Pub Date : 2023-10-02DOI: 10.1108/qrj-07-2023-0113
Marta Olmo-Extremera, Lucía Fernández-Terol, Diana Amber Montes
Purpose This study aims to describe and evaluate various visual and creative tools for supporting the in-depth biographical interview aimed at analyzing educational communities and their stakeholders. Design/methodology/approach Researching educational spaces today requires new ways of understanding, analyzing and studying. The complex characteristics, functions and realities demand research that responds to educational singularities. It is a matter of deeply understanding the educational phenomenon's peculiarities. For these purposes, instruments and research paradigms are needed to extract data and reach information saturation regarding the data obtained from the proposed objects of study. With this in mind, the following paper suggests reflecting on data collection tools that can complement the interview and biographical-narrative research approach. The authors highlight the use of photo-elucidation, the biogram-based timeline, the organigram and the flight of the geese, all of which are instruments endowed with a visual character that allows a deeper understanding of the object studied. Findings The main contribution of this paper is to unpack the uses and applications of four visual tools that support the interview technique. First, photo-elucidation is presented as a sensory strategy to stimulate the narrative during the dialogical exchange of the interview. Next, the timeline is described as a visual concretization of the traditional biogram widely used in educational research. Next, the authors unravel the uses of the organizational chart in educational research, which, due to its nature and utility, provides a glimpse of the organizational functioning of an institution and is particularly suitable for research in institutional frameworks. Finally, the tool known as the flight of the geese is presented. This tool is recommended for use in educational leadership and teamwork studies due to its simplicity and high representativeness of the hierarchy of roles and functions. Originality/value Researching educational spaces today requires new ways of understanding, analyzing and studying. The complex characteristics, functions, and realities demand research that responds to educational singularities. It is a matter of deeply understanding the educational phenomenon's peculiarities. For these purposes, instruments and research paradigms are needed to extract data and reach information saturation regarding the data obtained from the proposed objects of study. With this in mind, the following paper invites us to reflect on data collection tools that can complement the interview and biographical-narrative research approach. The authors highlight the use of photo-elucidation, the biogram-based timeline, the organigram, and the flight of the geese, all of which are instruments endowed with a visual character that allows a deeper understanding of the object studied.
{"title":"Visual tools for supporting interviews in qualitative research: new approaches","authors":"Marta Olmo-Extremera, Lucía Fernández-Terol, Diana Amber Montes","doi":"10.1108/qrj-07-2023-0113","DOIUrl":"https://doi.org/10.1108/qrj-07-2023-0113","url":null,"abstract":"Purpose This study aims to describe and evaluate various visual and creative tools for supporting the in-depth biographical interview aimed at analyzing educational communities and their stakeholders. Design/methodology/approach Researching educational spaces today requires new ways of understanding, analyzing and studying. The complex characteristics, functions and realities demand research that responds to educational singularities. It is a matter of deeply understanding the educational phenomenon's peculiarities. For these purposes, instruments and research paradigms are needed to extract data and reach information saturation regarding the data obtained from the proposed objects of study. With this in mind, the following paper suggests reflecting on data collection tools that can complement the interview and biographical-narrative research approach. The authors highlight the use of photo-elucidation, the biogram-based timeline, the organigram and the flight of the geese, all of which are instruments endowed with a visual character that allows a deeper understanding of the object studied. Findings The main contribution of this paper is to unpack the uses and applications of four visual tools that support the interview technique. First, photo-elucidation is presented as a sensory strategy to stimulate the narrative during the dialogical exchange of the interview. Next, the timeline is described as a visual concretization of the traditional biogram widely used in educational research. Next, the authors unravel the uses of the organizational chart in educational research, which, due to its nature and utility, provides a glimpse of the organizational functioning of an institution and is particularly suitable for research in institutional frameworks. Finally, the tool known as the flight of the geese is presented. This tool is recommended for use in educational leadership and teamwork studies due to its simplicity and high representativeness of the hierarchy of roles and functions. Originality/value Researching