1. Tamsin Haggis (2009). Beyond "Mutual Constitution" : Looking at Learning and Context From the Perspective of Complexity Theory. In Richard Edwards, Gert Biesta & Mary Thorpe (eds.), Rethinking Contexts for Learning and Teaching. Routledge. 44.
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  2. Tamsin Haggis (2008). 'Knowledge Must Be Contextual': Some Possible Implications of Complexity and Dynamic Systems Theories for Educational Research. Educational Philosophy and Theory 40 (1):158–176.
    It is now widely accepted that qualitative and quantitative research traditions, rather than being seen as opposed to or in competition with each other ( Hammersley & Atkinson, 1995 ; Furlong, 2004) should be used, where appropriate, in some kind of combination (Bryman & Cramer, 1999; Moore et al., 2003). How this combining is to be understood ontologically, and therefore epistemologically, however, is not always clear. Rather than endlessly discussing the relationship between different approaches, this paper explores some of the (...)
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  3. Tamsin Haggis (2004). And Complexity. In Jerome Satterthwaite, Elizabeth Atkinson & Wendy Martin (eds.), The Disciplining of Education: New Languages of Power and Resistance. Trentham Books. 2--181.
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