Pub Date : 2024-09-17DOI: 10.1108/qrj-07-2024-0162
Samantha Vlcek, Monica Cuskelly, Michelle Somerton, Scott Pedersen
Purpose
The present study explored the extent to which home–school interactions for students with disability are addressed within Australian Federal, and State and Territory government and Catholic education department policies and guidelines.
Design/methodology/approach
Utilising a framework adapted from Trezona et al.’s (2018a, b) Organisational Health Literacy Responsiveness self-assessment tool, a document analysis of pertinent policies and guidelines provided an opportunity to understand the prominence of home–school interactions within these guiding documents, the prioritisation of home–school interactions, as well as stipulated actions, implementation resources and monitoring processes.
Findings
The findings of this analysis indicate that there are varying approaches to identifying and articulating home–school interactions and associated processes, as well as the roles and responsibilities assigned to stakeholders across the education system(s). Recommendations for increasing in-school and in-classroom translation of documented priorities and objectives are presented.
Originality/value
The article concludes with a broad conceptualisation of home–school interactions for students with disability as established within the analysed documents, as well as considerations for policymakers and researchers involved in policy and guideline development and implementation.
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Pub Date : 2024-09-16DOI: 10.1108/qrj-03-2024-0052
Mark Aldous Vicars, Tanya Manning-Lewis, Frances Macapagal Maddalozzo, Dima Zaid-Kilani, Raymond Savage
Purpose
Within minutes, our group, who had no prior introduction, began to learn the value of emerging from a relational space of (re)presenting and (re)storying our experiences. “I” became “We”, which became “Us”
Design/methodology/approach
Recently, the seventh bi-annual conference of the World Federation for Teacher Education 2023 focused on the theme of “Re-imagining Teacher Education: From Words to Action.” During the session on métissage as methodology, participants from four different countries, three ethnic backgrounds and gender and sexual differences were invited into dialogue to explore the nuances of our identities, academic positions and life experiences.
Findings
Doing métissage as novices, our subsequent discussion problematized the perpetuation of procedural narratives that contested the Cartesian cuts of methodological normalcy.
Originality/value
Sharing our stories of self in our group we referenced how institutional frameworks had shaped and were reconstructing contexts for our being and belonging in the academy. In our narrating vulnerability we were once again located in telling relations to do with identity, power and social being. Jones (2015, p. 8) has asked. “Other than dry academic reports, how can we retell these stories in sensitive and ethical ways to wider audiences? How do the stories themselves inspire creativity in retelling them? How can we involve participants in the retelling of their stories?”
{"title":"Métissage – somewhere between hope and happening","authors":"Mark Aldous Vicars, Tanya Manning-Lewis, Frances Macapagal Maddalozzo, Dima Zaid-Kilani, Raymond Savage","doi":"10.1108/qrj-03-2024-0052","DOIUrl":"https://doi.org/10.1108/qrj-03-2024-0052","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Within minutes, our group, who had no prior introduction, began to learn the value of emerging from a relational space of (re)presenting and (re)storying our experiences. “I” became “We”, which became “Us”</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Recently, the seventh bi-annual conference of the World Federation for Teacher Education 2023 focused on the theme of “Re-imagining Teacher Education: From Words to Action.” During the session on métissage as methodology, participants from four different countries, three ethnic backgrounds and gender and sexual differences were invited into dialogue to explore the nuances of our identities, academic positions and life experiences.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Doing métissage as novices, our subsequent discussion problematized the perpetuation of procedural narratives that contested the Cartesian cuts of methodological normalcy.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Sharing our stories of self in our group we referenced how institutional frameworks had shaped and were reconstructing contexts for our being and belonging in the academy. In our narrating vulnerability we were once again located in telling relations to do with identity, power and social being. Jones (2015, p. 8) has asked. “Other than dry academic reports, how can we retell these stories in sensitive and ethical ways to wider audiences? How do the stories themselves inspire creativity in retelling them? How can we involve participants in the retelling of their stories?”</p><!--/ Abstract__block -->","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142251481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-16DOI: 10.1108/qrj-02-2024-0043
Maria Graciella Bella Godjali, Sivakumari Supramaniam
Purpose
We aim to explore how the COVID-19 crisis has initiated entrepreneurship amongst micro-scale businesses in the notably vulnerable street food industry. We highlight Malaysian street food vendors’ remarkable resilience as they evolved from informal enterprises into innovative entrepreneurs during the pandemic. This involves comprehending the pandemic’s impact and the coping strategies these businesses adopt to endure, evolve and thrive.
