Month: December 2021

“Anti-racism pedagogy doesn’t mean the erasure of painful history, but to embed the teaching and practices the encourage understanding and learning with historical context, multiple narratives and empathetic support” (Shades of Noir 2020, p. 133)

Related to my aim of gathering data on using objects critically and inclusively, another key topic in my reading is inclusive or critical teaching practices. The premise of my research question is how to ensure that structural biases aren’t enacted during teaching. This contributes to UAL’s “values of social justice […] through our teaching and research” (University of the Arts London 2015, p. 5), documented in UAL’s 2015-2022 strategy, UAL Anti Racism Action Plan, Equal Opportunities Policy and Disability Inclusion Toolkit.

A theoretical and practical understanding of social justice education explored by Hahn Tapper (2013) sees its purpose as being to:

1. explore students’ understandings of their individual and group identities
2. deepen students’ awareness of the existence of social inequalities
3. assist in developing students’ conception of the interconnection between social inequalities and social identities
4. examine the roles students play in both perpetuating and working against patterns of inequality
5. empower students to work toward societal transformation in and through their identities

(Hahn Tapper 2013, p. 427)

Two writers who are key to this movement are Freire and hooks, who both explored the idea of education as a tool for social justice.

Freire saw that education is the key to enacting social justice, and that this should be a primary pedagogical goal of all educational activities (Freire, 2005). In this, Freire discusses ideas of working collaboratively with learners and co-creation.  He saw that a teacher’s “efforts must coincide with those of the students to engage in critical thinking and the quest for mutual humanization […] they must be partners” (Freire, 2005 p.75). Hahn Tapper’s interpretation of Freire’s writing finds that “a teacher needs to create experiences with, and not for, students, integrating their experiences and voices into the educational experience itself” (2013, p.414) .

hooks is concerned with creating safe and communal learning spaces for students, she argues that “empowerment cannot happen if [teachers] refuse to be vulnerable while encouraging students to take risks [those] unwilling to share are exercising power in a manner that could be coercive” (hooks, 1994 p.21). In order to enact hooks’ ideas I recognise that my practice needs to develop a willingness to share my personal experiences and positionality with students., As hooks states, “I never ask students to do an in class writing assignment that I am not willing to do. My willingness to share, to put my thoughts and ideas out there, attests to the importance of putting thoughts out there, of moving past fear or shame. When we all take risks, we participate mutually in the work of creating a learning community” (hooks 2010, p. 21). For me, this openness starts with an acknowledgement of my role within UAL, and using this action research project to interrogate and deconstruct the role/position of the objects (archives and collections) that I use in my teaching.

In her model for embedding equality and diversity in the curriculum, Hanesworth (2015) places great emphasis on self-reflection in both students and staff:

“Self reflection (students)
The creation of environments (physical and virtual) and learning experiences in which students are able to reflect on their own identities, biases and backgrounds and how these impact on their learning and living experiences.”

“Self reflection (staff)
The consideration of our own identities, biases and backgrounds (academic and otherwise) in the creation of curricula and teaching experiences in order to develop our understanding of how these impact on student learning experiences and how we should adapt our teaching appropriately.“

(Hanesworth 2015, p. 16)

References:

Bhagat, D. and O’Neill, P. (2011) Inclusive Practices, Inclusive pedagogies; Learning from Widening Participation Research in Art and Design Higher Education. Available at: https://ukadia.ac.uk/wp-content/uploads/2013/11/Inclusive_Practices_Inclusive_Pedagogies.pdf (accessed 17 December 2021).

Freire, P. (2000) Pedagogy of the Oppressed. New York: The Continuum International Publishing Group Inc. Available at: https://envs.ucsc.edu/internships/internship-readings/freire-pedagogy-of-the-oppressed.pdf (accessed 16 November 2021).

Hahn Tapper, A. (2013) ‘A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment’, Conflict Resolution Quarterly, 30:4, pp. 411-445.