educational spaces today requires new ways of understanding, analyzing and studying. The complex characteristics, functions, and realities demand research that responds to educational singularities. It is a matter of deeply understanding the educational phenomenon's peculiarities. For these purposes, instruments and research paradigms are needed to extract data and reach information saturation regarding the data obtained from the proposed objects of study. With this in mind, the following paper invites us to reflect on data collection tools that can complement the interview and biographical-narrative research approach. The authors highlight the use of photo-elucidation, the biogram-based timeline, the organigram, and the flight of the geese, all of which are instruments endowed with a visual character that allows a deeper understanding of the object studied.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135790462","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 : 2023-09-29DOI: 10.1108/qrj-07-2023-0118
Olivier Fuchs, Craig Robinson
Purpose Critical realism is an increasingly popular “lens” through which complex events, entities and phenomena can be studied. Yet detailed operationalisations of critical realism are at present relatively scarce. This study's objective here is built on existing debates by developing an open systems model of reality, a basis for designing appropriate, internally consistent methodologies. Design/methodology/approach The authors use a qualitative case study examining changing practices for client contact management in professional services firms during restrictions imposed by the COVID-19 crisis to show how the model can be operationalised across all stages of a research study. Findings This study contributes to the literature on qualitative applications of critical realism by providing a detailed example of how the research paradigm influenced choices at every stage of the case study process. Originality/value More importantly, this model of reality as an open system provides a tool for other researchers to use in their own operationalisation of critical realism in a variety of different settings.
{"title":"Operationalising critical realism for case study research","authors":"Olivier Fuchs, Craig Robinson","doi":"10.1108/qrj-07-2023-0118","DOIUrl":"https://doi.org/10.1108/qrj-07-2023-0118","url":null,"abstract":"Purpose Critical realism is an increasingly popular “lens” through which complex events, entities and phenomena can be studied. Yet detailed operationalisations of critical realism are at present relatively scarce. This study's objective here is built on existing debates by developing an open systems model of reality, a basis for designing appropriate, internally consistent methodologies. Design/methodology/approach The authors use a qualitative case study examining changing practices for client contact management in professional services firms during restrictions imposed by the COVID-19 crisis to show how the model can be operationalised across all stages of a research study. Findings This study contributes to the literature on qualitative applications of critical realism by providing a detailed example of how the research paradigm influenced choices at every stage of the case study process. Originality/value More importantly, this model of reality as an open system provides a tool for other researchers to use in their own operationalisation of critical realism in a variety of different settings.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135133110","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 : 2023-09-29DOI: 10.1108/qrj-06-2023-0107
Soudeh AghaMohammadi, Mohammad Ali Mazaheri, Ladan Fata, Fereshteh Mootabi, Basir Moghadasiyan
PurposeWhat is happening in the perceived world of young people who have non-suicidal self-injury? The answer to this question explains many quantitative research findings in the field of NSSI. The current qualitative research design is Husserl's descriptive phenomenology.Design/methodology/approachThe participants included 17–29-year-old youths with self-injury and were selected with a targeted sampling approach and a conspicuous sampling method based on the theoretical saturation criterion of 21 people. Data were collected in a semi-structured interview and analyzed in the MAXQDA2022 software using the Attride-Stirling (2001) method. Validation of data was done by the method of simultaneous review of colleagues and simultaneous review of participants.FindingsThe themes emerging from the analysis of the findings are the three organizing themes of “vulnerable temperament” which includes height and head, high pain sensitivity threshold and desire for nothingness, “traumatic family” which includes disorganization, crisis and devaluation in the family and “developmental injuries” that are associated with physical, sexual and emotional abuse and neglect. The content of these themes seriously harms a person's self-perception through the emotions of fear, shame, anger and despair and is integrated into the overarching theme of “damaged self”.Originality/value“Damaged Self” provides causal explanations related to the formation of self-injurious behaviors and these behaviors are in harmony with the damage that a person observes in his perception of himself.