Design/methodology/approach
We carried out a semi-structured interview with 20 street food vendors in Kuala Lumpur, Malaysia. By using a qualitative approach and integrating theories on appraisal, resource management and self-regulated activities, this paper explores vendors’ experiences on their journey towards becoming entrepreneurs regardless of limited resources.
Findings
Despite the disruption, COVID-19 offers a crucial wake-up call even for micro-scale businesses. We discover the capability of street food vendors to outlast crisis through transformation into individuals with an entrepreneurial mindset. They adapted by diversifying their offerings and implementing new strategies like digital marketing and e-commerce. We also emphasise the contribution of family members in providing psychosocial support and navigating business challenges as an advantage of employing a highly self-efficacious individual within the group. This transformation not only ensures the survival of micro-scale enterprises but also underscores their potential to thrive and innovate, even in the face of adversity.
Originality/value
This paper extends the existing literature on street vending by integrating the appraisal theory of emotion, resource-based view theory and self-efficacy theory to explore how street food vendors with limited resources have managed to transform the informal business nature into an entrepreneurial environment under the pressure of a crisis.
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Pub Date : 2024-09-04DOI: 10.1108/qrj-04-2024-0083
Manulani Aluli Meyer, Eseta Tualaulelei
Purpose
This article demonstrates the reach of Tuhiwai Smith’s ideas across Pacific research. It discusses the theoretical and practical influence of her seminal work Decolonizing Methodologies: Research and Indigenous Peoples through “holographic epistemology”, an indigenous way of viewing knowledge.
Design/methodology/approach
The authors present a talanoa (Pacific-style relational conversation) to explore Tuhiwai Smith’s legacy for Pacific Islander researchers and research. The talanoa between two academics at different career stages draws upon personal and professional research experiences and peer-reviewed published sources to explore the expansive and enduring legacy of Tuhiwai Smith’s life and ideas.
Findings
Decolonizing Methodologies has helped Pacific Islander researchers flourish, and Pacific Island research approaches gain legitimacy in higher education. Its epistemological influence can be seen in research which utilises knowledge of body, mind and spirit – holographic epistemology – and in indigenous innovations to qualitative research.
Originality/value
This article has value for those seeking to understand the epistemological underpinnings of indigenous approaches to research. It has originality in its presentation as a talanoa between two researchers who have found affirmation and academic freedom with Tuhiwai Smith’s ideas. It is also original in offering a Pacific perspective from a Hawaiian and a Samoan academic about the immense koha (gift) they have received from a Maori tuahine (sister).
目的 本文展示了 Tuhiwai Smith 的思想在太平洋研究领域的影响。文章讨论了她的开创性著作《非殖民化方法论》的理论和实践影响：通过 "全息认识论"--一种看待知识的土著方式--讨论了她的开创性著作《非殖民化方法论：研究与土著人民》--的理论和实践影响。两位处于不同职业阶段的学者通过个人和专业研究经验以及同行评审发表的资料，探讨了 Tuhiwai Smith 的生平和思想所留下的广泛而持久的遗产。它在认识论方面的影响体现在利用身、心、灵知识（全息认识论）进行的研究以及定性研究的本土创新中。它的独创性在于，它是两位研究者之间的塔拉诺亚，他们从 Tuhiwai Smith 的思想中获得了肯定和学术自由。它的独创性还在于，它以太平洋地区的视角，从一位夏威夷学者和一位萨摩亚学者的角度，讲述了他们从一位毛利人的姐妹（tuahine）那里得到的巨大的 "礼物"（koha）。
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Pub Date : 2024-09-02DOI: 10.1108/qrj-03-2024-0070
Kelsey Dayle John
Purpose
The purpose of this paper is to outline the contributions of Smiths legacy in Indigenous methodologies and to show how her interventions encourage and facilitate meaningful research relationships with Indigenous communities. It is also a practical guide for future Indigenous researchers who aim to work with their communities.
Design/methodology/approach
This article outlines the legacy and interventions from Linda Smith that have influenced my research and pedagogy work with my community—the Navajo Nation. I weave together a Kejnrj story and theory to show how Smith’s predominant legacy has taught me how to create, maintain and safeguard relationships with horses, humans and knowledge while working within a Western institution.
