بررسی عناصر طراحی و تدوین برنامه درسی با رویکرد پساکیفی

احمدی، بابک. (1400). ساختار و تأویل متن، ج۲ ،تهران: نشر مرکز

باقری، خسرو. (۱۳۸۱). تعلیم و تربیت در منظـر پـست مدرنیـسم، منـدرج در: م. مهـرمحمـدی ( پدید آورنـده)، برنامه درسی: نظرگاهها، رویکردهـا و چـشم‌انـدازها، مـشهد: آسـتان قدس.

بیرمی پور، بختیار نصرآبادی، هاشم‍‍‍ی و س‍‍‍ید حسن. (2010). پست مدرن و اصلاحات برنامه درسی. رویکردهای نوین آموزشی, 5(1), 31-64.‎

تدلی، چارلز؛ تشکری، عباس. (1395). مبانی پژوهش  ترکیبی (تلفیق رویکردهای کمی و کیفی). تهران: جهاد دانشگاهی.

حشمتی فر، لیلا؛ ملایی، رباب؛ نصر، احمدرضا و شریفیان، فریدون. (2019). بررسی جدیدترین تحولات رویکرد‌شناسی کیفی پژوهش در حوزه آموزش و تدریس (براساس مجلات معتبر بین‌المللی) تدریس پژوهی، 7 (1)، 155-172.

دلاوری، رضا. (1382). پست مدرنیسم یعنی چه؟، فصلنامه حوزه و دانشگاه، ش۶ ،صـص۱- .۹

طاهری کیا، حامد. (1399). مطالعات فرهنگی، میدان کوانتوم و رویکرد پساکیفی. تهران: انتشارات لوگوس.

فتحی واجارگاه، کورش. (۱۳۸۶). برنامه درسی بـه سـوی هویـت هـای جدیـد، تهـران: انتشارات آییژ

فرمهینی فراهانی، محسن. (1383). پست مدرنیسم و تعلیم و تربیت، تهران: انتشارات آییژ

نقیب زاده، میرعبدالحسین. (1395). نگاهی به نگرش های فلسفی سده بیستم. تهران: انتشارات طهوری.

Afshari, B; Eshaghian, Z., and Bakhtiyar Nasrabadi, H. (2015). An Analysis of Ethical Principles in the Process of Educational Research, Journal of Proliferation of Ethics, 18, 94-67.

Aldridge, Jo (2019). "With us and about us": Participatory methods in research with "vulnerable" or marginalised groups. In Pranee Liamputtong (Ed.), Handbook of research methods in health social sciences (pp.1919-1934). Cham: Springer.

Ani, Ndubuisi (2013). Appraisal of African epistemology in the global system. Alternation, 20(1), 295-320.

Arko-Achemfuor, A., Romm, N., & Serolong, L. (2019). Academic-practitioner collaboration with communities towards social and ecological transformation. International Journal for Transformative Research, 6(1), 1-9.

Barad, K. (1999). Agential realism: Feminist interventions in understanding scientific practices. The science studies reader, 1-11.Bodén, L., & Gunnarsson, K. (2021). Nothing, anything, and everything: Conversations on postqualitative methodology. Qualitative Inquiry, 27(2), 192-197.

Barad, K. M. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press.

Bar-Anan, Y., Wilson, T. D., & Gilbert, D. T. (2009). The feeling of uncertainty intensifies affective reactions. Emotion, 9(1), 123-127. doi:10.1037/a0014607

Byrant, L., N. Srnicek and G. Harman. 2011. Towards a speculative philosophy. In The speculative turn: Continental materialism and realism, ed. L. Byrant, N. Srnicek and G. Harman. Melbourne: repress.

Clive, B. (2002). Postmodernism, pedagogy, and philosophy of education. Ontario: Ontario Institute in Education

Cross, N. (2011). Design thinking: Understanding how designers think and work. New York, NY: Berg Publishers.

Davies, B., & Gannon, S. (2006). Doing collective biography. Maidenhead: Open University Press.

Davies, B., & Gannon, S. (2012). Collective biography and the entangled enlivening of being. International Review of Qualitative Research, 5(4), 357–376.

DeLanda, M. (2006). A new philosophy of society: Assemblage theory and social complexity. London, England: Continuum.

Deleuze, G. (1995). Negotiations: 1972-1990 (M. Joughin, Trans. New York, NY: Columbia University Press. (Original work published 1990)

Deleuze, G. (2004). Logic of sense. Bloomsbury Publishing.

Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia (B. Massumi, Trans.). Minneapolis, MN: University of Minnesota Press. (Original work published 1980)

Deleuze, G., & Parnet, C. (2002). Dialogues II (Rev. ed., H. Tomlinson & B. Habberjam, Trans). New York, NY:Columbia University Press.

