Decentered Perspectives and Non-Linear

Innovations in Education. Encyclopedia of Educational Innovations. SAGE: Thousand Oaks, CA.

Niccolini, A.D. & Ringrose, J. (2020). Feminist posthumanism: Qualitative practices and methods. Thousand Oaks, CA:  SAGE Research Methods Foundations.

Niccolini, A.D. (2019). ‘It’s something that requires passion’: After-echoes of the Ethnic Studies book ban. In K. Leander & C. Ehret (Eds.) Affect in literacy learning and teaching: Pedagogies, politics, and coming to  know. New York: Routledge.

Niccolini, A.D., Dernikos, B., Lesko, N., & McCall, S. (2019). High passions: Affect and curriculum theorizing in the present. In N. Ng-A-Fook, C. Hebert, A. Ibrahim, & B. Smith. Understanding the tasks of curriculum theorists: A global manifesto (pp. 187-211). New York: Palgrave MacMillan.

Niccolini, A.D., Zarabadi, S. & Ringrose, J. (2018). Spinning yarns: Affective kinshipping as posthuman pedagogy. Special Issue: Posthuman Pedagogies in Higher Education: Parallax: Journal of Cultural Studies, Critical Theory and Philosophy.

Niccolini, A.D. (2018). Reading acts: Books, activisms and an autopoetic politics. In C. Kuby, K. Spector & J.J. Thiel (Eds.) Posthumanism and literacy education: Knowing/being/doing literacies. New York: Routledge.

Niccolini, A.D. (2018). Teaching and learning with(in) feminist dystopias. In T. Grosland, S. Shelton, & J.E. Flynn (Eds.). Feminism and intersectionality in academia: Women’s narratives and experiences in higher education (pp 179-192). New York: Palgrave MacMillan.

Lesko, N., Fields, J., Gilbert, J., Mamo, L., & Niccolini, A.D. (2018). ‘An island just for the gays’: Affective geographies of a high school in a historically gay neighborhood. In S. Talburt (Ed.) Youth sexualities: Public feelings and contemporary cultural politics. Westport, CT: Praeger.

Niccolini, A.D. (2018). The education of feeling. In T. Sampson, D. Ellis, & S. Madisson. (Eds.) Affect and social media. London: Rowman & Littlefield.

Lesko, N. & Niccolini, A.D. (2018). Animating animus: Viscosities of school reform movements and public feelings towards teachers (pp.165-178). In J. McLeod, T. Seddon, & N. Sobe (Eds.) World Yearbook of Education: Space-times of education: Historical sociologies of concepts, methods and practices. NY: Routledge.

Niccolini, A.D. & Lesko, N. (2017). Algorithmic noise: Education 2.0 and work/think/playing with qualitative research methods of the present. Qualitative Inquiry.

Lesko, N. & Niccolini, A.D. (2017). Feeling progressive: Historicizing affect in education. In T.S. Popkewitz, J.             Diaz & C. Kirchglaser (Eds.), A political sociology of educational knowledge: Studies of exclusion and difference (pp.70-86). New York: Routledge.

Niccolini, A.D. (2016). Affect. In E. Brockenbrough, J. Ingray, W. Martion, & N. Rodriguez (Eds.), Queer studies and education: An International Guide for the twenty-first century (pp.5-14). New York: Palgrave MacMillan.

Lesko, N. & Niccolini, A.D. (2016). Historicizing affect in education. Knowledge Cultures, 4(2), 19-35.

Niccolini, A.D. (2016). Animate affects: Censorship, reckless pedagogies & beautiful feelings in the English classroom. Gender and Education 28(2), 230-249.

Niccolini, A.D. (2015). Precocious knowledge: Using banned books in the English classroom to engage a Youth Lens. English Journal, 104(3): 22-28.

Niccolini, A.D. (2015). Re-assembling feminism: Review essay on J. Ringrose’s Postfeminist Education. Discourse: Studies in the Cultural Politics of Education. 36(3), 464-472.

Niccolini, A.D. (2013). Straight talk and thick desire with erotica noir: Reworking the textures o

sex education in and out of the English classroom. Sex Education: Sexuality, Society and Learning, 13(1), S7-S19.

Niccolini, A.D. (2014). Spicing up the curriculum: The uses and pleasures of erotica noir in the urban classroom. In Carlson & Meyer (Eds.), Gender and sexuality in education: A reader (pp.159-174). New York: Peter Lang.  

Niccolini, A.D. (2012). The dividing glass: A conversation on bodies, politics, teaching and loss.

Special Issue: Cultivating the Multicultural Imagination: Lived Experience, Political Struggle, and

Curriculum of Hope. Journal of  Curriculum Theorizing, 28(2), 5-23.                

Niccolini, A.D. (2009). Mouthy students and the teacher’s apple: Questions of orality and race in the urban public school. Special Issue: “Classroom Life in the Age of Accountability.” Bank Street Occasional Papers Series, 22, 41-49.

Niccolini, A.D. (2009). Painted on the wall: Using R.I.P. mural art to connect community and the curriculum. The English Record 59 (2), 35-39.