{"title":"The experience of hurt in the deepest part of self; a phenomenological study in young people with non-suicidal self-injury (NSSI)","authors":"Soudeh AghaMohammadi, Mohammad Ali Mazaheri, Ladan Fata, Fereshteh Mootabi, Basir Moghadasiyan","doi":"10.1108/qrj-06-2023-0107","DOIUrl":"https://doi.org/10.1108/qrj-06-2023-0107","url":null,"abstract":"PurposeWhat is happening in the perceived world of young people who have non-suicidal self-injury? The answer to this question explains many quantitative research findings in the field of NSSI. The current qualitative research design is Husserl's descriptive phenomenology.Design/methodology/approachThe participants included 17–29-year-old youths with self-injury and were selected with a targeted sampling approach and a conspicuous sampling method based on the theoretical saturation criterion of 21 people. Data were collected in a semi-structured interview and analyzed in the MAXQDA2022 software using the Attride-Stirling (2001) method. Validation of data was done by the method of simultaneous review of colleagues and simultaneous review of participants.FindingsThe themes emerging from the analysis of the findings are the three organizing themes of “vulnerable temperament” which includes height and head, high pain sensitivity threshold and desire for nothingness, “traumatic family” which includes disorganization, crisis and devaluation in the family and “developmental injuries” that are associated with physical, sexual and emotional abuse and neglect. The content of these themes seriously harms a person's self-perception through the emotions of fear, shame, anger and despair and is integrated into the overarching theme of “damaged self”.Originality/value“Damaged Self” provides causal explanations related to the formation of self-injurious behaviors and these behaviors are in harmony with the damage that a person observes in his perception of himself.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135132980","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 : 2023-09-28DOI: 10.1108/qrj-03-2023-0052
Jill Fenton Taylor, Ivana Crestani
Purpose This paper aims to explore how an academic researcher and a practitioner experience scepticism for their qualitative research. Design/methodology/approach The study applies Olt and Teman's new conceptual phenomenological polyethnography (2019) methodology, a hybrid of phenomenology and duoethnography. Findings For the researcher-participants, the essence of living with scepticism means feeling a sense of injustice; struggling with the desire for simplicity and quantification; being in a circle of uneasiness; having a survival mechanism; and embracing healthy scepticism. They experience the essence differently and similarly in varied cultural contexts. Through duoethnographic conversations, they acknowledge that while there can be scepticism of their work, it is important to remain sceptical, persistent and curious by challenging traditional concepts. Theoretical and practical advances in artificial intelligence (AI) continue to highlight the need for clarifying qualitative researcher roles in academia and practice. Originality/value This paper contributes to the debate of qualitative versus quantitative research. Its originality is in exploring scepticism as lived experience, from an academic and practitioner perspective and applying a phenomenological polyethnography approach that blends two different traditional research paradigms.