Findings
I discuss the navigation of research relationships before, during and after official research and the implications this has for increasing indigenous sovereignty in partnership with research. It also describes the process of researcher reflexivity required for Indigenous methodological work.
Originality/value
This paper outlines one Navajo researcher’s individual story with research on community. This adds value to researchers who intend to do research/pedagogy work with Native communities.
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Pub Date : 2024-08-23DOI: 10.1108/qrj-03-2024-0060
Yavuz Erişen, Bünyamin Bavlı
<h3>Purpose</h3> <p>The objective of this study is to explore Generation Z’s interpretation of educational practices at the secondary education level. By examining the expectations of Generation Z, this study aims to provide insights for teachers and decision-makers to improve educational and instructional practices.</p><!--/ Abstract__block --> <h3>Design/methodology/approach</h3> <p>The specific approach employed in this study is Transcendental Phenomenology (TPh), which focuses on uncovering the perceived experiences, thoughts and evaluations of the Gen Z generation toward formal education. For this study, the maximum variation sampling strategy, which is one of the purposive sampling methods, was utilized. In line with the nature of the design, one-on-one interviews were conducted to collect data. Thematic analysis, a commonly used method for identifying recurring patterns of meaning, was applied to analyze the data. Peer debriefing or analytic triangulation, Data saturation, Triangulation and member checking techniques were operated to support the validity and reliability of the study.</p><!--/ Abstract__block --> <h3>Findings</h3> <p>In the light of the data analysis, four themes emerged: expectations from teachers, curricula, school administration and School Counseling Service (SCS). Gen Z expects from teachers “to be democratic, to adopt novel teaching approaches and technology, to have affective qualities, to be attentive to arts and sports, to conduct qualified assessment.” Gen Z has also expectations regarding the curricula in practice such as “functionality, extracurricular activities, and instructional practices.” The expectations of the students from school administration include “administrative expectations,” “expectations regarding the learning environment” and “social expectations.” The participants had expectations regarding School Counseling Service (SCS) such as “professional guidance,” “academic guidance” and “career guidance.” “Career guidance” includes “introduction of career paths,” “academic guidance” includes “introduction of university programs,” “exam guidance” and “teacher training” and “personal guidance” includes “accessibility,” “equity in guidance services,” “communication” and “functionality.”</p><!--/ Abstract__block --> <h3>Research limitations/implications</h3> <p>The research is limited to the volunteers included in the study. In addition, the study includes only senior high school students, 12th graders, representing Gen Z. In addition, the study includes only Gen Z living in a metropolitan city. The methodological limitation of the study is that only one-to-one interview technique was used for data collection. The main reason behind such a choice is that the most appropriate technique for data collection in the phenomenology method is one-on-one interviews in order to explore individual interpretation.</p><!--/ Abstract__block --> <h3>Practical implications</h3> <p>The research sheds light on many different
