References
- Alasuutari, M. (2014). Voicing the child? A case study in Finnish early childhood education. Childhood, 21(2), 242–259. https://doi.org/10.1177/0907568213490205
- Alasuutari, M. (2015). Documenting napping: The agentic force of documents and human action. Children & Society, 29(3), 219–230. https://doi.org/10.1111/chso.12111
- Altheide, D. L. (2000). Tracking discourse and qualitative document analysis. Poetics, 27(4), 287–299. https://doi.org/10.1016/S0304-422X(00)00005-X
- Andina, T. (2016). Theories. In T. Andina (Ed.), An ontology for social reality (pp. 57–104). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-47244-1_2
- Atkinson, P., & Coffey, A. (1997). Analyzing Documentary Realities. In D. Silverman (Ed.), Qualitative Research: Theory, Method, and Practice (pp. 45–62). London: Sage.
- Atkinson, P., & Coffey, A. (2004). Analysing documentary realities. In D. Silverman (Ed.), Qualitative Research: Theory, Method and Practice (pp. 56–75). Sage Publications.
- Bernal, D. D. (2002). Critical race theory, latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1), 105–126. https://doi.org/10.1177/107780040200800107
- Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
- Cowie, S. E. (2011). Biopower: Discipline, symbolic violence, and the privilege of hygiene. In S. E. Cowie (Ed.), The plurality of power: An archaeology of industrial capitalism (pp. 105–123). Springer. https://doi.org/10.1007/978-1-4419-8306-0_6
- Ferraris, M. (2013). Documentality: Why it is necessary to leave traces. In Documentality: Why it is necessary to leave traces (pp. 380). Fordham University Press.
- Ferraris, M., & Martino, V. (2018). What is documentality and why traces, documents and archives are normative. Law Text Culture, 22(1), 21–30. https://ro.uow.edu.au/ltc/vol22/iss1/3
- Foucault, M. (1984). The foucault reader (P. Rainbow, Ed.). Pantheon.
- Freeman, M. (2014). The hermeneutical aesthetics of thick description. Qualitative Inquiry, 20(6), 827–833. https://doi.org/10.1177/1077800414530267
- Geuss, R. (1981). The idea of a critical theory: Habermas and the frankfurt school. Cambridge University Press.
- Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology Journal, 29(2), 75–91. https://doi.org/10.1007/BF02766777.
- Harding, S. G. (1995). “Strong objectivity”: A response to the new objectivity question. Synthese, 104(3), 331–349. https://doi.org/10.1007/BF01064504
- Harding, S. G. (2004). The feminist standpoint theory reader: Intellectual and political controversies. Psychology Press.
- Heidegger, M. (1990). Being and time. In G. L. Ormiston & A. D. Schrift (Eds.), The hermeneutic tradition: From ast to ricoeur (pp. 115–146). SUNY Press.
- Husserl, E. (1965). Phenomenology and the crisis of Philosophy: Philosophy as a rigorous science, and philosophy and the crisis of European man. Harper & Row.
- Jones, N. N. (2016). The technical communicator as advocate: Integrating a social justice approach in technical communication. Journal of Technical Writing and Communication, 46(3), 342–361. https://doi.org/10.1177/0047281616639472
- Langdridge, D. (2007). Phenomenological psychology: Theory, research, and method. Pearson Education.
- Lehrer, J. S. (2018). Written communication with families during the transition from childcare to school: How documents construct and position children, professionals, and parents. European Early Childhood Education Research Journal, 26(2), 285–308. https://doi.org/10.1080/1350293X.2018.1442044
- Miller, F. A., & Alvarado, K. (2005). Incorporating documents into qualitative nursing research. Journal of Nursing Scholarship, 37(4), 348–353. https://doi.org/10.1111/j.1547-5069.2005.00060.x
- Paananen, M., & Lipponen, L. (2018). Pedagogical documentation as a lens for examining equality in early childhood education. Early Child Development and Care, 188(2), 77–87. https://doi.org/10.1080/03004430.2016.1241777
- Prior, L. (2008). Researching documents: Emergent methods. In S. N. Hesse-Biber & P. Leavy (Eds.), Handbook of emergent methods (pp. 111–126). The Guilford Press.
- Schwandt, T. (2000). Three epistemological stances for qualitative inquiry: Interpretivism, hermeneutics, and social constructionism. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 189–214). Sage Publications.
- Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. https://doi.org/10.3233/EFI-2004-22201
- Tierney, W. G., Sabharwal, N. S., & Malish, C. M. (2018). Inequitable structures: Class and caste in Indian higher education. Qualitative Inquiry, 25(5), 471–481
- Van Manen, M. (2017). Phenomenology in its original sense. Qualitative Health Research, 27(6), 810–825. https://doi.org/10.1177/1049732317699381
- Vandekinderen, C., Roets, G., & Van Hove, G. (2014). The researcher and the beast: Uncovering processes of othering and becoming animal in research ventures in the field of critical disability studies. Qualitative Inquiry, 20(3), 296–316. https://doi.org/10.1177/1077800413489267
- Walton, R. (2016). Supporting human dignity and human rights: A call to adopt the first principle of human-centered design. Journal of Technical Writing and Communication, 46(4), 402–426. https://doi.org/10.1177/0047281616653496