This piece is an encounter with a school which went wrong, but something was retrieved. It shows how it is important to factor potential failure into collaborative research. It is also about what happens when a team of artists go into a school and work together.
Abu El-Haj, T.R. (2009) ‘Imagining postnationalism: arts, citizenship education, and Arab American youth’, Anthropology & Education Quarterly, 40(1), pp 1–19.
Agrippa, Heinrich Cornelius (1651) Three Books of Occult Philosophy, translated by J.F. London: Gregory Moule.
Ammons, A.R. (1986) “Poetics,” in The Selected Poems: Expanded Edition. New York: Norton, pp 44–45.
Amsler, S. (2019) ‘Gesturing towards radical futurity in education for alternative futures’, Sustainability Science, 14(4), pp 925–930.
Angelou, M. (1991) ‘Ailey, Baldwin, Floyd, Killens, and Mayfield’, in I Shall Not Be Moved. New York: Random House, pp 47–48.
Bachelard, G. (1958/1994) The Poetics of Space, translated by M. Jolas. Boston, MA: Beacon Press.
Baker-Bell, A. (2020) Linguistic Justice: Black Language, Literacy, Identity and Pedagogy. London: Routledge.
Bakhtin, M.M. (1981) ‘Epic and novel’, in M. Holquist (ed) The Dialogic Imagination. Austin, TX: University of Texas Press, pp 3–40
Banks, S., Armstrong, A., Booth, M., Brown, G., Carter, K., Clarkson, M. et al (2014) ‘Using co-inquiry to study co-inquiry: community-university perspectives on research’, Journal of Community Engagement and Scholarship, 7(1), pp 37–47.
Barad, K. (2006) ‘Agential realism: how material-discursive practices matter’, in Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham, NC: Duke University Press, pp 132–185.
Barnes, D. (2020) I Am Every Good Thing. Illustrated edition. New York: Nancy Paulsen Books.
Barrett, E. and Bolt, B. (eds) (2010) Practice as Research: Approaches to Creative Arts Enquiry. London: I.B. Tauris.
Barthes, R. (1978) A Lover’s Discourse, translated by R. Howard. New York: Hill & Wang.
Barton, D. and Papen, U. (eds) (2010) The Anthropology of Writing: Understanding Textually Mediated Worlds. Illustrated edition. London: Continuum.
Bell, D.M. and Pahl, K. (2018) ‘Co-production: towards a utopian approach’, International Journal of Social Research Methodology, 21(1), pp 105–117.
Bennett, J. (2001) The Enchantment of Modern Life: Attachments, Crossings, and Ethics. Princeton, NJ: Princeton University Press.
Berlant, L. (2016) Interview with Lauren Berlant. Singidunum University (2016 Summer School for Sexualities, Culture and Politics). Available at: www.youtube.com/watch?v=Ih4rkMSjmjs
Berlant, L and Stewart, K. (2019) The Hundreds. Durham, NC: Duke University Press.
Bhopal, K. (2018) White Privilege: The Myth of a Post-Racial Society. Bristol: Policy Press.
Bloch, E. (1969) ‘Über den Begriff Weisheit’, in Philosophische Aufsätze zur objektiven Phantasie. Frankfurt am Main: Suhrkamp Verlag, pp 355–385.
Bloch, E. (1986) The Principle of Hope, Vols 1–111, translated by N. Plaice, S. Plaice, and P. Knight. Oxford: Blackwell Publishing.
Blommaert, J. and Jie, D. (2020) Ethnographic Fieldwork: A Beginner’s Guide. 2nd edition. Bristol: Multilingual Matters.
Bourdieu, P. (1977) Outline of a Theory of Practice. Cambridge: Cambridge University Press.
Bourdieu, P. (2010) Distinction: A Social Critique of the Judgement of Taste. Abingdon: Routledge.
Bourdieu, P. and Wacquant, L.J.D. (1992) An Invitation to Reflexive Sociology. 1st edition. Chicago, IL: University of Chicago Press.
Brockmeier, J. (2002) ‘Remembering and forgetting: narrative as cultural memory’, Culture & Psychology, 8(1), pp 15–43.
Brown, M., Pahl, K., Rasool, Z. and Ward, P. (2020) ‘Co-producing research with communities: emotions in community research’, Global Discourse, 10(1), pp 93–114.