目的本研究旨在探讨 Z 世代对中学教育阶段教育实践的解释。本研究采用的具体方法是 "超越现象学"（Transcendental Phenomenology，TPh），其重点是揭示 Z 世代对正规教育的感知体验、想法和评价。本研究采用了最大变异抽样策略，这是目的性抽样方法之一。根据设计的性质，我们进行了一对一的访谈来收集数据。在分析数据时，采用了主题分析法，这是一种常用的识别重复出现的意义模式的方法。研究结果 根据数据分析，得出了四个主题：对教师的期望、课程、学校管理和学校咨询服务（SCS）。Z 世代对教师的期望是 "民主、采用新颖的教学方法和技术、具有情感素质、关注艺术和体育、进行合格的评估"。Z 世代还对实际课程抱有期望，如 "功能性、课外活动和教学实践"。学生对学校管理的期望包括 "行政期望"、"学习环境期望 "和 "社会期望"。参与者对学校咨询服务（SCS）的期望包括 "专业指导"、"学业指导 "和 "职业指导"。"职业指导 "包括 "职业道路介绍"，"学业指导 "包括 "大学课程介绍"、"考试指导 "和 "教师培训"，"个人指导 "包括 "可及性"、"指导服务公平性"、"沟通 "和 "功能性"。此外，本研究仅包括代表 Z 世代的高中生（12 年级）。本研究在方法上的局限性在于只采用了一对一的访谈技术来收集数据。做出这一选择的主要原因是，在现象学方法中，最适合的数据收集技术是一对一访谈，以探索个体解释。其中一项成果是课程。Z 世代批评该计划仅限于校内学习，并指出应将课外实践纳入其中。调查结果还对学习环境产生了影响。Z 世代越来越重视采用绿色、舒适和互动的学习空间。Z 世代希望教师具备数字能力（DC），并在教学实践中加以运用。社会影响 政策制定者必须支持教师数字技能的发展，鼓励教师将数字技能融入教学，以提高教学 效率，促进创新学习，增加教学吸引力，促进团队合作，改善沟通，推动创新学习。研究表明，Z 世代是一种社会现象，需要得到认可并探索他们的学习需求。在这种情况下，必须在学习环境、内容、方法-技术和评估阶段考虑 Z 世代的偏好和学习需求，尤其是在正规教育实践中。 原创性/价值 本研究在填补文献研究空白和推断 Z 世代的学习偏好方面都具有重要意义。此外，它还提高了人们对教育投资回报的认识，为学习和上学提供了可持续的动力，并提高了学习成果的质量。虽然这项研究揭示了某些影响，但还需要进一步研究教师的能力、教材的有效性、教学实践和设计以及学习环境。未来的研究应特别关注 Z 世代在中学阶段的个人喜好、学习动机、参与度和学习偏好。当局（包括教师）应重新评估他们的观点，调整他们的做法，以更好地满足 Z 世代的需求和期望。
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Pub Date : 2024-08-20DOI: 10.1108/qrj-03-2024-0073
Donna-Marie Palakiko, Chantelle Eseta Matagi, J. Kealohilani Antonio, Morgan Aiwohi Torris-Hedlund, Sarah Momilani Marshall, Emily Makahi
Purpose
To share the narratives of six Indigenous Researchers representing the diverse thinking of Native Hawaiian and Pacific Islanders. The narratives describe the impact Decolonizing Methodologies have on our lives within the framework of Tuhiwai Smith’s Indigenous Research Agenda.
Design/methodology/approach
Linda Tuhwai Smith’s Indigenous Research Agenda framework is used to explore through narrative, the impact Decolonizing Methodologies had on the authors’ professional awakening as Indigenous Researchers. Each author reflects on their first encounter with Decolonizing Methodologies and describes through their narratives how the book influenced and guided their research and community work.
Findings
Positionality as a Native Hawaiian or Pacific Islander is imperative to being an Indigenous Scholar. Understanding who one is requires critical reflection and is a part of developing an Indigenous Research Agenda. The challenges each Indigenous scholar’s narrative explores is navigating a Western system while staying true to our values and identity as Native Hawaiian or Pacific Islander. At the core is our ability to work in partnership with the community to bring forth sustainable change.
Originality/value
This paper explores the impact Decolonizing Methodologies had on the authors thinking and research approaches. The narratives the authors share is from the positionality of being Native Hawaiian or Pacific Islander.
目的分享代表夏威夷原住民和太平洋岛民不同思想的六位原住民研究人员的叙述。这些叙述描述了非殖民化方法论在 Tuhiwai Smith 的《土著研究议程》框架内对我们生活的影响。设计/方法/方法琳达-图怀-史密斯的《土著研究议程》框架用于通过叙述探讨非殖民化方法论对作者作为土著研究人员的专业觉醒的影响。每位作者都回顾了他们第一次接触《非殖民化方法论》的经历，并通过叙述描述了该书如何影响和指导了他们的研究和社区工作。了解自己的身份需要进行批判性反思，这也是制定土著研究议程的一部分。每位原住民学者在叙述中探讨的挑战是如何在西方体系中游刃有余，同时忠实于我们作为夏威夷原住民或太平洋岛民的价值观和身份。本文探讨了非殖民化方法论对作者思维和研究方法的影响。作者从夏威夷原住民或太平洋岛民的立场出发，分享了他们的叙述。
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Pub Date : 2024-08-13DOI: 10.1108/qrj-04-2024-0078
Christy L. Oxendine
Purpose
This paper centers a decolonial and Indigenous methodological approaches to educational history research. This research offers how Decolonizing Methodologies: Research and Indigenous Peoples by Linda Tuhiwai Smith impacts one education historian’s scholarship alongside conversations of historiography concerning the Lumbee people and how their education history becomes contextual and reclaimed through decolonial and Indigenous methodological approaches.