Hanesworth, P. (2015) Embedding equality and diversity in the curriculum: a model for learning and teaching practitioners. Available at: https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/eedc_model_for_learning_and_teaching_practitioners_1568037305.pdf (accessed 16 November 2021).

hooks, B. (1994) Teaching to Transgress: Education as the Practice of Freedom. Routledge: New York and London. Available at:  https://sites.utexas.edu/lsjcs/files/2018/02/Teaching-to-Transcend.pdf (accessed 16 November 2021).

hooks, b. (1997) Bell Hooks: Cultural Critisicm & Transformation [transcript]. Available at: https://www.mediaed.org/transcripts/Bell-Hooks-Transcript.pdf (accessed 17 December 2021).

hooks, B. (2010). Teaching critical thinking: Practical wisdom. New York: Routledge.

Richards, A. and Finnigan, T. (2015) Embedding Equality and Diversity in
the Curriculum: An Art and Design Practitioner’s Guide. Available at: https://www.advance-he.ac.uk/knowledge-hub/embedding-equality-and-diversity-curriculum-discipline-specific-guides (accessed 17 December 2021).

Shades of Noir (2020) Inclusive Practice: Alchemy – Transformation in Social Justice Teaching. Available at: https://issuu.com/shadesofnoir/docs/inclusivepractice (accessed 17 December 2021).

University of the Arts London (2018) Decolonising the Arts Curriculum, Zine 1

University of the Arts London (2019) Decolonising the Arts Curriculum, Zine 2

University of the Arts London (2015) UAL Strategy 2015-2022. Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0022/12838/UAL-Strategy-2015-22.pdf (accessed 16 November 2021).

University of the Arts London (2021) Anti-Racism Action Plan. Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0032/296537/UAL-Anti-racism-action-plan-summary-2021.pdf (accessed 16 November 2021).

University of the Arts (2021) London Disability Toolkit. Available at:https://canvas.arts.ac.uk/sites/explore/SitePage/45680/disability-inclusion-toolkit (accessed 16 November 2021).

University of the Arts London (2021) Equality Objectives and Reports. Available at: https://www.arts.ac.uk/about-ual/public-information/equality-objectives-and-reports (accessed 16 November 2021).

“Thematic analysis is a method for identifying, analysing, and reporting patterns (themes) within data. It minimally organises and describes your data set […] and interprets various aspects of the research topic” (Braun and Clarke 2006, p. 79)

I have been researching thematic analysis as a method of analysing data from my focus group.

“The first step in developing an effective analysis plan is to establish clear analytic objectives” (Guest, MacQueen and Namey, 2012, p.22). In analysing the focus group data, my primary analytic purpose is to identify and explore how my colleagues approach the use of objects in their teaching practice, specifically considering the cultural biases these objects may have.

Braun and Clarke (2006) set out a six-step framework for thematic analysis, which I will broadly be following:

• Phase 1: familiarize yourself with your data.
• Phase 2: generating initial codes
• Phase 3: searching for themes
• Phase 4: reviewing themes
• Phase 5: defining and naming themes
• Phase 6: producing the report

Within this framework, there are various approaches to thematic analysis, “what is important is that the theoretical framework and methods match what the researcher wants to know, and that they acknowledge these decisions, and recognise them as decisions” (Braun and Clarke 2006, p. 80).

The first of the decisions is whether to use inductive or deductive (or theoretical) analysis. A “‘theoretical’ thematic analysis would tend to be driven by the researcher’s theoretical or analytic interest in the area, and is thus more explicitly analyst-driven” (Braun and Clarke 2006, p.84). Whereas an inductive approach means the “themes identified are strongly linked to the data themselves” (Patton, 1990). Both approaches must also acknowledge that the researcher “cannot free themselves of their theoretical and epistemological commitments, and data are not coded in an epistemological vacuum” (Braun and Clarke 2006, p.84). Based on my project aims, I have chosen to take a deductive approach. This decision is based on my having a pre-existing research focus that I want to explore and capture. So in my analysis I will concentrate on “each segment of data that [is] relevant to or captured something interesting about [my] research question” (Maguire & Delahunt, 2017, p. 3355).

