MAIS ePortfolio Bibliography

 

The following bibliography represents the principal scholarly works that have informed my thinking throughout the Master of Arts in Interdisciplinary Studies program.  While organized thematically for ease of reference, these works collectively document the evolution of my research interests from leadership and emergency management toward the broader study of complexity, adaptive human systems, organizational learning, and interdisciplinary inquiry.

 

Interdisciplinary Theory and Research Framing

 

Agee, J. (2009). Developing qualitative research questions: A reflective process. International Journal of Qualitative Studies in Education, 22(4), 431–447. https://doi.org/10.1080/09518390902736512

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hooks, b. (1991). Theory as liberatory practice. Yale Journal of Law and Feminism, 4(1), 1–12.

 

Klein, J. T. (2006). A platform for a shared discourse of interdisciplinary education. Journal of Social Science Education, 5(2), 10–18.

 

Klein, J. T., & Newell, W. H. (1997). Advancing interdisciplinary studies. In J. G. Gaff & J. L. Ratcliff (Eds.), Handbook of the undergraduate curriculum: A comprehensive guide to purposes, structures, practices, and changes (pp. 393–415). Jossey-Bass.

 

Meek, J. W. (2001). The practice of interdisciplinarity: Complex conditions and the potential of interdisciplinary theory. Issues in Integrative Studies, 19, 123–138.

 

Newell, W. H. (2001). A theory of interdisciplinary studies. Issues in Integrative Studies, 19, 1–25.

 

Newell, W. H. (2013). The state of the field: Interdisciplinary theory. Issues in Interdisciplinary Studies, 31, 22–43.

 

Sheldrake, R. (2013). The science delusion [Video]. TEDxWhitechapel.

 

Welch, J., IV. (2018). The impact of Newell’s “A Theory of Interdisciplinary Studies”: Reflection and analysis. Issues in Interdisciplinary Studies, 36(2), 193–211.

 

Qualitative, Hermeneutic, Phenomenological, and Document-Based Methods

 

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027

 

Bull, J., Beazley, K., Shea, J., MacQuarrie, C., Hudson, A., Shaw, K., Brunger, F., Kavanagh, C., & Gagné, B. (2019). Ethics in qualitative research: Balancing relational accountability and procedural ethics. Qualitative Research in Organizations and Management, 14(4), 326–344. https://doi.org/10.1108/QROM-03-2018-1615

 

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE.

 

Denzin, N. K., & Lincoln, Y. S. (Eds.). (2018). The SAGE handbook of qualitative research (5th ed.). SAGE.

 

Fairclough, N. (2013). Critical discourse analysis: The critical study of language (2nd ed.). Routledge.

 

Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219–245. https://doi.org/10.1177/1077800405284363

 

Gadamer, H.-G. (2004). Truth and method (2nd rev. ed.). Continuum. (Original work published 1960)

 

Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of Phenomenological Psychology, 28(2), 235–260. https://doi.org/10.1163/156916297X00103

 

Hammersley, M., & Atkinson, P. (2019). Ethnography: Principles in practice (4th ed.). Routledge.

 

Riessman, C. K. (2008). Narrative methods for the human sciences. SAGE.

 

Seale, C., & Tonkiss, F. (2018). Content and text analysis. In C. Seale (Ed.), Researching society and culture (4th ed., pp. 403–427). SAGE.

 

Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. SAGE.

 

TallBear, K. (2014). Standing with and speaking as faith: A feminist-Indigenous approach to inquiry. Journal of Research Practice, 10(2), Article N17.

 

Tuck, E. (2018). Toward a theory of refusal. Harvard Educational Review, 88(4), 490–513. https://doi.org/10.17763/1943-5045-88.4.490

 

Leadership, Complexity, Sensemaking, and Organizational Learning

 

Heifetz, R. A. (1994). Leadership without easy answers. Harvard University Press.

 

Heifetz, R. A., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Harvard Business Press.

 

Heifetz, R. A., & Linsky, M. (2017). Leadership on the line: Staying alive through the dangers of change (Rev. ed.). Harvard Business Review Press.

 

Sinek, S. (2014). Leaders eat last: Why some teams pull together and others don’t. Portfolio.

 

Taleb, N. N. (2007). The black swan: The impact of the highly improbable. Random House.

 

Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. The Leadership Quarterly, 18(4), 298–318. https://doi.org/10.1016/j.leaqua.2007.04.002

 

Weick, K. E. (1995). Sensemaking in organizations. SAGE.

 

Weick, K. E., & Sutcliffe, K. M. (2007). Managing the unexpected: Resilient performance in an age of uncertainty (2nd ed.). Jossey-Bass.

 

Crisis, Emergency Management, Public Systems, and Black Swan Events

 

Richardson, L. E. (2024). The experience of organizational leaders with decision-making in a crisis (Doctoral dissertation, Walden University). https://scholarworks.waldenu.edu/dissertations/15586/

 

Valeras, A. S. (2020). COVID-19: Complexity and the Black Swan. Families, Systems, & Health, 38(2), 221–223. https://doi.org/10.1037/fsh0000509

 

Adult Education, Lifelong Learning, Community Leadership, and Civic Learning

 

Barros, R. (2012). From lifelong education to lifelong learning: Discussion of some effects of today’s neoliberal policies. European Journal for Research on the Education and Learning of Adults, 3(2), 119–134. https://doi.org/10.3384/rela.2000-7426.rela0071

 

Belzer, A., & Kim, J. (2018). We are what we do: Adult basic education should be about more than employability. Journal of Adolescent & Adult Literacy, 61(6), 603–608. https://doi.org/10.1002/jaal.693

 

Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.

 

Campfens, H. (1999). Community development around the world: Practice, theory, research, training. University of Toronto Press.

 

Elfert, M., & Walker, J. (2020). The rise and fall of adult literacy: Policy lessons from Canada. European Journal for Research on the Education and Learning of Adults, 11(1), 109–125. https://doi.org/10.3384/rela.2000-7426.rela9203

 

Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 2001(89), 3–14. https://doi.org/10.1002/ace.3

 

Naiman, J. (2012). How societies work: Class, power, and change in a Canadian context (5th ed.). Fernwood Publishing.

 

Torres, C. A., & Schugurensky, D. (1994). The politics of adult education in comparative perspective: Models, rationalities and adult education policy implementation in Canada, Mexico and Tanzania. Comparative Education, 30(2), 131–148. https://doi.org/10.1080/0305006940300205

 

UNESCO Institute for Lifelong Learning. (2020). Embracing a culture of lifelong learning: Contribution to the Futures of Education initiative. UNESCO.

 

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

 

White, J., & King, C. (2017). The Antigonish Movement: Adult education, community development, and economic cooperation. Canadian Journal for the Study of Adult Education, 29(2), 1–14.

 

Theory, Consciousness, Knowledge, and Social Critique

 

Hardt, M., & Negri, A. (2000). Empire. Harvard University Press.

 

Noë, A. (2009). Out of our heads: Why you are not your brain, and other lessons from the biology of consciousness. Hill and Wang.

 

Žižek, S. (2021). Les non-dupes errent. Polity Press.