Design/methodology/approach
Leaning on epistemological questioning and historical research with decolonial and Indigenous methodologies to provide a needed approach to historical education analysis.
Findings
This research demonstrates how history and epistemology work together to decolonize educational histories by understanding the impacts of settler colonization and recenters histories with Indigenous (Lumbee) voices.
Originality/value
This approach to qualitative historical research provides space for Indigenous epistemology and decolonial and Indigenous methodological approaches to education history that critically examines history told from a European/Western epistemological lens as a way forward to center Indigenous communities.
目的 本文以非殖民化和土著教育史研究方法为中心。本研究介绍了 Linda Tuhiwai Smith 所著的《非殖民化方法论：Linda Tuhiwai Smith 所著的《研究与原住民》如何影响一位教育史学家的学术研究，以及有关伦比人的历史学对话，以及他们的教育史如何通过非殖民化和原住民方法论方法变得有背景并被重新认识。原创性/价值这种定性历史研究方法为土著认识论以及非殖民地和土著教育史方法提供了空间，这种方法批判性地审视了从欧洲/西方认识论视角讲述的历史，是以土著社区为中心的前进方向。
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Pub Date : 2024-08-12DOI: 10.1108/qrj-03-2024-0075
Maya L. Kawailanaokeawaiki Saffery, R. K. Lopes, Kawehionālani Goto, Julie Kaomea
PurposeIn Decolonizing Methodologies (1999), Linda Tuhiwai Smith asserted that “the master’s tools of colonization will not work to decolonize what the master built.” Smith challenged Indigenous researchers to fashion “new tools for the purpose of decolonizing and Indigenous tools that can revitalize Indigenous knowledge” (p. 22). A quarter of a century later, this paper reflects on the powerful impact that Smith’s call to action has had upon recent generations of bright, politically active and culturally grounded Native Hawaiian researchers, many of whom are innovatively turning to the Native epistemologies embedded in our traditional cultural practices to craft (k)new research tools and methodologies.Design/methodology/approachThis paper features three Native Hawaiian scholars who are simultaneously hula and mele (traditional Hawaiian dance and song) practitioners and who instinctively turned to their hula training to guide and indigenize their research practice.FindingsEach of these three scholars describes how they creatively applied the Hawaiian epistemologies embedded in their hula and mele training to fashion (k)new, Indigenous methodologies to guide (1) their research conduct, (2) their data analyses or interpretations and (3) the presentation of their research findings, respectively.Originality/valueThese three Hawaiian scholars and hula practitioners represent a larger groundswell of Native Hawaiian researchers who are bravely and creatively drawing upon the traditional wisdom and sensitivities embedded in our cultural practices to craft and wield (k)new research tools to “dismantle the master’s house” (Lorde, 1981) and build an Indigenous hale (house) of our own.
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Pub Date : 2024-08-12DOI: 10.1108/qrj-03-2024-0075
Maya L. Kawailanaokeawaiki Saffery, R. K. Lopes, Kawehionālani Goto, Julie Kaomea
PurposeIn Decolonizing Methodologies (1999), Linda Tuhiwai Smith asserted that “the master’s tools of colonization will not work to decolonize what the master built.” Smith challenged Indigenous researchers to fashion “new tools for the purpose of decolonizing and Indigenous tools that can revitalize Indigenous knowledge” (p. 22). A quarter of a century later, this paper reflects on the powerful impact that Smith’s call to action has had upon recent generations of bright, politically active and culturally grounded Native Hawaiian researchers, many of whom are innovatively turning to the Native epistemologies embedded in our traditional cultural practices to craft (k)new research tools and methodologies.Design/methodology/approachThis paper features three Native Hawaiian scholars who are simultaneously hula and mele (traditional Hawaiian dance and song) practitioners and who instinctively turned to their hula training to guide and indigenize their research practice.FindingsEach of these three scholars describes how they creatively applied the Hawaiian epistemologies embedded in their hula and mele training to fashion (k)new, Indigenous methodologies to guide (1) their research conduct, (2) their data analyses or interpretations and (3) the presentation of their research findings, respectively.Originality/valueThese three Hawaiian scholars and hula practitioners represent a larger groundswell of Native Hawaiian researchers who are bravely and creatively drawing upon the traditional wisdom and sensitivities embedded in our cultural practices to craft and wield (k)new research tools to “dismantle the master’s house” (Lorde, 1981) and build an Indigenous hale (house) of our own.
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