A second approach I needed to decided on is whether to identify themes at a semantic or latent level. In a semantic approach “the themes are identified within the explicit or surface meanings of the data and the analyst is not looking for anything beyond what a participant has said or what has been written” (Braun and Clarke 2006, p.84). Contrasted to analysis at the latent level, which “goes beyond the semantic content of the data, and starts to identify or examine the underlying ideas” (Braun and Clarke 2006, p.84). In my research I am interested in the explicit meanings of what a participant has said, so I will be analysing the data at the semantic level.

However, in this process, successful semantic analysis still involves interpretation of the data, in ” an attempt to theorise the significance of the patterns and their broader meanings and implications” (Patton, 1990). As Braun and Clarke state, “analytic narrative needs to go beyond description of the data, and make an argument in relation to your research question” (2006, p.93). This means that my analysis won’t simply be a description of the semantic content, but must relate to my own understanding and interpretation of the data in relation to context etc., in order to find meaning in it.

There is a line to be aware of here however, for, as while thematic analysis is more than simply description, it also “is generally not used to engage in data interpretation and transformation to the point of developing theory” (Kiger and Varpio 2020, P.4)

I have developed an action plan for work on my thematic analysis, based on Braun and Clarke’s six step framework:

• Familiarise myself with the transcript by re-reading and and tidying up the automated transcription (spelling, punctuation etc.) using recording of the focus group.
• Identify initial codes (highlight on transcript, and copy and paste text to new document). I will do this by “identifying and recording one or more passages of text […] that, in some sense, exemplify the same theoretical or descriptive idea” (Gibbs 2018, p.54)
• Group initial codes into themes. The thematic cue I will primarily be focussing on to establish themes is ‘repetition’ (possibly also reflecting on ‘silence/missing data’ in my later interpretation (Guest, MacQueen and Namey, 2012, p.66)).
• Review and refine themes – consider codes in relation to themes, consider themes in relation to data set. Review, edit, remove etc. as required. Establish final names.
• Write report including findings – i.e. tell the story of my data. This will involve questioning/interpreting the themes – “What does this theme mean? What are the assumptions underpinning it? What are the implications of this theme? What conditions are likely to have given rise to it? Why do people talk about this thing in this particular way (as opposed to other ways)? and What is the overall story the different themes reveal about the topic?” (Braun and Clarke 2006, p. 24)

References

Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code
development. Thousand Oaks, CA: Sage.

Braun, V. and Clarke, V. (2006) ‘Using thematic analysis in psychology’ Qualitative Research in Psychology 3:2, pp. 77-101.

Braun, V. and Clarke, V. (2020) Thematic Analysis. Available at: https://study.sagepub.com/thematicanalysis (accessed 20 December 2021).

Gibbs, G. (2018). Analyzing qualitative data (Second ed.). SAGE Publications Ltd Available at: https://www-doi-org.arts.idm.oclc.org/10.4135/9781526441867 (accessed 20 December 2021)

Guest, G., MacQueen, K. M. & Namey, E. E. (2012) Applied thematic analysis. London: Sage Publications, Inc. Available at: https://www-doi-org.arts.idm.oclc.org/10.4135/9781483384436 (accessed 20 December 2021).

Kiger, M. and Varpio, L. (2020) ‘Thematic analysis of qualitative data: AMEE Guide No. 131’, Medical Teacher. Available at: https://www.plymouth.ac.uk/uploads/production/document/path/18/18247/Kiger_and_Varpio__2020__Thematic_analysis_of_qualitative_data_AMEE_Guide_No_131.pdf (accessed 20 December 2021).

