References
Pedagogy
‘How Do We Teach Literature When Students Won’t Read What We Assign?’ (2025). (C19 Podcast). Available at: https://www.c19society.org/podcast (Accessed: 24 November 2025).
Moten, F. (2018) ‘Anasignment Letters’, in Stolen life. Durham: Duke University Press, pp. 227–236. Available at: http://dx.doi.org/10.1215/9780822372028.
Schön, D.A. (1991) The reflective practitioner : how professionals think in action. 2nd ed. Aldershot: Ashgate Publishing Limited.
Ghaill, M.M. an (1988) Young, Gifted, and Black: Student-teacher Relations in the Schooling of Black Youth. Open University Press.
Neary, M. et al. (2014) Student as Producer – research-engaged teaching, an institutional strategy. Lincoln: The Higher Education Academy.
Film Pedagogy
Buckland, W. (2008) ‘Film and Media Studies Pedagogy’, in R. Kolker (ed.) The Oxford Handbook of Film and Media Studies. Oxford University Press, p. 0. Available at: https://doi.org/10.1093/oxfordhb/9780195175967.013.0020.
Zielinski, G. (ed.) (2014) ‘DOSSIER: Film Festival Pedagogy: Using the Film Festival in or as a Film Course Introduction to the Dossier’, Scope, 26(1–3).
Kerns, S. and Yates, M. (2020) ‘Activist Praxis Meets Project-Based Learning: A Case Study of Student Involvement at the Chicago Feminist Film Festival’, Journal of Film and Video, 72(1–2), pp. 67–72. Available at: https://doi.org/10.5406/jfilmvideo.72.1-2.0067.
Chambers, J. (2019) ‘Exploring co-creation in practical film education from primary school to postgraduate study: Theoretical and auto-ethnographic perspectives upon teaching film practice’, Film Education Journal, 2(1). Available at: https://doi.org/10.18546/FEJ.02.1.03.
Methodology/Ethics
Unstructured interviews: Less like ‘a chat’ and more like a research conversation (2023) Quirkos Qualitative Research Blog. Available at: https://www.quirkos.com/blog/post/unstructured-interviews-qualitative-research/ (Accessed: 22 September 2025).
Action research: mere anecdote or rigorous research? – Network for Educational Action Research Ireland (no date). Available at: http://www.eari.ie/2015/04/07/action-research-mere-anecdote-or-rigorous-research/ (Accessed: 22 September 2025).
Swain, J. and King, B. (2022) ‘Using Informal Conversations in Qualitative Research’, International Journal of Qualitative Methods, 21, p. 16094069221085056. Available at: https://doi.org/10.1177/16094069221085056.
Stokrocki, M. (1991) ‘A Decade of Qualitative Research in Art Education: Methodological Expansions and Pedagogical Explorations’, Visual Arts Research, 17(1), pp. 42–51.
Scarsbrook, S. (2021) Artists and the art school: experiences and perspectives of fine art education & professional pedagogies in London art schools, 1986-2016. phd. Birkbeck, University of London. Available at: https://eprints.bbk.ac.uk/id/eprint/46286/ (Accessed: 22 September 2025).
Mason, R. (2005) ‘Art teachers and action research’, Educational Action Research, 13(4), pp. 563–580. Available at: https://doi.org/10.1080/09650790500200305.
Bresler, L. (1994) ‘Zooming in on the Qualitative Paradigm in Art Education: Educational Criticism, Ethnography, and Action Research’, Visual Arts Research, 20(1), pp. 1–19.
How can I get them to talk? Talking naturally in qualitative research interviews (2023) Quirkos Qualitative Research Blog. Available at: https://www.quirkos.com/blog/post/how-can-i-get-them-to-talk-talking-naturally-in-qualitative-research-interviews/ (Accessed: 28 September 2025).
Participatory Analysis (no date) Learning for Action. Available at: http://learningforaction.com/participatory-analysis (Accessed: 24 November 2025).
Price, M. and Kerschbaum, S.L. (2016) ‘Stories of Methodology: Interviewing Sideways, Crooked and Crip’, Canadian Journal of Disability Studies, 5(3), pp. 18–56. Available at: https://doi.org/10.15353/cjds.v5i3.295.
Geertz, C. (2003) ‘Thick Description: Towards an Interpretive Theory of Culture’, in G. Delanty and P. Strydom (eds) Philosophies of social science: the classic and contemporary readings. Open University. Available at: https://philarchive.org/rec/GEETTD (Accessed: 3 November 2025).
Jones, L. et al. (2010) ‘Documenting classroom life: how can I write about what I am seeing?’, Qualitative Research, 10(4), pp. 479–491. Available at: https://doi.org/10.1177/1468794110366814.
Phillips, D.K. et al. (2014) Becoming a Teacher through Action Research: Process, Context, and Self-Study. 3rd edn. New York: Routledge. Available at: https://doi.org/10.4324/9781315867496.
Gray, C. and Malins, J. (2016) Visualizing Research: A Guide to the Research Process in Art and Design. London: Routledge. Available at: https://doi.org/10.4324/9781315547923.
Epistemology
The Combahee River Collective (1977) ‘The Combahee River Collective Statement’. Available at: https://www.loc.gov/item/lcwaN0028151/ (Accessed: 24 November 2025).
Haraway, D. (1988) ‘Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective’, Feminist Studies, 14(3), pp. 575–599. Available at: https://doi.org/10.2307/3178066.