25B中文部分
方德隆（2002）。國民小學教科書性別意識型態的檢視。載於謝臥龍（主編），性別平等教育-探究與實踐（ 115–149頁）。台北市：五南。
王慶節 、 陳嘉映（譯）（1990）。存有與時間。（Heidegger, M.）。台北市：桂冠。
王雅慧（2004）。後結構女性主義教學策略在技職教育英語教學之研究。國立彰化師範大學工業教育與技術學系博士論文，未出版。彰化市。
卯靜儒（2004a）。重構女性教師的主體性研究─女性主義研究觀點的探索。載於潘慧玲（主編），教育研究方法論：觀點與方法（ 319–338頁）。台北市：心理出版社。
卯靜儒（2004b）。理論化女性教師的性別意識與認同建構過程。通識教育季刊，11（1/2），147–170。
卯靜儒（2005）。「看」與「被看」，「說」與「被說」：我們如何建構中小學女性教師的性別經驗與想像。2005年女學會與台大人口與性別研究中心聯合年會，台灣大學。
卯靜儒（2006）。我們如何研究女性教師的性別經驗與意識： 一種女性主義觀點的後設分析。教育研究月刊，147，68–79。吳國男（2012）。化解衝突-人生重點必用管理，未出版，新北市。
吳清山、林天祐（2005）。教育新詞書。台北市：高等教育。
吳爾芙、張小虹、鄒蘊盈（2011）。女性書寫的逃逸路線：自己的房間。台北市：大塊文化。
吳臻幸（2001）。我的班、我的故事-國小導師形塑班風歷程的敘說性研。國立台北師範學院課程與教學研究所碩士論文，未出版，台北市。
吳臻幸（2007）。轉化「張力時刻」：論敘說在教師專業發展上的功能。載於「師資培育專業自主與教師專業發展」學術研討會論文集（309–336頁），淡江大學教育學院師資培育中心。
吳臻幸（2010）。「張力時刻」－課程敘事探究的另一扇窗。載於莊明貞（主編），敘事探究：課程與教學的應用（ 75–95頁）。台北市：心理。
吳臻幸（2012年4月）。學校課程革新中的性別／權力：一個後結構女性主義觀點之敘事探究。李花環（主持人），性別意識學術研討會。崑山科技大學通識教育中心。
吳麗君（2003）。論教育質性研究報告另類書寫的合理性。國立台北師範學院學報（教育類），16（1），297～320。吳麗君、楊先芝（2009）。教師專業發展評鑑的文化故事。教育資料與研究雙月刊，89，89-118。李子建、尹弘（2005）。教師對課程變革的認同感和關注：課程實施研究的探討。教育研究與發展期刊，1（1），107-127。李金梅(譯)（2005）。此性非一。(Irigaray L.) 。台北市：桂冠。
李淑菁（2007）。性別化學校的形塑過程：一個案例研究。教育與社會研究，13，121–152。李淑菁（2010a）。「開啟」教育變革的起點。國家與社會，9，111–150。
李淑菁（2010b）。有沒有「關係」有關係？學校田野工作的特殊性及其倫理問題在，載於周平、林昱瑄（主編），質性/別研究（ 249–278頁）。台北市：巨流。
李淑菁（2011a）。其實妳不懂我：性別研究不得不走的苦路–交織性。性別平等教育季刊，55，96–99。
李淑菁（2011b）。性別教育的論述角力：教師的詮釋與想像。教育與社會研究，22，39–92。李惠茹、唐文慧（2004）。性別的多數, 權力的少數：以台南市國中女教師的職業選擇與晉遷為例。師大學報：人文與社會類，49（1），29–52。周珮儀（2006）。從父權荒野的放逐到親密母土的回歸─ 女性主義課程理論的奧狄賽之旅。課程與教學，9（4），1–18。周淑卿（2005）。課程解構或理論建構？後現代課程論之再思。載於中華民國教材研究發展學會（主編），後現代課程－實踐與評鑑研討會論文集（71-82頁）。
周德榮（2003年9月)。去除異常的烙印——變性欲的哲學理解與教育意涵。黃怡瑾（主持人），同志。意識‧認同‧實踐——2003年女性主義學術研討會。清華大學。
邱鈺婷（2008）。六位國中女校長的問題解決心智運作：後結構女性主義的分析觀點。國立台灣師範大學教育政策與行政研究所碩士論文，未出版。台北市。
紀元文（2005）。「女性書寫」專題弁言。歐美研究，35（1），1–8。