Lochmiller, C. R. (2021) ‘Conducting Thematic Analysis with Qualitative Data’ The Qualitative Report, 26:6, pp.2029-2044. Available at: https://doi.org/10.46743/2160-3715/2021.5008 (accessed 21 December 2021)

Maguire, M. and Delahunt, B. (2017) ‘Doing a Thematic Analysis: A Practical, Step-by-Step
Guide for Learning and Teaching Scholars’ AISHE-J 3, pp. 3351-33514

Onwuegbuzie, A. et al. (2009) ‘A Qualitative Framework for Collecting and Analyzing Data in Focus Group Research’, International Journal of Qualitative Methods, 8:3, pp.1-21. Available at: https://doi.org/10.1177/160940690900800301 (accessed 21 December 2021)

Patton, M.Q. (1990) Qualitative evaluation and research methods. London: Sage

Sage Research Methods Datasets (2019) Thematic Analysis of Focus Groups With Consumers and Carers of Mental Illness. Available at: https://methods.sagepub.com/base/download/DatasetStudentGuide/thematic-analysis-mental-illness (accessed 21 December 2021)

Silverman, D. (2000). Doing qualitative research: A practice handbook. London: Sage.

Sutton, J. and Austin, Z. (2015) ‘Qualitative Research: Data Collection, Analysis, and Management’, Canadian Journal of Hospital Pharmacy 68:3, pp. 226-231.

Engaging in ‘internal feedback’ (Nichol and McCallum, 2021) I wrote some feedback for each of my peers in the tutorial, and used this as catalyst to focus and inspire my own work. These reflections have motivated me to consider/implement the following:

• Avoid the use of subjective terms, but if these are used I should clarify what I mean by these.
• Be clear about any effects or outcomes from the research, and acknowledge these as a result of the research.
• Read into participant bias (a term introduced to me by my peer in this tutorial, which will be relevant to my research).
• Decide/clarify what output of my project will be.
• Be careful when constructing the presentation to balance the amount of information given in each section according to its importance/value to overall narrative.
• Present data, analysis, other information etc. in a clear and simple way, with explanations of terms and concepts where needed.
• Decide on method of presentation that is simple and easy to follow – PowerPoint slides may be best method.
• Providing images that represent themes/ideas is visually engaging and interesting, I will consider how I might integrate this into my presentation.
• Ensure I include my own reflections at each stage

I also received some direct feedback from my peers and tutor, largely relating to the structure of my presentation and the type of information I include on the slides, that I will be applying when I create my final presentation.

References

Nicol, D. and McCallum, S. (2021) ‘Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review’, Assessment & Evaluation in Higher Education. Available at: https://www.tandfonline.com/d’oi/pdf/10.1080/02602938.2021.1924620?needAccess=true (accessed 27 December 2021)

I approached ten colleagues to participate in my focus group, these colleagues work in archives or collections across UAL in varying roles, for example Curators, Librarians and Archivists. These staff represented collections across all six of UAL’s colleges. Seven of them agreed to participate, and six were able to attend the focus group on the date and time arranged. On the day, two were unable to attend due to illness and personal reasons. I therefore conducted the two-hour focus group with four participants online via Microsoft Teams.

Initial reflections on conducting a focus group (crudely broken into negative and positive reflections):

‘Negatives’

• The group was difficult to organise, e.g. ascertaining participant availability, time consuming to organise and communicate with participants.
• Time consuming to conduct (2 hour focus group)
• Small group of participants, so a small data sample
• I only had time to directly ask a few of my prepared questions (however, a focus group is primarily about discussion between group so should be less focussed on questions)

‘Positives’

• This form of discussion encouraged deeper and wider responses to questions than another method would have, e.g. a questionnaire
• The discussion format enabled new topics or thoughts to be introduced and explored
• Formant appeared to develop an openness and honesty – could see this increasing in participants throughout
• Participants seemed to personally enjoy and appreciate the time and space to discuss their practice

During the focus group I was making notes of ideas and phrases that caught my attention. These are some of the themes that came out from my note taking:

• Object ambiguity as a leveler vs. familiarity enabling cultural knowledge exchange
• Practicality, pressure and performance – what is ‘success’?
• Methods of conveying information
• Importance, or not, of staff knowledge of objects
• Using objects to disrupt
• Asking for (uncompensated) labour from colleagues and students of colour
• Use of trigger/content warnings
• Policies being undermined by practices

“to ‘analyse’ is to examine something in detail in order to discover its meaning […] to break something down into components or essential features”

(Gray and Malins 2004, p.123)

For our third and final workshop we looked at data analysis

The visualisation of the analytic filtering of data (below) was useful to me in understanding how to refine my primary research (focus group) and secondary research (reading) into an ‘explanatory narrative’ (Kara 2015, p.112).

