Gender identities and performances in early childhood spaces, the Reggio Emilia approach, critical literacy in early childhood spaces, reconceptualizing early childhood education, diverse children's literature as a vehicle for social justice
Angleton, C., & Whitmore, K. Validating Manifestations with Learning Stories. Reclaiming Literacies as Meaning Making (2020)
Angleton, C., & Whitmore, K. "Where Are We Going Today?": Emergent Curriculum in a Reggio-Inspired Preschool Classroom. Reclaiming Literacies as Meaning Making (2020)
Whitmore, K., & Angleton, C. Take that, Ronald!: Disrupting gender binaries in preschool. Reclaiming Early Childhood Literacies: Narratives of Hope, Power, and Vision (2017)
Journal Article, Academic Journal
Miller, S., Pruitt, J., Angleton, C., & Whitmore, K. Zooming in on the Details. Talking Points 30.2 (2019): 27-30.
Whitmore, K., Angleton, C., Pruitt, J., & Miller-Crumes, S. Putting a Focus on Social Emotional and Embodied Learning with the Visual Learning Analysis (VLA). Early Childhood Education Journal 47 (2019): 549-558.
Whitmore, K., Angleton, C., & Zuccaro, E. Picturebooks and Gender: Making Informed Choices for Equitable Early Childhood Classrooms. Mid-South Literacy Journal 2.1 (2016): 14-20.