范信賢（2001）：無聲之聲：從教師的觀望與冷漠再思九年一貫課程改革的進路。載於第三屆課程與教學論壇課程改革的反省與前瞻學術研討會論文集（上冊）， 15-31頁。國立台北師範學院。
范信賢（2007）。在協做敘事中生成學校課程變革之舞。載於第九屆兩岸三第課程理論研討會。課程理論與課程改革（下）（ 122-139頁）。
夏林清（2004）。教改陣地戰: 基層教師的抗拒性自主。台北市：五南。
祝若穎（2008）。女性主義方法論及對教育研究之啟示。國民教育研究學報，20，55–72。高宣揚（1994）。實用主義和語用論。台北市：遠流。高敬文（2004）。在教改／言說／實踐的虛擬實境中尋幽覽勝。載於國立屏東師範學院初等教育學系（編），課程改革與教學創新（ 1-36頁）。高雄市：復文。
孫周興（譯）（1993）。走向語言之途。（Heidegge, M.)。 臺北：時報。
張盈堃（2004）。偽裝的形貌與越界的政治：再談基層教師的生活世界與實行的邏輯。應用心理研究，21，66-89。梁文蓁（2000）。教育行政領導理論的女性主義觀點評析。載於潘慧玲（主編），教育議題的性別視野（ 2-39頁）。台北市：師大。
莊子秀（2000）。後現代女性主義：多元、差異的凸顯與尊重。載於顧燕翎主編，女性主義理論與流派（ 297-338頁）。台北市：女書文化。莊明貞（1998）。後現代主義，女性主義與教育實踐。婦女與兩性研究通訊，48，15–20。
莊明貞（2002a）。後現代思潮的課程研究及其本土實踐之評析。教育研究月刊，102，27–39。莊明貞（2002b）。九年一貫課程性別議題之知識與權力分析。教育研究資訊，10（2），14–15。莊明貞（2003a）。當前台灣課程改革重建的可能性：一個批判教育學的觀點。載於莊明貞（主編），課程改革：反省與前瞻（ 175–197頁）。台北市：高等教育。莊明貞（2003b）。性別與課程—理念、實踐。台北市：高等教育。
莊明貞（2005）。後現代觀點課程及其對本土課程改革之影響。北縣教育，151，17-29。
莊明貞（2007a）。知識與權力的奮爭－台灣性別平等課程改革的文化政治性。載於「性別平等教育專業發展研討會」會議手冊， B-111-120，2007年5月25- 27日，世新大學。
莊明貞（2007b）。Postmodern View of Taiwan’s Contemporary Curriculum Reform （臺灣當前課程改革的後現代觀）。載於黃乃熒（主編），後現代思潮與教育發展（ 89–114頁）。台北市：心理。
莊明貞（2008）。從方法論出發：理解一所郊區小型學校課程革新的敘事探究，課程研究，3（2），49-74。莊明貞（2009）。性別、知識與權力：性別議題在九年一貫教科書文本的論述分析。 98年度國科會「性別與科技研究計畫」成果研討會。國家科學委員會主辦。莊明貞（2010a）。課程趨勢與議題。台北市：心理。
莊明貞（2010b）。敘事探究-課程與教學的應用。台北市：心理。
莊明貞（2010c）。課程領域教師敘事探究的發展及其效度評析。載於莊明貞（編），敘事探究-課程與教學的應用（ 1-20頁）。台北市：心理。
郭至和（2002）。誰抓得住我－課程改革中的教師角色和定位。花蓮師院學報，14，1-24。陳俊生（2010）。教育改革論述中的教師主體建構及其身分認同之探究─ 後結構主義取向。國立臺北教育大學教育政策與管理研究所博士論文，未出版，臺北市。陳俐雯（2004）。從方法論的要求到女性主義方法論的追求：檢視教育研究期刊中的性別論述。載於潘慧玲（主編），教育研究方法論（ 371–400頁）。臺北市：心理。
陳俐雯、楊幸真（2006）。對國小女性教師權力與權威的思考。「性別平等教育的挑戰與前景：亞太地區第二屆國際研討會」，香港教育學院。
陳維剛（譯）（1991）。我與你。（Buber, M.）。台北：桂冠。（1923年）。
游美惠（2004）。女性主義方法論。兩性平等教育季刊，23，112–114。
游美惠（2006）。性別主流化。性別平等教育季刊，34，108–111。