Data (or research) poetry

I was initially quite skeptical of the activity to create data poetry, however I actually found the exercise interesting and enjoyed the process of refining down key themes from the data to ‘pleasing’ words or quotes and then arranging these in a creative way. My group’s interpretation of this task (image below) was quite direct, using quotes in the order they appeared to tell the narrative of the data in a straightforward way.

However even with this simple approach I was amazed by how these lines really captured the whole narrative of the data in a clear way. I reflected that this seems like a creative way to distill the information into something that is immediately accessible for a research audience (Ndlovu, 2018). I am now quite keen to use this method on my data (this would be my focus group transcript), and would be interested in trying a more experimental approach.

Thematic coding

The other activity in this workshop which I found helpful was on thematic analysis – especially as I knew I would be using this method in my research. We used a couple of basic steps to do some quick analysis of a transcript – familiarising ourselves with the data and identifying themes (repetitions, metaphors, transitions, similarities and
differences, missing/excluded data, anomalies etc.). My group came up with the themes seen in the image below.

I found this a useful exercise as a first introduction to this research method, as it helped to demystify the process for me. It was also a useful insight into what can be achieved with quick analysis. Although we didn’t get to the stage of analysing the themes and developing theories about the data, to some extent the identification and interpretation of the themes themselves began to tell the narrative of the data.

Both of these data analysis activities have helped me to feel more aware of what the analysis process involves, and provided a potential new method for me to use with my data.

References

Gray, C. and Malins, J. (2004) ‘Interpreting the map: methods of evaluation and analysis’, Visualizing Research: A guide to the research process in art and design. Farnham: Ashgate.

Kara, H. (2015) ‘Analysing data’ in Creative Research Methods in the Social Sciences: A practical guide. Bristol: Policy Press.

Lahman, M., Richard, V. and Teman, E. (2018) ‘ish: How to Write Poemish
(Research) Poetry’, Qualitative Inquiry 00:0, pp. 1-13.

Ndlovu, D. (2018) How poetry can represent research. Available at: https://www.thebritishacademy.ac.uk/blog/how-poetry-can-represent-research/ (accessed 27 December 2021)

Presenting my work-in-progress presentation – my work and findings on the project so far – I received some formative feedback from peers and tutor.

Questions posed regarding project :

1. Is there something you are hoping to find?
2. Will you propose change to your own teaching based on what your colleagues say?
3. What is your intervention?

Responses to these:

1. I am open to any findings through this process. Broadly I am looking for some answers as to how I can make my teaching more inclusive for students when I use objects that are not representative of the UAL student body. To do this I hope to come across ideas, practices and possibilities in my reading a research that I can pull together to enact change.
2. This process is very much about developing my own teaching.
3. I am still considering what my intervention will be, I want to be lead to some degree by what my findings are. Possible outcomes are: an activist toolkit for staff; plan for a staff development workshop; an action plan for changes to my teaching practice.

Feedback for formatting and content of presentation, and my actions in response:

• Include definition of object based learning (OBL)
  • I will add a definition of OBL to my context slide, and make sure to explain terms etc in my presentation script without assuming knowledge
• Include some quotes on your rationale slide 
  • I will use notes from my reading to find and include quotes from UAL publications e.g. anti-racism action plan

My research question includes an inherent assumption – that there are structural biases in the archives and collections at UAL.