Campbell, E. (2018) ‘Methodology: an introduction’, in E. Campbell, E. Pente, K. Pahl and Z. Rasool (eds) Re-imagining Contested Communities: Connecting Rotherham through Research. Bristol: Policy Press, pp 87–90.
Campbell, E. and Lassiter, L.E. (2010) ‘From collaborative ethnography to collaborative pedagogy: reflections on the other side of Middletown Project and community-university research partnerships’, Anthropology & Education Quarterly, 41(4), pp 370–385.
Campbell, E. and Lassiter, L.E. (2014) Doing Ethnography Today: Theories, Methods, Exercises. Chichester: Wiley-Blackwell.
Campbell, E., Pahl, K., Pente, E. and Rasool, Z. (2018) Re-Imagining Contested Communities: Connecting Rotherham through Research. Bristol: Policy Press.
Carson, A. (1999) ‘The idea of a university (after John Henry Newman)’, The Threepenny Review, 78, pp 6–8.
Chiles, P., Ritchie, L. and Pahl, K. (2018) ‘Co-designing for a better future: re-imagining the modernist dream at Park Hill, Sheffield’, in S. Banks, A. Hart, K. Pahl and P. Ward (eds) Co-Producing Research: A Community Development Approach. Bristol: Policy Press, pp 115–134.
Coffey, A. (1999) The Ethnographic Self: Fieldwork and the Representation of Identity. London: SAGE.
Cohen, J. (2020). ‘A teenager didn’t do her online schoolwork. So a judge sent her to juvenile detention’, ProPublica, 14 July. Available at: www.propublica.org/article/a-teenager-didnt-do-her-online-schoolwork-so-a-judge-sent-her-to-juvenile-detention
Cole, T. (2017) ‘My grandmother’s shroud’, The New York Times, 11 July. Available at: www.nytimes.com/2017/07/11/magazine/my-grandmothers-shroud.html (Accessed: 8 September 2021).
Coupland, N. (2007) Style: Language Variation and Identity. Cambridge: Cambridge University Press.
Coupland, N. and Giles, H. (1988) ‘The communicative contexts of accommodation’, Anthropology & Education Quarterly, 8(3–4), pp 175–182.
Dadds, M. (2008) ‘Empathetic validity in practitioner research’, Educational Action Research, 16(2), pp 279–290.
de Sousa Santos, B. and Meneses, M.P. (eds) (2019) Knowledges Born in the Struggle: Constructing the Epistemologies of the Global South. New York: Routledge.
Dickinson, E. (1999) The Poems of Emily Dickinson. Reading edition. Edited by R.W. Franklin. Cambridge, MA: Belknap Press of Harvard University Press. Available at: www.poetryfoundation.org/poems/56824/tell-all-the-truth-but-tell-it-slant-1263
Douglas, M. (1986) How Institutions Think. Syracuse, NY: Syracuse University Press.
Dyson, A.H. and Genishi, C. (eds) (1994) The Need for Story: Cultural Diversity in Classroom and Community. Urbana, IL: National Council of Teachers of English. Available at: https://eric.ed.gov/?id=ED365991 (Accessed: 2 September 2021).
Ehret, C. (2018) ‘Moments of teaching and learning in a children’s hospital: affects, textures, and temporalities’, Anthropology & Education Quarterly, 49(1), pp 53–71.
Emerson, R.W. (1903) ‘Circles’, in The Complete Works of Ralph Waldo Emerson. Boston, MA: Houghton Mifflin, pp 301–322.
Emerson, R.W. (2003) Nature and Selected Essays. Reissue edition. New York: Penguin Classics.
Erickson, M., Hanna, P. and Walker, C. (2020) ‘The senior management survey: auditing the toxic university’, Impact of Social Sciences, 17 February. Available at: https://blogs.lse.ac.uk/impactofsocialsciences/2020/02/17/the-senior-management-survey-auditing-the-toxic-university/ (Accessed: 10 September 2021).
Escott, H. and Pahl, K. (2012) Language as Talisman: An Annotated Bibliography. Unpublished manuscript.