Derrida, J. (1978). Writing and différence (A. Bass, Trans.). Chicago, IL: University of Chicago Press. (Original work published 1967)

Derrida, J. (1982). Différance (A. Bass, Trans.) Margins of philosophy. Chicago, IL: University of Chicago Press. DeLanda, M. (2016). Assemblage theory. Edinburgh, Scotland: Edinburgh University Press.

Derrida, J. (2016). Of grammatology (G. C. Spivak, Trans.). Baltimore, MD: Johns Hopkins University Press. (Original work published 1967)

Derrida, J., & Caputo, J. D. (1997). Deconstruction in a nutshell: A conversation with Jacques Derrida. New York, NY: Fordham University Press.

Dorst, K., & Cross, N. (2001). Creativity in the design process: Co-evolution of problem– solution. Design Studies, 22(5), 425-437. doi:10.1016/S0142-694X(01)00009-6

Flood, Robert L. & Romm, Norma R.A. (2018). A systemic approach to processes of power in learning organisations: Part I—Literature, theory, and methodology of triple loop learning. The Learning Organisation, 25(4), 260-272.

Gallagher, Michael (2008). "Power is not an evil": Rethinking power in participatory methods. Children's Geographies, 6(2), 137-150.

Gayeski, D. M., Wood, L. E., & Ford, J. M. (1992). Getting inside an expert's brain. Training & Development, 46(8), 55.

Gergen, Mary M. & Gergen, Kenneth J. (2011). Performative social science and psychology. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(1), Art. 11, http://dx.doi.org/10.17169/fqs-12.1.1595 [Accessed: August 30, 2019].

Gerrard, J. Rudolph, S. & Sripakash, A. (2017). The politics of post-qualitative inquiry: History and power. Qualitative Inquiry, 23(5), 384–394. https://doi.org/10.1177/1077800416672694  Hemingway, E. (1964/1996). A moveable feast. London, UK: Arrow Books.

Guillemette, L., & Cossette, J. (2006). Deconstruction and différance. Signo. Retrieved from http://www.signosemio.com/derrida/deconstruction-and-differance.asp

Hirst, J. &  White, M. (1998). Philosophy of education (Discours  or  moral action?). London: Routledge.Vol.III.

Hofsess, B. A. (2015). The map of true places: Moving onward in art teacher preparation. Visual Arts Research, 41(1), 1–15. https://doi.org/10.5406/visuartsrese.41.1.0001

Honoré, C. (2004). In praise of slow: How a worldwide movement is challenging the cult of speed. Toronto, ON: Random House.

Hwang, SungWon & Roth, Wolff-Michael (2005). Ethics in research on learning: Dialectics of praxis and praxeology. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6(1), Art. 19, http://dx.doi.org/10.17169/fqs-6.1.529 [Accessed: June 8, 2019].

Ingold, T. 2015. In Non-representational methodologies: Re-visioning research, ed. P. Vannini. Foreword. London: Routledge.

Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives. London, England: Routledge.

Jackson, A. Y., & Mazzei, L. A. (2018). Thinking with theory: A new analytic for qualitative inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), The sage handbook of qualitative research (5 ed., pp. 717-737). Los Angeles, CA: SAGE Publications.

Jorgenson, Jane & Sullivan, Tracy (2010). Accessing children's perspectives through participatory photo interviews. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 11(1), Art. 8, http://dx.doi.org/10.17169/fqs-11.1.447 [Accessed: August 31, 2019].

1. Denzin & Y. S. Lincoln (Eds.), The sage handbook of qualitative research. Los Angeles, CA: Sage Publications, Inc.

Kelly, P. T. (2020). Empathy Through Inquiry: The Weaving of (Post) Qualitative Inquiry into Design (Doctoral dissertation, Wayne State University)

Koro-Ljungberg, M. (2015). Reconceptualizing qualitative research: Methodologies without methodology. Thousand Oaks, CA: Sage Publications.

Koro-Ljungberg, M. (2016). Reconceptualizing qualitative research: Methodologies without methodology. Thousand Oaks, CA: Sage.

Koro-Ljungberg, M., & MacLure, M. (2013). Provocations, re-un-visions, death, and other possibilities of “data”. Cultural Studies ↔ Critical Methodologies, 13(4), 219-222. doi:10.1177/1532708613487861

Koro-Ljungberg, M., MacLure, M., & Ulmer, J. B. (2018). D… a… t… a…, data++, data, and some problematics. In N. K. Denzin & Y. S. Lincoln (Eds.), The sage handbook of qualitative research (5 ed., pp. 462-484). Los Angeles, CA: SAGE Publications.