While the scope of my project does not include exploring this subject in its full complexity, this idea is the basis and background to my question. Therefore some foundational reading and consolidation of this idea was required – with this being a topic I have previously researched ad written on (Grout, 2019). In my reading I aimed to develop this and inform my research with ideas and potential solutions from the critical archive studies sphere.

Archive theorists and practitioners have discussed the ways in which archives are are tools of oppression since the early 2000s (Schwartz and Cook), and more recently are also confronting the ways in which they can also be used as tools for liberation. Caswell, Punzalan and Sangwand broadly define critical archival studies as approaches which ” (1)  explain  what  is  unjust  with  the  current  state  of  archival research and practice, (2) posit practical goals for how such research and practice can and should change, and/or (3) provide the norms for such critique” (2017, p.2).

These discussions have intersected with other social movements, such as: critical race studies (Williams and Drake, 2017; Lowry, 2019; ) feminism (Cifor and Wood, 2017; Moravec, 2017; Caswell and Cifor, 2016; ), queer theory (Watts, 2018; ) and disability studies (Brilmyer, 2018; Brownlee-Chapman et. al, 2018; ) to interrogate the role of archives and (re)present them as a tool for social justice. This research has emphasised the need to address imbalances of power, to support the plurality of voices, to create open and collaborative spaces and to generate ‘radical empathy’ (Caswell and Cifor, 2016). 

A critical approach to using archives and collections is central to this work, reflecting on and historical legacies and critiquing current practices. It is within this space that my research project sits.

Key findings/ideas

To support my research, my reading around this topic reviews the way in which archives (and other heritage institutions) are using their collections and their practice as a tool for social justice. To summarise my finding form a literature review, Punzalan and Caswell argue that social justice is most apparent in the following areas:

1. Inclusion of underrepresented and marginalized sectors of society
2. Reinterpretation and expansion of archival concepts
3. Development of community archives
4. Rethinking archival education and training
5. Efforts to document human rights violations

(Punzalan and Caswell 2016, p3)

Including underrepresented sectors of society refers to practices such as addressing ‘absences’ in the archive by collecting new material to fill in the gaps in holdings. As well as acknowledging the absences, and using these silences as a space for discussion.

Reinterpretation and expansion of archival concepts may relate to practices which re-presents existing material, based on new research or (re)interpretations, as well as fore fronting previously under-used material. And challenging the fundamental archive principles that favour dominant cultural perspectives.

Developing community archives refers to collecting at a grassroots level (Nyhan, 2015), which expands the understanding of who has the power to manage and control archival material.

For Caswell et al (2012), the rethinking of archival education (and training) includes concrete steps such as recruitment of students from marginalised communities, culturally sensitive classroom environments, pluralist approaches to diverse ontologies and epistemologies, and an ongoing analysis of power inside and outside of the classroom.

Finally, the role of records in seeking justice for victims of oppression must be acknowledged, with the purpose of archives as actively confronting power.

“archivization produces as much as it records” (Derrida 1995, p.17)

“collecting institutions award a social value to specific objects and thus prescribe historical consciousness” (Darian-Smith and Hamilton 1994, p.4)

References

Brilmyer, G. (2018) ‘Archival assemblages: applying disability studies’ political/relational model to archival description’, Archival Science 18, pp.95–118. Available at: http://gracenbrilmyer.com/Brilmyer-Archival%20Assemblages-2018.pdf (accessed 17 December 2021).

Brownlee-Chapman, C. et. al (2018) ‘Between speaking out in public and being person-centred: collaboratively designing an inclusive archive of learning disability history’, International Journal of Heritage Studies, 24:8, pp.889-903. Available at: https://www.tandfonline.com/doi/full/10.1080/13527258.2017.1378901 (accessed 16 December 2021).

Caswell, M, Broman, G. Kirmer, J., Martin, L. and Sowry, N. (2012) ‘ Implementing a Social Justice Framework in an Introduction to Archives Course: Lessons from Both Sides of the Classroom’, InterActions: UCLA Journal of Education and Information Studies 8:2.

