Abstract
AbstractThis paper discusses the idea of ‘analytical leapfrogging’ by considering how and why we can sometimes be tempted to jump over or ignore a more formal analytical phase in our research. It does this by discussing a vignette presented in a conference session relating to preliminary research on everyday mobilities, care and children with special educational needs and disabilities (SEND). The paper offers some critical reflections on the implications of refracting early project ideas through our own lived experiences and the significance of our analytical histories in shaping the work that we do.
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