Crotty and other papers on paradigms

 


Scotland: https://files.eric.ed.gov/fulltext/EJ1080001.pdf

https://www.researchgate.net/profile/Lan-Pham-3/publication/324486854_A_Review_of_key_paradigms_positivism_interpretivism_and_critical_inquiry/links/5acffa880f7e9b18965cd52f/A-Review-of-key-paradigms-positivism-interpretivism-and-critical-inquiry.pdf

https://d1wqtxts1xzle7.cloudfront.net/39296289/70380008-libre.pdf?1445257913=&response-content-disposition=inline%3B+filename%3DThe_Interconnection_Between_Interpretivi.pdf&Expires=1697492721&Signature=Tb9toM71GFXU0GxdrfoWG1MlN7VlWOFJvlBC9NkvhdfR28aDOXX0mn6LdRE3mpFCNeJTZ89E5yJB0kOwE1zutKAmHGAv3Vo7ZdnyA0qvPYmGm6DhyTCRECb2HxuVQANMdgTDtAwpzYC4W~ApWNfG8DkAzfwy61bUMctSFBQeGoYSqjSnWQhk-825pRLBWiqD553sbIRrR8VAWuOJvK9dQ7ySvbRUtktkYwQn5bCbZP6YHZ~DAOQnW~fbr45-51ybNbemMdpLKfW-e9NYmDaMQdK5Hi4DE8B9yilJQWxZDaGzDxbD9H~moLu7BUNvAWvVudleQa~gOAPt9kuTJ4XosA__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA

https://www.researchgate.net/profile/Lan-Pham-3/publication/324486854_A_Review_of_key_paradigms_positivism_interpretivism_and_critical_inquiry/links/5acffa880f7e9b18965cd52f/A-Review-of-key-paradigms-positivism-interpretivism-and-critical-inquiry.pdf

https://gajrc.com/media/articles/GAJHSS_23_39-43_VMGJbOK.pdf

More:

https://en.apu.ac.jp/rcaps/uploads/fckeditor/publications/polyglossia/Polyglossia_V19_Lindsay.pdf

https://ltr.edu.au/resources/Billett,%20S%20Griffith%20NTF%20Guidelines%20for%20integrating%20practice-based%20education%202011.pdf

https://dergipark.org.tr/tr/download/article-file/395982

Planned, enacted, experienced 

For example, curriculum can be ‘What is intended to be taught and learned overall (the planned curriculum); what is taught (the curriculum as enacted); what is learned (the curriculum as experienced)’ (Alexander et al., 2010, p. 250).
Alexander R, Doddington C, Gray J et al. (eds) (2010) The Cambridge Primary Review Research Surveys. London: Routledge.

https://www.iiste.org/Journals/index.php/JPCR/article/download/46002/47501

Disability as a social construct 

https://aaa.unl.edu/Jones%20Disability%20as%20a%20Social%20Construct.pdf

https://books.google.com/books/about/Disability_as_a_Social_Construct.html?id=UOx6vmwHuDIC

https://link.springer.com/chapter/10.1007/978-1-349-20895-1_6

Lit rev:

Argue for a different lens as compliance and technical lens is progressing too slowly leaving people excluded in our society. The problem is far wider than the technical profession yet we don’t teach, educate or raise awareness to the scale of the problem. There is no underpinning awareness being raised in our education system or in society to be able to meet the needs as a society to be digitally inclusive in terms of content creation.

Social model, environment, attitudes and processes- wider understanding in society - everyone’s responsibility, teaching everyone means mainstream awareness of the subject.

Multidisciplinary rather than teaching in just the digital skill set. Broader underpinning understanding of the importance of what can be done and how that sits with the social model of disability- touches on justice but this is about seeing this through the len of wider implementation as per Matt May quote. - reverse the findings of the Hassell quote that is seeing digital accessibility through the eyes of a technical checklist and compliance to it.

*Matt May quote and Hassell quote - argue why this needs challenging and identifying the gaps.

There are many lens by which digital accessibility is understood, web accessibility, universal design and inclusive design, each having a unique nuance in terms of how it is addressed and actioned.

This study will explore:

What is currently being taught 

To what extent studies focus on compliance over the social model 

Activities that would be appropriate for beginners 

Blurred lines paper:

https://firstmonday.org/ojs/index.php/fm/article/view/6169/4904


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