Caswell, M. and Cifor, M. (2016) From Human Rights to Feminist Ethics: Radical Empathy in the Archives. Available: https://archivaria.ca/index.php/archivaria/article/view/13557/14916 (accessed 2 December 2021)

Caswell, M. Punzalan, R. and Sangwand, T. (2017) Critical Archival Studies: An Introduction. Available at: https://journals.litwinbooks.com/index.php/jclis/article/view/50/30 (accessed 2 December 2021)

Cifor, M. and Wood. S (2017) ‘Critical Feminism in the Archives’, Critical Archival Studies 1:2. Available at: https://journals.litwinbooks.com/index.php/jclis/article/view/27/26 (accessed 17 November 2021)

Darian-Smith, K. and Hamilton, P. (1994) Memory and history in twentieth century Australia. Melbourne: Oxford University Press.

Derrida, J. (1995) ‘Archive fever: a freudian impression’, Diacritics,25(2), pp.9–63. Available at: https://www.jstor.org/stable/465144?origin=crossref&seq=1#metadata_info_tab_contents (accessed 17 December 2021)

Drake, J. (2019) ‘Diversity’s discontents: in search of an archive of the oppressed’, Archives and Manuscripts, 47:2, pp. 270-279.

Grout, H (2019) ‘Archiving critically: exploring the communication of cultural biases’ Spark: UAL Creative Teaching and Learning Journal, 4:1, pp.71-75 Available at: https://sparkjournal.arts.ac.uk/index.php/spark/article/view/120/214 (accessed 17 December 2021)

Hardiman, R. (2014) ‘Under the influence: the impact of philosophy on archives and records management’ in Brown, C. (ed.) Archives and recordkeeping: theory into practice. London: Facet Publishing, pp.171–276.

Lowry, J. (2019) ‘Radical empathy, the imaginary and affect in (post)colonial records: how to break out of international stalemates on displaced archives’, Archival Science 19, pp. 185–203. Available at: https://link.springer.com/article/10.1007/s10502-019-09305-z (accessed 17 December 2021)

Moravec, M. (2017) ‘Feminist Research Practices and Digital Archives’,  Australian Feminist Studies, 32:91-92, pp, 186-201. Available at: https://www.tandfonline.com/doi/full/10.1080/08164649.2017.1357006 (accessed 16 November 2021)

Nyhan, J. (2015) ‘Community archives in the UK: an overview’ Available at: https://discovery.ucl.ac.uk/id/eprint/10072044/1/Nyhan%20eng%20chapter%20Archiwaspoleczne.Modelewspolpracyzpanstwem.pdf (accessed 17 December 2021)

Paquet Kinsley, R. (2016) ‘Inclusion in museums: a matter of social justice’,
Museum Management and Curatorship, 31:5, pp. 474-490. Available at: http://dx.doi.org/10.1080/09647775.2016.1211960 (accessed 17 December 2021)

Punzalan, R. and Caswell, M. (2016) ‘Critical Directions for Archival Approaches to Social Justice’. The Library Quarterly, 86:1. pp. 25-42. Available at: http://dx.doi.org/10.1086/684145 (accessed 17 December 2021)

Schwartz, J. and Cook, T. (2002) ‘Archives, Records, and Power: The Making of Modern Memory’, Archival Science 2, pp. 1-19. Available at: https://journalofburmesescholarship.org/pprs/SchwartzCook-Archives.pdf (accessed 17 November 2021)

Watts, G. (2018) ‘Queer Lives in the Archives: Intelligibility and Forms of Memory’, disClosure: A Journal of Social Theory, 27:18. pp. 103-111. Available at: https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1438&context=disclosure (accessed 17 November 2021)

Williams, S. and Drake, J. (2017) ‘Power to the People: Documenting Police Violence in Cleveland’, Critical Archival Studies 1:2. Available at: https://journals.litwinbooks.com/index.php/jclis/article/view/33/25 (accessed 17 December 2021).