Escott, H. and Pahl, K. (2017) ‘Learning from ninjas: young people’s films as a lens for an expanded view of literacy and language’, Discourse: Studies in the Cultural Politics of Education, 40(6), pp 803–815.
Escott, H. and Pahl, K. (2019) ‘“Being in the bin”: affective understandings of prescriptivism and spelling in video narratives coproduced with children in a post-industrial area of the UK’, Linguistics and Education, 53, pp 1–15.
Facer, K. and Enright, B. (2016) Creating Living Knowledge: The Connected Communities Programme, Community-University Partnerships and the Participatory Turn in the Production of Knowledge. Bristol: University of Bristol/Arts and Humanities Research Council. Available at: https://connected-communities.org/index.php/creating-living-knowledge-report/
Facer, K. and Pahl, K. (eds) (2017) Valuing Interdisciplinary Collaborative Research: Beyond Impact. Bristol: Policy Press.
Farrell, C.C., Penuel, W.R., Coburn, C., Daniel, J. and Steup, L. (2021) Research-Practice Partnerships in Education: The State of the Field. William T. Grant Foundation. Available at: http://wtgrantfoundation.org/library/uploads/2021/07/RPP_State-of-the-Field_2021.pdf
Fine, M. (2016) ‘Participatory designs for critical literacies from under the covers’, Literacy Research: Theory, Method, and Practice, 65(1), pp 47–68.
Fine, M., Bloom, J. and Chajet, L. (2010) ‘Betrayal: accountability from the bottom’, Voices in Urban Education, 30(1), pp 8–19.
Gabel, S. (2005) ‘Introduction: disability studies in education’, in S. Danforth, S.L. Gabel and S.R. Steinberg (eds) Disability Studies in Education: Readings in Theory and Method. New York: Peter Lang, pp 1–20.
Gallacher, L.-A. and Gallagher, M. (2008) ‘Methodological immaturity in childhood research? Thinking through “participatory methods”’, Childhood, 15(4), pp 499–516.
Gilbert, J. (2013) Common Ground: Democracy and Collectivity in an Age of Individualism. London: Pluto Press.
Glissant, E. (1997) The Poetics of Relation, translated by B. Wing. Ann Arbor, MI: Michigan University Press.
González, N., Moll, L.C. and Amanti, C. (eds) (2005) Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. Mahwah, NJ: Lawrence Erlbaum.
Goodman, S. (2003) Teaching Youth Media: A Critical Guide to Literacy, Video Production, and Social Change. New York: Teachers College Press.
Goodwin, C. (1994) ‘Professional vision’, American Anthropologist, 96(3), pp 606–633.
Gordon, A.F. (2014) ‘On “lived theory”: an interview with A. Sivanandan’, Race & Class, 55(4), pp 1–7.
Gray, P. (2011) ‘The decline of play and the rise of psychopathology in children and adolescents’, American Journal of Play, 3(4), pp 443–463.
Grenfell, M. and Pahl, K. (2019) Bourdieu, Language-Based Ethnographies and Reflexivity: Putting Theory into Practice. New York: Routledge.
Guattari, F. (2000) The Three Ecologies, translated by I Pindar and P Sutton. London: Athlone Press.
Halberstam, J. (2011) The Queer Art of Failure. Illustrated edition. Durham, NC: Duke University Press.
Halberstam, J. (2012) ‘Unlearning’, Profession, pp 9–16.
Hall, R. and Bowles, K. (2016) ‘Re-engineering higher education: the subsumption of academic labour and the exploitation of anxiety’, Workplace: A Journal for Academic Labor, 28, pp 30–47.
Hansen, D.T. (2018) ‘Bearing witness to the fusion of person and role in teaching’, The Journal of Aesthetic Education, 52(4), pp 21–48.
Hansen, D.T. (2021) Reimagining The Call to Teach: A Witness to Teachers and Teaching. New York: Teachers College Press.
Hart, A. and Wolff, D. (2006) ‘Developing local “communities of practice” through local community–university partnerships’, Planning Practice & Research, 21(1), pp 121–138.
Heron, J. and Reason, P. (2008) ‘Extending epistemology within a co-operative inquiry’, in P. Reason and H. Bradbury (eds) The SAGE Handbook of Action Research. 2nd edition. London: SAGE, pp 366–380.