游美惠、黃馨慧、潘惠玲、謝小芩（2004）。從性別盲到性別敏感的教育研究: 以婦女成人教育與性教育研究的文獻回顧為例。通識教育季刊，11（1&2），1-39。
黃美瑛（1995）。意象：幼兒教師實際知識的運作之研究。屏東：睿煜。楊巧玲（2007）。學校中的性別政權：學生校園生活與教師工作文化之性別分析。臺北市：高等教育。楊幸真（2003）。女性主義教育學與女性主義教室：再思權力與權威。教育研究月刊，109，125–136。楊幸真（2004）。當西方到了東方：女性主義教育學的回顧與前曕＜首部曲＞。載於「教育部兩性平等教育」學術研討會論文集（ 458–488頁）。私立樹德科技大學人類性學研究所，高雄縣。
楊幸真（2006）。探究女性主義教育學之關懷倫理與教學實踐策略。「性別平等教育的挑戰與前景：亞太地區第二屆國際研討會」，香港教育學院。楊俊鴻（2008）。課程間性之探究。國立中正大學課程研究所博士論文，未出版，嘉義縣。楊俊鴻、歐用生（2009）。第三空間及其課程美學蘊義，教育資料與研究，88，69-92。楊俊鴻、蔡清田（2007）。課程研究方法論的轉向---從結構到後結構，國教學報，19，313-338。
楊俊鴻、蔡清田（2010）。課程研究的下一個世代，課程研究，5（2），163-174。劉北成、 陳銀科與方海波（譯）。（1998）。言語與現象。（Derrida, J.) 。台北市：H桂冠
劉育忠（2009）。「讓我們一起變聰明：後結構主義的課程改革啟示探索」。載於卯靜儒（主編），課程改革：研究議題與取徑（ 281–303頁）。台北市：學富。
劉紀蕙、朱元鴻（2010）。生命政治、倫理與主體化：現代性問題。文化研究，11，台北市。
劉美慧（2003，12月）。多元文化／女性主義教學：一位師資培育者的行動與反思。多元文化：婦女與性別議題的研究與教學研討會。台灣大學婦女研究室。
歐用生（2002）。披著羊皮的狼？──九年一貫課程改革的深度思考。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（3–24頁）。台北市：揚智。
歐用生（2003）。教師聲音和主體─當前課程領導的重要課題。載於歐用生、莊梅枝（主編），邁向課程新紀元十五─活化課程領導（ 18–34頁）。中華國民教材研究發展學會。
歐用生（2007）。ㄧ綱一本教科書政策 論述的批判。載於中華民國課程與教學學會主編：教科書制度與影響（27-47頁）。台北市：五南。
歐用生（2010）。課程研究新視野。台北市：師大書苑。
歐用生〈2008〉。日本新自由主義及其教育改革。教育資料集刊，36，79-100。潘慧玲（1999）。教育學發展的女性主義觀點：女性主義教育學初探。載於國立台灣師範大學教育學系、教育部國家講座（主編），教育科學的國際化與本土化（ 527–552頁）。台北市：揚智。
潘慧玲（2000a）。教育議題的性別視野。台北市：台灣師範大學。
潘慧玲（2000b）。性別視域的教師生涯。載於潘慧玲（主編），教育議題的性別視野（223–250頁）。台北市：國立台灣師範大學。
潘慧玲（2002，12月）。學校革新經驗的回顧與展望。論文發表於教育研究學會2002年「全球化：教育變革新領域國際研討會」，香港。
潘慧玲（2003）。性別議題導論。台北市：高等教育。
潘慧玲、梁文蓁、陳宜宣（2000）。台灣近十年教育領導碩博士論文分析：女性主義觀點。婦女與兩性學刊，11，151-190。蕭昭君（2007）。「妳媽媽的故事有什麼好寫的？」-- 生產「禮讚女性」教學知識的行動敘說。教育實踐與研究，20（1），201–225。蕭昭君、林昱瑄（編）（2008）。解放校園行動筆記。台北市：女書文化。
謝小芩（1995）。教育: 從父權的複製到女性的解放。載於劉毓秀（主編），台灣婦女處境白皮書：1995 年（181–218頁）。女性學學會。
蘇芊玲、蕭昭君（主編）（2004）。校園現場-性別觀察。台北市：女書文化。
顧燕翎（2000）。女性主義理論與流派 : 本土撰寫最完整女性主義入門讀本。台北市：女書文化。26B西文部分
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