ARP.7 Bibliography

Aparna, K. and Kramsch, O. (2018) ‘Asylum university: re-situating knowledge exchange along cross-border positionalities’ in G. K. Bhambra et al. (eds) Decolonising the university. Pluto Press, 2018, pp 95-256.

Arshad, M., Dada, R., Elliott, C., Kalinowska, I., Khan, M., Lipiński, R., Vassanth, V., Bhandal, J., de Quinto Schneider, M., Georgis, I., & Shilston, F. (2021) ‘Diversity or decolonization? Searching for the tools to dismantle the ‘master’s house’’, London review of education, 19 (1).
doi: doi.org/10.14324/lre.19.1.19

Bell, S. (2017) ‘From gatekeepers to gate-openers: Designing meaningful library experiences’, American libraries, 40 (8/9), pp. 51–53.
doi: doi.org/10.17613/M6VB6M

Belluigi, D.Z. (2023) ‘Why decolonising “knowledge” matters: Deliberations for educators on that made fragile’, in L. Czerniewicz, and C. Cronin, (eds.) Higher education for good. Cambridge, UK: Open Book Publishers, ch.5. pp. 137-159.

BERA, British Educational Research Association (2024) Guidelines, responsibilities to participants, 14. Available at: https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#responsibilities-participants (accessed on 29/12/2025).

Bhambra, G. K., Gebrial, D., and Nişancıoğlu, K. (2018) ‘Introduction : decolonising the university?’, in G. K. Bhambra et al. (eds.) Decolonising the university. Pluto Press, pp.7-21.

Bilgen, A., Nasirb, A. and Schönebergc, J. (2021) ‘Why positionalities matter: reflections on power, hierarchy, and knowledges in “development” research’, Canadian journal of development studies, 42 (4), pp. 519–536.
doi: doi.org/10.1080/02255189.2021.1871593

Bowen GA (2009), Document analysis as a qualitative research method. Qualitative research journal, Vol. 9 (2), pp. 27–40.
doi: doi.org/10.3316/QRJ0902027

Braun, V. & Clarke, V. (no date) Designing for reflexive TA. Available at: www.thematicanalysis.net/designing-for-reflexive-ta/ (accessed on 29/12/2025).

Briffett Aktaş, C. (2024) Enhancing social justice and socially just pedagogy in higher education through participatory action research, Teaching in higher education, 29(1), pp. 159-175.
doi: doi.org/10.1080/13562517.2021.1966619

Clarke, M. (2020) ‘Liberate our library: doing decolonisation work at Goldsmiths library’, Art libraries journal, 45 (4), pp. 148–154.
doi: doi.org/10.1017/alj.2020.23

Coghlan, D. (2011) ‘Action research: exploring perspectives on a philosophy of practical knowing’, Academy of management annals, 5 (1), pp. 53–87.
doi: doi.org/10.5465/19416520.2011.571520.

Converse, J. M., and Presser, S. (1986) ‘The tools at hand’, in Sage research methods. SAGE Publications, Inc.
doi: doi.org/10.4135/9781412986045.n3

Crilly, J., Panesar, L., and Suka-Bill, Z. (2020) ‘Co-constructing a liberated / decolonised arts curriculum’, Journal of university teaching & learning practice, 17 (2), article 9.

Davies, A. (2012) ‘Learning outcomes and assessment criteria in art and design. What’s the recurring problem?’, Networks (18), University of Brighton Faculty of Arts.

Ettarh F. (2018) ‘Vocational awe and librarianship: The lies we tell ourselves’, In the
library with the lead pipe, 10th January. Available at: www.inthelibrarywiththeleadpipe.org/2018/vocational-awe/ (accessed on 29/12/2025).

Hall, S. (1990) ‘Cultural identity and diaspora’, in J. Rutherford (ed.) Identity, community, culture, difference. London: Lawrance & Wishart, pp. 222-237.

Icaza, R. & Vázquez, R. (2018) ‘Diversity or decolonisation? Researching diversity at the University of Amsterdam’ in G.K. Bhambra, et al. Decolonising the university. Pluto Press. pp. 110-127.

Jones, I. (2024) ‘From object to objectified: the ongoing precarity of Black bodies in institutional spaces’, Art, design & communication in higher education, 23(1), pp. 57–68. doi: doi.org/10.1386/adch_00084_1.

Kember, D., Douglas, T., Muir, T., & Salter, S. (2019) ‘Umbrella action research projects as a mechanism for learning and teaching quality enhancement’, Higher education research & development, 38 (6), pp 1285–1298.
doi: doi.org/10.1080/07294360.2019.1638350.

Koshy, E., Koshy, V., & Waterman, H. (2010). ‘What is action research?’ in E. Koshy, V. Koshy & H. Waterman (eds) Action research in healthcare. SAGE Publications Ltd.
Chapter doi: doi.org/10.4135/9781446288696.n1.

Lenette, C. (2022) ‘Cultural safety in participatory arts-based research: how can we do better?’, Journal of participatory research methods, 3 (1).
doi: doi.org/10.35844/001c.32606.

Leung, S. Y., & López-McKnight, J. R. (2021). ‘Introduction: This is only the beginning’, in S. Y. Leung and J. R. López-McKnight (eds.) Knowledge justice: Disrupting library and information studies through critical race theory. The MIT Press, pp. 1-41.
Chapter doi: Doi: doi.org/10.7551/mitpress/11969.003.0002

McNiff, J. (2002) Action research for professional development: Concise advice for new action researchers.

Morales, M., Knowles, E.C., and Bourg, C., (2014) ‘Diversity, social justice, and the future of libraries’, portal: Libraries and the academy, 14 (3), pp.439-451.

NHS (no date) Collections development guidance. Available at: https://library.hee.nhs.uk/resources/collections-development-guidance (accessed on 29/12/2025).

Nichols, S. and Stahl, G. (2019) ‘Intersectionality in higher education research: a systematic literature review’, higher education research & development, 38 (6), pp. 1255-1268.
doi: doi.org/10.1080/07294360.2019.1638348

O’Driscoll, G., & Bawden, D. (2022) ‘Health information equity: Rebalancing healthcare collections for racial diversity in UK public service contexts’, Education for information, 38 (4), pp. 315-336.
doi: doi.org/10.3233/EFI-220051 .

Stauffer, S.M. (2020) ‘Educating for whiteness: Applying critical race theory’s revisionist history in library and information science research: A methodology paper’, Journal of education for library and information science, 61 (4), pp.452-462.

UAL (no date) 25/26 Fine art practice, theory and history: fine art bibliography. Available at: arts.ac.libguides.com/c.php?g=366075&p=4849900, (accessed on 16/01/2026).

UAL (2021) UAL anti-racism action plan summary. Available at www.arts.ac.uk/about-ual/strategy-and-governance/anti-racism-strategy, (accessed on 29/12/2025).

UAL (2024) UAL Voices of social purpose. Available at https://www.arts.ac.uk/about-ual/social-purpose, (accessed on 29/12/2025).

UAL (2025) 25/26 Unit 9: Practice and articulation element 2. Available at: moodle.arts.ac.uk/course/view.php?id=88168 (accessed on 16/01/2026).

Whittaker, R. and Broadhead S. (2022) ‘Disaggregating the Black student experience’ in S. Broadhead (ed.) Access and widening participation in arts higher education. Springer International Publishing, pp.71-297.

This entry was posted in Action Research Project. Bookmark the permalink.

Leave a Reply

Your email address will not be published. Required fields are marked *