Journal of Research Practice - JRP (Athabasca University Press)
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Unraveling Researcher Subjectivity Through Multivocality in Autoethnography
Get PDFThis article analyzes and discusses the notion of including multivocality as an autoethnographic method to: (a) illustrate that there is no single and temporally-fixed voice that a researcher possesses, (b) unfix identity in a way that exposes the fluid nature of identity as it moves through particular contexts, and (c) deconstruct competing tensions within the autoethnographer as s/he connects the personal self to the social context. After providing a short, multivocal vignette based on the author’s previous work assignment as a teacher educator in Kosovo, the author offers a reflective analysis of his approach. His analysis includes a critical discussion around the benefits and challenges of using such a method in autoethnography. The author concludes that research-oriented institutions might be resistant to validating multivocality as research practice given the myopic view that “voice” is linear, categorizable, and one-dimensional. In this way, the use of multivocality in autoethnography can also be understood as a way to liberate research practices from oppressive institutional rules and restrictions
Naturalistic Cognition: A Research Paradigm for Human-Centered Design
Get PDFNaturalistic thinking and knowing, the tacit, experiential, and intuitive reasoning of everyday interaction, have long been regarded as inferior to formal reason and labeled primitive, fallible, subjective, superstitious, and in some cases ineffable. But, naturalistic thinking is more rational and definable than it appears. It is also relevant to design. Inquiry into the mechanisms of naturalistic thinking and knowledge can bring its resources into focus and enable designers to create better, human-centered designs for use in real-world settings. This article makes a case for the explicit, formal study of implicit, naturalistic thinking within the fields of design. It develops a framework for defining and studying naturalistic thinking and knowledge, for integrating them into design research and practice, and for developing a more integrated, consistent theory of knowledge in design. It will (a) outline historical definitions of knowledge, attitudes toward formal and naturalistic thinking, and the difficulties presented by the co-presence of formal and naturalistic thinking in design, (b) define and contrast formal and naturalistic thinking as two distinct human cognitive systems, (c) demonstrate the importance of naturalistic cognition in formal thinking and real-world judgment, (d) demonstrate methods for researching naturalistic thinking that can be of use in design, and (e) briefly discuss the impact on design theory of admitting naturalistic thinking as valid, systematic, and knowable
Capturing and Retaining Knowledge to Improve Design Group Performance
Get PDFThis article explores the management and organisational context for capturing and retaining knowledge transferred through the design process.
It is widely acknowledged that our ability to successfully organise and transfer design knowledge is dependant upon the context in which it is situated. However the knowledge generated through the creative process is often viewed from the perspective of the artefact rather the process itself.
An understanding of the socially complex knowledge-based resources operating within design groups could enhance competitiveness and organisational development. Yet, a systematic literature review of leading design and educational management journals found limited empirical evidence that shed light on the influence of knowledge management on design group performance.
The article addresses this gap in the literature. Based on two in-depth case studies with interior design companies implementing new digital asset management systems over a 2-year period, the paper explores the findings in relation to design practice and policy, alongside implications for the contribution of the creative industries to the knowledge economy
Exemplifying Collaborative Autoethnographic Practice via Shared Stories of Mothering
Get PDFIn this piece, we articulate the "collaborative autoethnographic practice" we utilized to illustrate the complexities of mothering that involved: (a) individually writing autoethnographic narratives on mothering, (b) sharing these autoethnographic narratives in a public forum, (c) publicly discussing the heuristic commonalities across these autoethnographic narratives, (d) tying those commonalities back to the literature, and (e) revisiting the autoethnographic narratives for aspects of social critique where our autoethnographic narratives (intentionally or unintentionally) hegemonicaly reproduced cultural scripts. We argue that presenting knowledge of mothering in this way, through collaborative autoethnographic practice, creates a myriad of opportunities for growth and self-reflexivity, and our stories illuminate a part of our existence that often remains unexamined in other methodologies
Where to Begin? Eye-Movement When Drawing
Get PDFFor over a century, drawing from observation, at least at the introductory level, has been integral to many secondary and most post-secondary art school programs in Europe and North America. Its place in such programs is understood to develop an ability to see and interpret on a flat surface the real, three-dimensional world; this skill, in turn, provides support to related mental processes such as memory, visualization, and imagination. Where an artist looks when drawing from observation may not be arbitrary and can be observed, quantified, and analyzed. Our interest in examining the first few minutes of the drawing process takes its lead from the novice’s question, "Where should I begin?" Attempting to understand these first few minutes led to a collaborative study between art educators and cognitive-perceptual psychologists: the former interested in implications for practical pedagogy, the latter in applying expertise in eye movement and scientific methodology in service of a specific real-world question. The stated purpose of the study notwithstanding, contrasting histories and practices in art and science provided contexts for discussion beyond the collection and interpretation of data. This article seeks to report upon and further that discussion
Researcher-Researched Difference: Adapting an Autoethnographic Approach for Addressing the Racial Matching Issue
Get PDFThis introspective essay was inspired by a desire to reflect on the use of qualitative research methods--where I am a Caucasian woman examining work experiences of women of color. I launched a journey backward to discover respondents' motivation for participating in my focus groups over the years, to closely examine their comfort level with a cross-ethnic dyad. The exercise enabled me to reflect on how I had negotiated power issues inherent in the research process. It contributes to the ongoing dialogue about autoethnography--where understanding of self in socio-cultural context is both the subject and object of the research enterprise. Overall, I interrogate epistemological and methodological practicalities of researching difference
Opening My Voice, Claiming My Space: Theorizing the Possibilities of Postcolonial Approaches to Autoethnography
Get PDFThis essay examines the ways in which postcoloniality and autoethnography can be integrated to create a space of scholarly inquiry that disrupts the colonialist enterprise prevalent in the academy. By utilizing González's four ethics of postcolonial ethnography, this essay presents an ethics for postcolonial autoethnography as a mode to build a body of scholarly research that disrupts scientific imperialism
Methodological Innovation in Practice-Based Design Doctorates
Get PDFThis article presents a selective review of recent design PhDs that identify and analyse the methodological innovation that is occurring in the field, in order to inform future provision of research training. Six recently completed design PhDs are used to highlight possible philosophical and practical models that can be adopted by future PhD students in design. Four characteristics were found in design PhD methodology: innovations in the format and structure of the thesis, a pick-and-mix approach to research design, situating practice in the inquiry, and the validation of visual analysis. The article concludes by offering suggestions on how research training can be improved. By being aware of recent methodological innovations in the field, design educators will be better informed when developing resources for future design doctoral candidates and assisting supervision teams in developing a more informed and flexible approach to practice-based research