(一)中文部份
王文祥(1991)。中國古代同一思想史。山東：齊魯書社。
王德威譯(1993)。知識的考掘。台北：麥田。
江宜樺(1997)。自由民主體制下的國家認同。台灣社會研究，25，頁83-121。
何福田、羅瑞玉(1992)。教育改革與教師專業化。載於中華民國教育協會主編，教育專業。台北：師大書苑。
吳明清(1991)。教育研究─基本觀念與方法分析。台北：五南。
吳芝儀、李奉儒譯(1995)。質的評鑑與研究。台北：桂冠。
吳芝儀、廖梅花譯(2001)。質性研究入門：紮根理論研究方法。嘉義：濤石。
吳慎慎(2003)。教師專業認同與終身學習：生命史敘說研究。台灣師範大學社會教育學系博士論文。李奉儒(1990)。批判理論及其在教育研究上的應用。載於中正大學教育學研究所(主編)，質的研究方法(頁23-52)。高雄：麗文。
李雅菁(2004)。教育改革外一章：從教師角色及教師授課時數的角度來談教育改革出了什麼問題? 應用心理研究，21，頁123-137。姚人多（2000）。論傅柯的《主體與權力》—一個批判性的導讀（下）。當代，150，頁108-132。
施正鋒(2000)。台灣人的民族認同。臺北：前衛。柯禧慧(2000)。教室安靜的潛在教育學之研究〜以一個六年級的開放教室為例。台南師範學院國民教育研究所碩士論文。
柯禧慧(2003)。 從identity的追尋到「研究」的再建構：一位小學教師／研究生的發聲。載於第九屆教育社會學論壇國際學術研討會論文集，九年一貫課程中的教學變革：社會學觀點。頁164-176。台中：台中師範學院。
洪志成(1990)。俗民方法論及其在教育研究上的應用。載於中正大學教育學研究所(主編)，質的研究方法(頁133-150)。高雄：麗文。
冥王貓(2005)。談同志認同問題與出櫃技巧。取自http://tw.knowledge.yahoo.com/question/?qid=1005040302835
張春興(1983)。心理學概要。台北：東華。
敏兒(2004)。我的恐懼：別人眼中的問題人物。應用心理研究，21，頁152-151。郭丁熒(1996)。小學教師理想角色與實際角色知覺差距之探討～一個Ｑ分類及晤談研究報告。台南師院學報，29期，頁1-44。郭丁熒(2003)。聽話頭，知話尾！小學教師的不合理意涵量表之發展及其核心概念之建構。台灣教育社會學研究，3(1)，頁27-75。郭生玉(1995)。心理與教育研究法。中和：精華書局。
陳添球(1989)。國民小學教師教學自主性之研究─依所國民小學日常生活世界的探討。東吳大學社會學研究所碩士論文。
勞思光(1980)。新編中國哲學史(一)。台北：三民。
曾慶台 (2004)。寫給行動研究工作坊夥伴們的一封信：談焦慮/恐懼的危機與轉機。應用心理研究，21，頁154-163。黃志順(2004)。一位男性國小教師/博士研究生的教師身分認同歷程與反思。台南大學教育經營與管理研究所碩士論文。黃春明(1974)。莎喲娜拉‧再見。台北：遠景。
黃瑞琴(1991)。質的教育研究方法。台北：心理。
楊大春(1995)。傅柯。台北︰生智。
楊俊鴻(2002)。Struart Hall文化研究中的「認同」與「再現」及其在課程研究上的蘊義。台北師範學院課程與教學研究所碩士論文。
劉育忠(2002)。自覺、批判與轉化─從批判教育學中「抗拒」概念之意涵試論其在課程改革中之實踐途徑。載於中華民國課程與教學學會主編，新世紀教育工程：九年一貫課程再造(頁211-229)。台北：揚智。
蔡淑玲（1996）。界外的主體—傅柯的哲學練習。哲學雜誌，15，頁96-111。
鄧運林 (1997)。開放教育新論。高雄︰復文。蕭明珠(2001)。資訊時代的教師身分認同。新竹師院國民教育研究所碩士論文。
蕭蓉蓉(2000)。麻辣女教師。臺北：平安。
饒見維 (1996)。教師專業發展─理論與實務。台北：五南。
(二)英文部分
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Ball, S. J. (1990). Introducing Monsieur Foucault. In J. S. Ball (Ed.). Foucault and Education: Disciplines and Knowledge.(pp.1-8) London: Routledge.
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Casey, K. (1993). I Answer with My Life：Life Histories of Women Teachers Working for Social Change. New York︰Routledge.
Castells, M. (1997). The Information Age: Society and Culture Vol.Ⅱ: The Power of Identity. Oxford: Blackwell.
Chickering, A. W. & Reisser, L. (1993). Education and Identity. San Francisco: Jossey-Bass
Coffey, A. (1999). The Ethnographic Self: Fieldwork and the Representation of Identity. London: Sage.
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Cooper, J.E. (1991). Telling Our Own Stories: The Reading and Writing of Journals or Diaries. In C. Witherell. & N. Noddings.(Eds.). Stories Lives Tell: Narrative and Dialogue in Education,(pp.96-112). New York: Teachers College, Columbia University.
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