International Journal of Qualitative Methods: ARCHIVE
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Epistemological Shudders as Productive Aporia: A Heuristic for Transformative Teacher Learning
No full textEpistemological shudders offer teachers and researchers a valuable heuristic to gain new perspectives on classroom dynamics. As a means for reflexivity, they involve turning one’s reflexive gaze on discourse. Although this shudder metaphor has been used to produce puzzles and paradoxes to explore regimes of truth in early childhood contexts, it remains under theorised. The study’s conceptual framework utilises Judith Butler’s notion of performativity which precludes a prediscursive autonomous subject. Butler’s view suggests that identity is a continuous process of reiterating and resignifying one’s position within and across discourses. Through this performance repetition, an illusion of a stable fixed identity is created. In keeping with a view of poststructural research which troubles or disrupts the “taken for granted” in the interests of social justice, the approach to discourse analysis taken in this study supports a deconstruction of unproblematised classroom discourse. During a research interview, the use of a discourse analysis tool prompted epistemological shudders that enabled a teacher to review her beliefs about how she positioned students in her classroom and the researcher to problematise essentialist notions of agency. The study illustrates how epistemological shudders can prompt teachers and researchers to trouble unquestioned assumptions as part of a dynamic learning process
Dialogical principles for qualitative inquiry: a nonfoundational path
No full textLeaving the thesis proposal defense room, the PhD business student had an important assignment to accomplish before being authorized to set a date for defending her thesis: to better justify the validity of her qualitative inquiry framed by a critical interpretive standpoint. Knowing that the generation, analysis and interpretation of empirical materials are processes always conducted within some understanding of what constitutes legitimate inquiry and valid knowledge, she drew inspiration from ethnographical, confessional, critical and post-modern work to propose a set of dialogical principles for conducting and evaluating a nonfoundational type of research inquiry. This manuscript revisits this venture a number of years later, reflecting on what has changed and what is still missing. We argue that there is a space and an occasion in the research methods literature for proposing dialogical principles for nonfoundational research, principles that are particularly relevant for qualitative researchers struggling in worldwide business schools
Explicating positionality: a journey of dialogical and reflexive storytelling
No full textQualitative researchers must be aware of and explicit about their social background as well as political and ideological assumptions. To facilitate this awareness, we believe that researchers need to begin with their own story as they seek to understand the stories of others. Taking into account the vulnerable act of storytelling, it is salient to consider how to share personal narratives in an authentic way within academic settings. In this article, we share our process and reflections of engaging in reflexive and dialogical storytelling. The focus of the article is the re-storying of one researcher’s experience as she and her research team explore her emotions and positionality prior to conducting research on First Nations men’s narratives of identity. We integrate a series of methodological lessons concerning reflexivity throughout the re-storying
Advances in Qualitative Methods 2014, Pecha Kucha Abstracts
No full textListed alphabetically by last name of presenting author
Advances in Qualitative Methods 2014, Oral Abstracts
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Advances in Qualitative Methods 2014, Symposium Abstracts
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Avoiding Pitfalls and Realising Opportunities: Reflecting on Issues of Sampling and Recruitment for Online Focus Groups
No full textThe increasing prominence of the Internet in everyday life has prompted methodological innovations in qualitative research, particularly the adaptation of established methods of data collection for use online. The alternative online context brings with it both opportunities and challenges. To date the literature on online focus groups has focused mainly on the suitability of the method for qualitative data collection, and the development of approaches to facilitation that maximise interaction. By reflecting on our experiences of designing and attempting to recruit participants to online focus groups for two exploratory research projects, we aim to contribute some novel reflections around the less articulated issues of sampling and recruitment for online focus groups. In particular, we highlight potentially problematic issues around offline recruitment for an online method of data collection; the potential of using social media for recruitment; and the uncertainties around offering incentives in online recruitment, issues which have received little attention in the growing literature around online focus groups. More broadly, we recommend continued examination of online social practices and the social media environment to develop appropriate and timely online recruitment strategies and suggest further areas for future research and innovation
Emotional Intelligence and the Qualitative Researcher
No full textIn this conceptual article, we explore the idea of refining the role of the researcher. Using emotional intelligence as a framework, we synthesize methodological writing about the role of the researcher and ways to enhance the connection between humans in qualitative research. Emotional intelligence can strengthen the ability to connect with participants, skillfully listen during the interview process, and more clearly understand the lifeworlds participants articulate
Breathing in the Mud: Tensions in Narrative Interviewing
No full textThis article explores important questions around the often taken for granted approach to interviewing within narrative inquiry. When I applied an interview approach that emphasized the dialogical, performative, and social, tensions were provoked that muddied my assumptions and equilibrium. By sharing my story, I invite readers to reflect upon the researcher’s role in interviewing. I address tensions that arose between (a) presence and performance, (b) equality and power, (c) leading and following, (d) insider and outsider, (e) influence and neutrality, and (f) trust and responsibility. I come to describe the craft of co-constructing stories with another as breathing in the mud—a dynamic process in which the researcher moves between the tensions of getting stuck in one moment and finding brilliant presence in the next. Discussion focuses on how a researcher might use tensions as catalysts that ignite clarity and advance how narrative interviewing is enacted
Understanding Participant Experiences: Reflections of a Novice Research Participant
No full textThere is very little empirical work on the experiences research participants have engaging in qualitative inquiry; yet, qualitative researchers often think of themselves as forging critical relationships with their participants. It seems that perhaps the actual experiences of participants in the research process are being taken largely for granted. I want to problematize research participants being taken for granted. In this article, I analyze the existing literature and report on insights from my own experience as a participant in two interview studies. The article offers insights regarding participant experiences that are not well captured in the existing literature