Hirshfield, J. (1997) Nine Gates: Entering the Mind of Poetry. New York: HarperCollins.
Holland, D., Lachicotte, W., Skinner, D., Cain, C. et al (2001) Identity and Agency in Cultural Worlds. Cambridge, MA: Harvard University Press.
Huizinga, J. (1938) Homo Ludens: Proeve eener bepaling van het spel-element der cultuur [Homo Ludens: A Study of the Play-Element in Culture]. Haarlem: Tjeenk Willink.
Hull, G.A. and Zacher, J. (2010) ‘What is after-school worth? Developing literacy and identity out of school’, Voices in Urban Education, 30(3), pp 20–28.
Hyatt, D., Escott, H. and Pahl, K. (2017) ‘Culture clashes: response to how teachers should respond to non-standard English’, in T. Bibby, R. Lupton and C. Raffo (eds) Responding to Poverty and Disadvantage in Schools: A Reader for Teachers. London: Palgrave Macmillan, pp 57–76.
Hyland, K. (2009) Academic Discourse: English in a Global Context. London: Continuum.
Jamison, L. (2014) The Empathy Exams . Minneapolis, MN: Graywolf Press.
Jung, C.G. (1991) Psyche and Symbol: A Selection from the Writings of C.G. Jung, translated by R.F.C. Hull, edited by Violet S. de Laszlo. Princeton NJ: Princeton University Press.
Jungnickel, K. (ed) (2020) Transmissions: Critical Tactics for Making and Communicating Research. Cambridge, MA: The MIT Press.
Kester, G.H. (2013) Conversation Pieces: Community and Communication in Modern Art. Updated edition with a new preface. Berkeley, CA: University of California Press.
Kindon, S., Pain, R. and Kesby, M. (eds) (2010) Participatory Action Research Approaches and Methods: Connecting People, Participation and Place. London: Routledge.
Kraftl, P. (2020) After Childhood: Re-thinking Environment, Materiality and Media in Children’s Lives. New York: Routledge.
Kuby, C.R. and Rowsell, J. (2021) ‘Magic(al)ing in a time of COVID-19: becoming literacies and new inquiry practices’, International Studies in Sociology of Education, pp 1–30. doi:10.1080/09620214.2021.1966826.
Kwan, A. (2011) ‘Tycho’s talisman: astrological magic in the design of Uraniborg’, Early Science and Medicine, 16(2), pp 95–119.
Lassiter, L.E. (2005) The Chicago Guide to Collaborative Ethnography. Chicago, IL: University of Chicago Press.
Lassiter, L.E. Goodall, H., Campbell, E. and Johnson, M.N. (eds) (2004) The Other Side of Middletown: Exploring Muncie’s African American Community. Walnut Creek, CA: AltaMira Press
Law, J. (2004) After Method: Mess in Social Science Research. London: Routledge.
Leander, K.M., Phillips, N.C. and Taylor, K.H. (2010) ‘The changing social spaces of learning: mapping new mobilities’, Review of Research in Education, 34(1), pp 329–394.
Lemke, J.L. (2000) ‘Across the scales of time: artifacts, activities, and meanings in ecosocial systems’, Mind, Culture, and Activity, 7(4), pp 273–290.
Lesko, N. (2001) Act Your Age! A Cultural Construction of Adolescence. New York: Routledge Falmer.
Linde, C. (2009) Working the Past: Narrative and Institutional Memory. Oxford: Oxford University Press.
Loveless, N. (2019) How to Make Art at the End of the World: A Manifesto for Research-Creation. Durham, NC: Duke University Press.
MacLure, M. (2021) ‘Inquiry as divination’, Qualitative Inquiry, 27(5), pp 502–511.
Manning, E. and Massumi, B. (2014) Thought in the Act: Passages in the Ecology of Experience. Minneapolis, MN: University of Minnesota Press.
Massey, D.B. (2005) For Space. London: SAGE.
Mauss, M. (2001) A General Theory of Magic. 2nd edition. London: Routledge.
McKittrick, K. (2006) Demonic Grounds: Black Women and the Cartographies of Struggle. Minneapolis, MN: University of Minnesota Press.
