Reconnaissance work in educational research: an exploration under pandemic conditions

References

• Alhadeff-Jones, M., 2019. Beyond space and time—Conceiving the rhythmic configurations of adult education through Lefebvre’s rhythmanalysis. Zeitschrift Für Weiterbildungsforschung, 42 (2), 165–181. doi:10.1007/s40955-019-0133-0
   Google Scholar
• Alhadeff-Jones, M. (2019). Beyond space and time—Conceiving the rhythmic configurations of adult education through Lefebvre’s rhythmanalysis. Zeitschrift Für Weiterbildungsforschung, 42(2), 165–181.
   Google Scholar
• Arendt, H., 1992. Lectures on Kant’s political philosophy. Chicago, IL: University of Chicago Press.
   Google Scholar
• Barnett R., Bengtsen S.S.E. (2021). Into or Out of the Light? Four Shades of Pedagogical Darkness. In: Mahon Á. (eds) The Promise of the University. Debating Higher Education: Philosophical Perspectives, vol 10. Springer, Singapore. https://doi.org/10.1007/978-981-16-5277-6_12
   Google Scholar
• Berry K. (2020). Anchors away: reconciling the dream of teaching in COVID-19. Communication Education, 69(4), 483–490. 10.1080/03634523.2020.1803383
   Web of Science ®Google Scholar
• Biesta, G., 2017. Education, measurement and the professions: reclaiming a space for democratic professionality in education. Educational philosophy and theory, 49 (4), 315–330. doi:10.1080/00131857.2015.1048665.
   Web of Science ®Google Scholar
• Boylan, M. and Woolsey, I., 2015. Teacher education for social justice: mapping identity spaces. Teaching and teacher education, 46, 62–71. doi:10.1016/j.tate.2014.10.007
   Web of Science ®Google Scholar
• Carr, W. and Kemmis, S., 1986. Becoming critical : education knowledge and action research. London, England: Falmer.
   Google Scholar
• Delamont, S., Atkinson, P., and Pugsley, L., 2010. The concept smacks of magic : fighting familiarity today. Teaching and teacher education, 26 (1), 3–10. doi:10.1016/j.tate.2009.09.002
   Web of Science ®Google Scholar
• Fricker, M., 2007. Epistemic Injustice: power and the ethics of knowing. New York, NY: Oxford University Press.
   Google Scholar
• Haraway, D., 2015. A curious practice. Angelaki - Journal of the theoretical humanities, 20 (2), 5–14. doi:10.1080/0969725X.2015.1039817
   Web of Science ®Google Scholar
• Hodges, Charles, Moore, Stephanie, Lockee, Barb, Trust, Torrey, Bond, Aaron. (2020). The Difference Between Emergency Remote Teaching and Online Learning Educase Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning Accessed 19 02 2021
   Google Scholar
• Ivankova, N.V., 2014. Mixed methods applications in action research: from methods to community action. Los Angeles, California: Sage.
   Google Scholar
• Keightley E, Pickering M and Allett N. (2012). The self-interview: a new method in social science research. International Journal of Social Research Methodology, 15(6), 507–521. 10.1080/13645579.2011.632155
   Web of Science ®Google Scholar
• Kim, L.E. and Asbury, K., 2020. ‘Like a rug had been pulled from under you’: the impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. British journal of educational psychology, 90 (4), 1062–1083. doi:10.1111/bjep.12381
   PubMed Web of Science ®Google Scholar
• Lefebvre, H. (2017). Rhythmanalysis: Space, time and everyday life. London, England: Bloomsbury Academic.
   Google Scholar
• Lupton, R. and Thrupp, M., 2013. Headteachers’ readings of and responses to disadvantaged contexts: evidence from English primary schools. British educational research journal, 39 (4), 769–788.
   Web of Science ®Google Scholar
• Lyon, D. (2021). Rhythmanalysis: Volume 17. Place, mobility, disruption and performance. In Research in Urban Sociology. Bingley, England: Emerald.
   Google Scholar
• Patton, M.Q., 2014. Qualitative research & evaluation methods: integrating theory and practice. Fourth edi. Los Angeles, California: Thousand Oaks.
   Google Scholar
• Powell, S. and Somerville, M., 2018. Drumming in excess and chaos: music, literacy and sustainability in early years learning. Journal of early childhood literacy, 20 (4), 839–861. doi:10.1177/1468798418792603
   Web of Science ®Google Scholar
• Reay D. (2020). Sociology of education: a personal reflection on politics, power and pragmatism. British Journal of Sociology of Education, 41(6), 817–829. 10.1080/01425692.2020.1755228
   Web of Science ®Google Scholar
• Stenhouse, L., 1975. An introduction to curriculum research and development. London, England: Heinemann Educational.
   Google Scholar
• Thrupp, M., 2001. Recent school effectiveness counter-critiques: problems and possibilities. british educational research journal, 27 (4), 443–457. doi:10.1080/01411920120071452
   Web of Science ®Google Scholar
• Walsh, K. and Moss, C., 2010. Blending practice development methods with social science research: an example of pushing new practice research boundaries. Journal of research in nursing, 15 (2), 117–134. doi:10.1177/1744987109357809
   Google Scholar
• Wisker, G., 2008. The postgraduate research handbook. London: Palgrave Macmillian.
   Google Scholar