Kuby, C. R., Rucker, T. G., & Kirchhofer, J. M. (2015). ‘Go be a writer': Intra-activity with materials, time and space in literacy learning. Journal of Early Childhood Literacy, 15(3), 394-419. doi:10.1177/1468798414566702

Lane, D. A., & Maxfield, R. R. (2005). Ontological uncertainty and innovation. Journal of Evolutionary Economics, 15(1), 3-50. doi:10.1007/s00191-004-0227-7

Lather, P. & St. Pierre, E. A. (2013). Post-qualitative research. International Journal of Qualitative Studies in Education, 26(6), 629–633. https://doi.org/10.1080/09518398.2013.788752

Lather, P. (2015). The work of thought and the politics of research: (Post)qualitative research. In N.K. Denzin & M.D. Giardina (Eds.). Qualitative Inquiry and the Politics of Research. (pp. 97-117). Walnut Creek, CA: Left Coast Press, Inc.

Law, J. (2004). After method: Mess in social science research. Routledge.

Lawson, B. (2005). How designers think: The design process demystified (4th ed.). Oxford, England: Architectural Press.

Lawson, B., & Dorst, K. (2009). Design expertise (Vol. Oxford :). London, England: Routledge.

 Le Grange, L. (2018). What is (post) qualitative research? South African Journal of Higher Education, 32(5), 1-14.‏

Le Grange, L. (2016). Think piece: Sustainability education and (curriculum) improvisation. Southern African Journal of Environmental Education, 32, 26-36.

Lecercle, J.-J. (2002). Deleuze and language. New York, NY:Palgrave

Levinas, E. (1998). Of God who comes to mind. Stanford University Press.‏

MacLure, M. (2013). Researching without representation? Language and materiality in post-qualitative methodology. International journal of qualitative studies in education, 26(6), 658-667.

Macmillan.Rajchman, J. (2000). The Deleuze connections. Cambridge, MA:The MIT Press

Maguire, Mary H. (2005). What if you talked to me? I could be interesting! Ethical research considerations in engaging with bilingual/multilingual child participants in human inquiry. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6(1), Art. http://dx.doi.org/10.17169/fqs-6.1.530 [Accessed: June 29, 2019].

Malloch, M. (2020). Post-qualitative research and innovative methodologies. Australian Journal of Adult Learning, 60(2), 352-356.

Manning, E. & Massumi, B. (2014). Thought in the act: Passages in the ecology of experience. Minneapolis, MN: University of Minnesota Press. https://doi.org/10.5749/minnesota/9780816679669.001.0001

Martin, P. (2014). Embrace ambiguity. Mindsets [Video file]. Retrieved from https://vimeo.com/103471135

Massey, D. (2005). For space. London, UK: Sage.

Massumi, B. (2002). Parables for the virtual. Movement, affect, sensation. Durham, NC: Duke University Press.

Mazzei, L. A. (2016). Voice without a subject. Cultural Studies ↔ Critical Methodologies, 16(2), 151-161. doi:10.1177/1532708616636893

Morawski, S. (1996). The troubles with postmodernism. London:  Routledge.

Nordstrom, S. N., & Ulmer, J. B. (2017). Postqualitative curations and creations. Reconceptualizing Educational Research Methodology, 8(3), 1-15. doi:10.7577/rerm.2558

Parker. S. (1997). Reflective teaching in the postmodern world. Open University press

Piotrowski, M. (2020). ‘An atmosphere, an air, a life:’Deleuze, elemental media, and more-than-human environmental subjectification and education. Environmental Education Research, 26(9-10), 1341-1352.

Punch, Samantha (2002). Research with children: The same or different from research with adults? Childhood, 9(3), 321-341.

Reid, S. E., & De Brentani, U. (2004). The fuzzy front end of new product development for discontinuous innovations: A theoretical model. Journal of Product Innovation Management, 21(3), 170-184. doi:10.1111/j.0737-6782.2004.00068.x

Reid, S. E., de Brentani, U., & Kleinschmidt, E. J. (2014). Divergent thinking and market visioning competence: An early front-end radical innovation success typology. Industrial Marketing   Management,            43(8),   1351-1361. doi:10.1016/j.indmarman.2014.08.011

Romm, N. R. A. (2020). Reflections on a post-qualitative inquiry with children/young people: Exploring and furthering a performative research ethics. In Forum Qualitative Sozialforschung/Forum: Qualitative Social Research (Vol. 21, No. 1).