Miles, J. and Springgay, S. (2020) ‘The indeterminate influence of Fluxus on contemporary curriculum and pedagogy’, International Journal of Qualitative Studies in Education, 33(10), pp 1007–1021.
Miller, D. (2009) Stuff. Cambridge: Polity.
Mirra, N. (2021) ‘Futures bound: re-designing literacy research as a conduit for healing and civic dreaming’, International Studies in Sociology of Education. https://www.tandfonline.com/doi/full/10.1080/09620214.2021.1945481
Mirra, N., Garcia, A. and Morrell, E. (2015) Doing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators, and Students . New York: Routledge.
Moje, E.B. (2000) ‘“To be part of the story”: the literacy practices of gangsta adolescents’, Teachers College Record, 102(3), pp 651–690.
Moll, L.C. Amanti, C., Neff, D. and Gonzalez, N. (1992) ‘Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms’, Theory Into Practice, 31(2), pp 132–141.
Nelson, R. (2013) Practice as Research in the Arts: Principles, Protocols, Pedagogies, Resistances. Houndmills: Palgrave Macmillan.
Nygreen, K., Ah Kwon, S. and Sanchez, P. (2006) ‘Urban youth building community’, Journal of Community Practice, 14(1–2), pp 107–123.
Orellana, M.F. (2019) Mindful Ethnography: Mind, Heart and Activity for Transformative Social Research. New York: Routledge.
Ottenberg, S. (1990) ‘Thirty years of fieldnotes: changing relationships to the text’, in R. Sanjek (ed) Fieldnotes: The Makings of Anthropology. Ithaca, NY: Cornell University Press, pp 139–160.
Pahl, K. (2002) ‘Ephemera, mess and miscellaneous piles: texts and practices in families’, Journal of Early Childhood Literacy, 2(2), pp 145–166.
Pahl, K. (2014) Materializing Literacies in Communities: The Uses of Literacy Revisited . London: Bloomsbury Academic.
Pahl, K. (2016) ‘The university as the “imagined other”: making sense of community co-produced literacy research’, Collaborative Anthropologies, 8(1–2), pp 129–148.
Pahl, K. (2019) ‘Recognizing young people’s civic engagement practices: rethinking literacy ontologies through co-production’, Studies in Social Justice, 13(1), pp 20–39.
Pahl, K. and Pool, S. (2011) ‘“Living your life because it’s the only life you’ve got”’, Qualitative Research Journal, 11(2), pp 17–37.
Pahl, K. and Pool, S. (2017) ‘Can we fast forward to the good bits? Working with film: revisiting in the field of practice’, in S. Malik, C. Chapain and R. Comunian (eds) Community Filmmaking: Diversity, Practices and Places, London Routledge, pp 245–262.
Pahl, K. and Pool, S. (2018) ‘Re-imagining artistic subjectivities within community projects’, Open Library of Humanities, 4(2), pp 1–22.
Pahl, K. and Pool, S. (2021) ‘Keeping an eye on the ball: doing research-creation in school’, International Journal of Art and Design Education, 40(3), pp 655–667
Pahl, K. and Rowsell, J. (2010) Artifactual Literacies: Every Object Tells a Story. New York: Teachers College Press.
Pahl, K. Pahl, K., Escott, H., Siebers, J., Steadman-Jones, R., Hurcome, M. and Junior Angling Club, P.A.P. (2017) ‘Fishing and youth work, or “what is it about fishing that makes life better”?’, in C. Walker, A. Hart and P. Hanna (eds) Building a New Community Psychology of Mental Health: Spaces, Places, People and Activities. London: Palgrave Macmillan, pp 83–100.
Paley, V.G. (1986) ‘On listening to what the children say’, Harvard Educational Review, 56(2), pp 122–131.
Patel, L. (2013) Youth Held at the Border: Immigration, Education, and the Politics of Inclusion. New York: Teachers College Press.
Patel, L. (2014) ‘Countering coloniality in educational research: from ownership to answerability’, Educational Studies, 50(4), pp 357–377.
Patel, L. (2015) Decolonizing Educational Research: From Ownership to Answerability. New York: Routledge.
Patel, L. (2016) Decolonizing Educational Research: From Ownership to Answerability . New York: Routledge.
Phillips, R. and Kara, H. (2021) Creative Writing for Social Research: A Practical Guide. Bristol: Policy Press.
