International Journal of Qualitative Methods: ARCHIVE
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Expanding the Action Project Method to Encompass Comparative Analyses
No full textThis article is an exploration of the possibility and pragmatics of conducting between-groups comparative analysis in action theory and the action project method of qualitative research. After establishing the need for such a procedure and describing the compatibility of these analyses with the paradigm assumptions of action theory, the authors describe a specific set of procedures for conducting qualitative comparisons within the action project method. They also discuss limitations of the procedure and future directions for continuing the expansion of methods of comparison in qualitative research. Finally, they present a case illustration of the use of this comparative analysis method
My Experience of Interviewing a “Crusader Participant”: Tips for Fellow Researchers
No full textIn this article, the author describes the experience of interviewing a crusader participant where audio recording of the interview was not consented to, although she was allowed to take handwritten notes. A crusader participant is someone who is committed to the social justice aims of the research and wants to bring about change by his or her contribution to it. The author provides the lessons learned from this interview as tips for fellow researchers
Posters presented at the 7th Advances in Qualitative Methods International Conference
No full textPoster
Autoethnography: Critical appreciation of an emerging art
No full textIn this article, the author discusses how she applied autoethnography in a study of the design of hypermedia educational resources and shows how she addressed problematic issues related to autoethnographic legitimacy and representation. The study covered a 6-year period during which the practitioner’s perspective on the internal and external factors influencing the creation of three hypermedia CD-ROMs contributed to an emerging theory of design. The author highlights the interrelationship between perception and reality as vital to qualitative approaches and encourages researchers to investigate their reality more fully by practicing the art of autoethnography
Student Researchers Negotiating Consent in Northern Aboriginal Communities
No full textIn this article, the authors discuss what students are doing to reconcile the differences between institutional ethical review standards and the reality of community-based, qualitative research, particularly in northern Canada. They examine the experiences of 12 students who are currently undertaking or have recently completed qualitative research in the North. Students raised concerns about what informed consent really mean; the contentiousness of obtaining written consent, and modified consent forms and the flexibility of research ethics board (REB) standards. The authors demonstrate that significant judgment is required in the introduction of ethics procedures in northern Canadian research. More work is needed to guide novice researchers and help build their agency for making ethical judgments in the field
Incommensurability in Cross-Disciplinary Research: A Call for Cultural Negotiation
No full textWhat happens when a clinical psychologist, a grounded theorist, an ethnographer, and a phenomenologist meet to collaborate on an interdisciplinary grant proposal on childhood loneliness? Excerpts of an imaginary dialogue reveal how different disciplines can be thought of as different “cultures,” because each has its own way of doing things, deeply embedded assumptions about knowledge and the construction/representation of reality, and different specialized languages. Some of these differences might be incommensurable and call for cultural negotiation if a coherent approach is to be adopted. Cultural negotiation helps to make differences more accessible and understandable rather than creating inflexible or polarized ideological camps. This process might help methodologists think about researching across disciplines in new and more effective ways
Talk/Reading/Voice: Re:search
No full textIn this article, the authors embrace talk as space for emergence and possibilities. They flirt with the part reading plays (or might play) in conversations within the academy, recognizing such readings take multiple forms: individual, shared, in response, and in reaction (to name a few). To confront oneself with the not yet known is to witness what is forming or being called forth as its shaping emerges. Using co-constructed reading responses, the authors present examples from King’s (2003) The Truth about Stories as illustrations of their work together, where work, like talk, is about pushing the edges of what can be known and, more particularly, about what can(not) be said. The authors maintain finding voice through reading, research, and self-study helps shape collaborative work within the academy. This reveal encourages the mapping of unmapped but taken for granted parts of academic life, an already querying of method
The Sideshadow Interview: Illuminating Process
No full textDrawing on the conception of the literary sideshadow, the author describes the development of a sideshadowing interview used to investigate the decision-making processes of writers in a research group. To prepare for the interview, the researcher reads and notates the text that she will discuss with the participant using a process of “close reading.” Sideshadowing interviews ask not only the “why” but also the “why not” and the “what if” questions, following a process of both prepared questions and conversational discovery. In the interpretation of a sideshadow interview, the researcher describes how this approach characterizes the complexity of a process. Furthermore, the researcher’s biases and influences became readily apparent through this analysis. The author suggests that her conception of the sideshadowing interview is a research technique that might offer useful data to qualitative researchers interested in exploring the nature of processes such as writing, reading, or teaching
Ethnographic Process Evaluation: Piloting an HIV Prevention Intervention Program among Injection Drug Users
No full textThis study demonstrates an ethnographically critically informed process evaluation of piloting an HIV intervention program targeting injection drug users. The authors used systematic ethnographic methods to identify and evaluate the factors that facilitated or inhibited message diffusion. Findings indicated that communication patterns and strategies advocated in training sessions did not translate immediately into the outreach encounter in the drug use communities. The intervention program was refined and developed based on findings from the ethnographic process evaluation. The authors argue that ethnographic methods provided a dynamic, flexible, and iterative process for evaluating the intervention’s development and ensuring its cultural relevance
The Correspondence Method as a Data-gathering Technique in Qualitative Enquiry
No full textThe use of correspondence in qualitative research has traditionally been limited to a supporting role, with ‘live’ data taking the primary focus. In this article, the merits and demerits of using letter writing as a means of gathering data are discussed. The article also covers representation of the self in letters, researching or advising and ‘invisibility’ to one’s respondents, before exploring how this method ‘fits’ within the general principles and practices of qualitative research. As far as it can be established, this article forms the first attempt to explore the use of letter writing as a primary data collection strategy