Roth, Wolff-Michael (2006). Collective responsibility and solidarity: Toward a body-centred ethics. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 7(2), Art. 37, http://dx.doi.org/10.17169/fqs-7.2.123 [Accessed: September 1, 2019].

Schmalenbach, Christine & Kiegelmann, Mechthild (2018). Juggling and joining perspectives and relationships: Multicultural researchers in multilocal frames of reference. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 19(2), Art. 10, http://dx.doi.org/10.17169/fqs- 19.2.2893 [Accessed: September 1, 2019].

Smith, K. M., & Boling, E. (2009). What do we make of design? Design as a concept in educational technology. Educational Technology, 49(4), 3-17.

Smith, P. L., & Ragan, T. J. (2005). Instructional design (3 ed.). Hoboken, NJ: John Wiley & Sons, Inc.

St. Pierre, E. A. (2011). Post qualitative research: The critique and the coming after. In N.

St. Pierre, E. A. (2015). Practices for the “new” in the new empiricisms, the new materialisms, and post qualitative inquiry. In N. K. Denzin & M. D. Giardina (Eds.), Qualitative inquiry and the politics of research: Routledge.

St. Pierre, E. A. (2018). Writing post qualitative inquiry. Qualitative inquiry, 24(9), 603-608.

St. Pierre, E. A. (2019). Post qualitative inquiry in an ontology of immanence. Qualitative  Inquiry, 25(1), 3-16. doi:10.1177/10778 00418772634

St. Pierre, E. A., & Jackson, A. Y. (2014). Qualitative data analysis after coding. Qualitative  Inquiry, 20(6), 715-719. doi:10.1177/1077800414532435

St. Pierre, E. A., Jackson, A. Y., & Mazzei, L. A. (2016). New empiricisms and new materialisms: Conditions for new inquiry. Cultural Studies ↔ Critical Methodologies, 16(2), 99-110. doi:10.1177/1532708616638694

Stefaniak, J. E., & Baaki, J. (2013). A layered approach to understanding your audience. Performance Improvement, 52(6), 5-10. doi:10.1002/pfi.21352

Stith, Ian & Roth, Wolff-Michael (2006). Who gets to ask the questions: The ethics in/of cogenerative dialogue praxis. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 7(2), Art. 38, http://dx.doi.org/10.17169/fqs-7.2.124 [Accessed: August 30, 2019].

Taguchi, H. L., & St. Pierre, E. A. (2017). Using concept as method in educational and social science inquiry. Qualitative Inquiry, 23(9), 643-648. doi:10.1177/1077800417732634

Thomas, M. K., & Bellingham, R. (Eds.). (2020). Post-qualitative research and innovative methodologies. Bloomsbury Publishing.

Tracey, M. W., & Hutchinson, A. (2016). Uncertainty, reflection, and designer identity development. Design Studies, 42, 86-109. doi: 10.1016/j.destud.2015.10.004

Tracey, M. W., & Hutchinson, A. (2016). Uncertainty, reflection, and designer identity development. Design Studies, 42, 86-109. doi: 10.1016/j.destud.2015.10.004

Tracey, M. W., & Hutchinson, A. (2019). Empathic design: Imagining the cognitive and emotional learner experience. Educational Technology Research and Development, 67(5), 1259-1272. doi:10.1007/s11423-019-09683-2

Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.

Ulmer, J. B. (2017). Posthumanism as research methodology: Inquiry in the anthropocene. International Journal of Qualitative Studies in Education, 30(9), 832-848. doi:10.1080/09518398.2017.1336806

Ulmer, J. B., Kuby, C. R., & Christ, R. C. (Eds.). (2020a). Special issue: What do pedagogies produce? Thinking/teaching qualitative inquiry [Special issue]. Qualitative Inquiry, 26(1), 3-129. understanding scientific practices. In M. Biagioli (Ed.),The science studies reader (pp. 1-11). New York, NY:Routledge.

Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.

Wain, K. (1995). Richard Rorty, education and politics. Educational Theory, 45(3), 395-409.

Whitehead, A. (1973). Process and reality. New York, NY: The Free Press.

Williams, J. (2014). Event. In C. J. Stivale (Ed.), Gilles Deleuze: Key concepts (2 ed.). London, England: Routledge.

Wu, J., Eaton, P. W., Robinson-Morris, D. W., Wallace, M. F., & Han, S. (2018). Perturbing possibilities in the postqualitative turn: Lessons from Taoism (道) and Ubuntu. International Journal of Qualitative Studies in Education, 31(6), 504-519.

Ziering, A., & Dick, K. (2002). Derrida [Streaming Video]. New York, NY: Zeitgeist. Retrieved from https://www.video.alexanders treet.com /watch/derrida