Pillow, W.S. (2019) ‘Epistemic witnessing: theoretical responsibilities, decolonial attitude and lenticular futures’, International Journal of Qualitative Studies in Education, 32(2), pp 118–135.
Pool, S. (2018) Everything and Nothing Is Up for Grabs: Using Artistic Methods Within Participatory Research. University of Bristol (Connected Communities Foundation Series). Available at: https://connected-communities.org/wp-content/uploads/2018/07/Up_For_Grabs_SP.pdf (Accessed: 31 August 2021).
Potter, J. and Cowan, K. (2020) ‘Playground as meaning-making space: multimodal making and re-making of meaning in the (virtual) playground’, Global Studies of Childhood, 10(3), pp 248–263.
Rasool, Z. (2017) ‘Collaborative working practices: imagining better research partnerships’, Research for All, 1(2), pp 310–322.
Ravetz, J. and Ravetz, A. (2017) ‘Seeing the wood for the trees: social science 3.0 and the role of visual thinking’, Innovation: The European Journal of Social Science Research, 30(1), pp 104–120.
Rilke, R.M. (1993) Letters to a Young Poet. Revised edition, translated by M.D.H. Norton. New York: W.W. Norton & Company.
Rodriguez Kerr, K., Newhouse, K. and Vasudevan, L. (2020) ‘Participatory, multimodal ethnography with youth’, in A.I. Ali and T.L. McCarty (eds) Critical Youth Research in Education. New York: Routledge, pp 40–59.
Rogers, M. (2012) ‘Contextualizing theories and practices of bricolage research’, The Qualitative Report, 17(48), pp 1–17.
Rowsell, J. and Pahl, K. (2007) ‘Sedimented identities in texts: instances of practice’, Reading Research Quarterly, 42(3), pp 388–404.
Sanjek, R. (ed) (1990) Fieldnotes: The Makings of Anthropology . Ithaca, NY: Cornell University Press.
Schneider, A. and Wright, C. (eds) (2006) Contemporary Art and Anthropology. London: Berg.
Schneider, A. and Wright, C. (eds) (2010) Between Art and Anthropology: Contemporary Ethnographic Practice. Oxford: Routledge.
Scott, S. (2019) The Social Life of Nothing: Silence, Invisibility and Emptiness in Tales of Lost Experience. Abingdon: Routledge.
Shannon, D.B. and Truman, S.E. (2020) ‘Problematizing sound methods through music research-creation: oblique curiosities’, International Journal of Qualitative Methods, 19, pp 1–12. https://journals.sagepub.com/doi/10.1177/1609406920903224
Singh, J. (2018) Unthinking Mastery: Dehumanism and Decolonial Entanglements. Durham, NC: Duke University Press.
Smith, C. (2021) How the Word is Passed: A Reckoning with the History of Slavery Across America. New York: Little, Brown and Company.
Soep, E. and Chavez, V. (2005) ‘Youth radio and the pedagogy of collegiality’, Harvard Educational Review, 75(4), pp 409–434.
Soja, E.W. (2010) Seeking Spatial Justice. Minneapolis, MN: University of Minnesota Press.
Sousanis, N. (2015) Unflattening. Cambridge, MA: Harvard University Press.
Springgay, S. and Rotas, N. (2015) ‘How do you make a classroom operate like a work of art? Deleuzeguattarian methodologies of research-creation’, International Journal of Qualitative Studies in Education, 28(5), pp 552–572.
Stewart, K. (2007) Ordinary Affects. Durham, NC: Duke University Press.
Stewart, K. (2012) ‘Precarity’s forms’, Cultural Anthropology, 27(3), pp 518–525.
Street, B.V. (1995) Social Literacies: Critical Approaches to Literacy in Development, Ethnography and Education. London: Routledge.
Taylor, F.J. (1979) ‘Tench’, in R. Walker and L. Moncrieff (eds) The Shell Book of Angling. London: David & Charles, pp 158–165.
Thomas, E.E. and Stornaiuolo, A. (2016) ‘Restorying the self: bending toward textual justice’, Harvard Educational Review, 86(3), pp 313–338.
Thomas, K. (1971) Religion and the Decline of Magic: Popular Beliefs in Sixteenth- and Seventeenth-Century England. London: Penguin Books.
Thomas-Hughes, H. (2018) ‘Ethical “mess” in co-produced research: reflections from a U.K.-based case study’, International Journal of Social Research Methodology, 21(2), pp 231–242.
Truman, S.E., Hackett, A., Pahl, K., McLean Davies, L. and Escott, H. (2021) ‘The capaciousness of no: affective refusals as literacy practices’, Reading Research Quarterly, 56(2), pp 223–236.
Tuck, E. (2010) ‘Breaking up with Deleuze: desire and valuing the irreconcilable’, International Journal of Qualitative Studies in Education, 23(5), pp 635–650.
Tuck, E. and Yang, K.W. (2014) ‘Unbecoming claims: pedagogies of refusal in qualitative research’, Qualitative Inquiry, 20(6), pp 811–818.
Urquhart, C. (2012) Grounded Theory for Qualitative Research: A Practical Guide . Los Angeles, CA: SAGE.
Valenzuela, A. (2017) Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring. Albany, NY: State University of New York Press.
Varenne, H. and McDermott, R. (1998) Successful Failure: The School America Builds. Boulder, CO: Westview Press.
Vasudevan, L.M. (2006) ‘Looking for angels: knowing adolescents by engaging with their multimodal literacy practices’, Journal of Adolescent & Adult Literacy, 50(4), pp 252–256.
Vasudevan, L. (2011a) ‘An invitation to unknowing’, Teachers College Record, 113(6), pp 1154–1174.
Vasudevan, L. (2011b) ‘Re-imagining pedagogies for multimodal selves’, in S. Abrams and J. Rowsell (eds) Rethinking Identity and Literacy Education in the 21st Century. Yearbook of the National Society for the Study of Education, 110(1)), pp 88–108.
Vasudevan, L. (2014) ‘More than playgrounds: locating the lingering traces of educational anthropology’, Anthropology & Education Quarterly, 45(3), pp 235–240
Vasudevan, L. (2016) ‘Small data, big moments: bearing with-ness in community based research’, in paper presented at Theorizing Our Lives in Critical Research Practices: Exploring Trajectories, Relationships, and Agency Within the Social Contexts of Our Research, Annual Meeting of the American Educational Research Association, Washington, DC.
Vasudevan, L. and Rodriguez Kerr, K. (2012) ‘Re-storying the spaces of education through narrative’, in E. Dixon-Román and E.W. Gordon (eds) Thinking Comprehensively About Education. New York: Routledge, pp 107–122.
Vasudevan, V., Gross, N., Nagarajan, P. and Clonan-Roy, K. (eds) (2022) Care-Based Methodologies: Reimagining Qualitative Research with Youth in US Schools. London: Bloomsbury Academic.
Walton, I. and Cotton, C. (1676/2008) The Compleat Angler. Reprint edition, edited by J. Buxton. London: Penguin.
Weber, A. (2017) Matter and Desire: An Erotic Ecology. White River Junction, VT: Chelsea Green Publishing.
Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.
Willats, S. (2012) Artwork as Social Model: A Manual of Questions and Propositions. Sheffield: Research Group for Artists Publications.
Winn, M.T. (2015) ‘Exploring the literate trajectories of youth across time and space’, Mind, Culture, and Activity, 22(1), pp 58–67.
Woolf, V. (1978/1941) Between the Acts. London: Granada Publishing.
Wortham, S. and Rhodes, C. (2012) ‘The production of relevant scales: social identification of migrants during rapid demographic change in one American town’, Applied Linguistics Review, 3(1), pp 75–99.
Wortham, S., Nichols, B., Clonan-Roy, K. and Rhodes, C. (2020) Migration Narratives: Diverging Stories in Schools, Churches, and Civic Institutions. London: Bloomsbury Academic.
Yoon, H.S. and Templeton, T.N. (2019) ‘The practice of listening to children: the challenges of hearing children out in an adult-regulated world’, Harvard Educational Review, 89(1), pp 55–84.
Younge, G. (2016) Another Day in the Death of America: A Chronicle of Ten Short Lives. New York: Bold Type Books.
|May 2022 onwards||Past Year||Past 30 Days|
|Full Text Views||0||0||0|