{"title":"Living with the scepticism for qualitative research: a phenomenological polyethnography","authors":"Jill Fenton Taylor, Ivana Crestani","doi":"10.1108/qrj-03-2023-0052","DOIUrl":"https://doi.org/10.1108/qrj-03-2023-0052","url":null,"abstract":"Purpose This paper aims to explore how an academic researcher and a practitioner experience scepticism for their qualitative research. Design/methodology/approach The study applies Olt and Teman's new conceptual phenomenological polyethnography (2019) methodology, a hybrid of phenomenology and duoethnography. Findings For the researcher-participants, the essence of living with scepticism means feeling a sense of injustice; struggling with the desire for simplicity and quantification; being in a circle of uneasiness; having a survival mechanism; and embracing healthy scepticism. They experience the essence differently and similarly in varied cultural contexts. Through duoethnographic conversations, they acknowledge that while there can be scepticism of their work, it is important to remain sceptical, persistent and curious by challenging traditional concepts. Theoretical and practical advances in artificial intelligence (AI) continue to highlight the need for clarifying qualitative researcher roles in academia and practice. Originality/value This paper contributes to the debate of qualitative versus quantitative research. Its originality is in exploring scepticism as lived experience, from an academic and practitioner perspective and applying a phenomenological polyethnography approach that blends two different traditional research paradigms.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135342862","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 : 2023-09-27DOI: 10.1108/qrj-05-2023-0085
Belinda Mary MacGill, Sangeeta Jattan, Dropati Lal, Babra Narain, Bec Neill, Teupola Nayaca, Alexandra Diamond, Ufemia Camaitoga
Purpose The purpose of this paper is to explicate the links between public pedagogy, ethics of care and storying as a methodology and method in Oceania. Design/methodology/approach This paper explores the role of extended families as First Teachers in iTaukei and Indo-Fijian Early Childhood contexts in Fiji. Using storying as methodology, the authors, three Australian and four Fijian academics, present three portraits to make visible the pedagogical entanglements of public pedagogy research in diverse community contexts. These portraits reveal the intersection and integration of extended family with the authors' community–family–child–informed pedagogical approaches, and the advantages of culturally located standpoints when working with iTaukei and Indo-Fijian communities. This article's unique contribution lies in its demonstration of the importance of an ethics of care approach in site-specific and contextually emerging pedagogical encounters. Findings The findings demonstrate the traditional role of First Teachers and carers in iTaukei and Indo-Fijian Early Childhood contexts in Fiji who use arts-based approaches to teaching and learning within a public pedagogical framework. Research limitations/implications The implications of the research highlight the need to address policy interventions that disrupt the value of First Teachers in community context and their role in values formations for young people in community. Practical implications The implications of the research can be addressed at the policy and international level where considerations of educational arrangements need to be understood. Social implications The social implications of this publication are the value of iTaukei and Indo-Fijian Early Childhood educators in Fiji, and their voices being heard and understood via a published academic journal. Originality/value This work is original and is a collaborative paper written between Australian and iTaukei and Indo-Fijian Early Childhood educators.
{"title":"Ethics of care: pedagogical encounters from Oceania","authors":"Belinda Mary MacGill, Sangeeta Jattan, Dropati Lal, Babra Narain, Bec Neill, Teupola Nayaca, Alexandra Diamond, Ufemia Camaitoga","doi":"10.1108/qrj-05-2023-0085","DOIUrl":"https://doi.org/10.1108/qrj-05-2023-0085","url":null,"abstract":"Purpose The purpose of this paper is to explicate the links between public pedagogy, ethics of care and storying as a methodology and method in Oceania. Design/methodology/approach This paper explores the role of extended families as First Teachers in iTaukei and Indo-Fijian Early Childhood contexts in Fiji. Using storying as methodology, the authors, three Australian and four Fijian academics, present three portraits to make visible the pedagogical entanglements of public pedagogy research in diverse community contexts. These portraits reveal the intersection and integration of extended family with the authors' community–family–child–informed pedagogical approaches, and the advantages of culturally located standpoints when working with iTaukei and Indo-Fijian communities. This article's unique contribution lies in its demonstration of the importance of an ethics of care approach in site-specific and contextually emerging pedagogical encounters. Findings The findings demonstrate the traditional role of First Teachers and carers in iTaukei and Indo-Fijian Early Childhood contexts in Fiji who use arts-based approaches to teaching and learning within a public pedagogical framework. Research limitations/implications The implications of the research highlight the need to address policy interventions that disrupt the value of First Teachers in community context and their role in values formations for young people in community. Practical implications The implications of the research can be addressed at the policy and international level where considerations of educational arrangements need to be understood. Social implications The social implications of this publication are the value of iTaukei and Indo-Fijian Early Childhood educators in Fiji, and their voices being heard and understood via a published academic journal. Originality/value This work is original and is a collaborative paper written between Australian and iTaukei and Indo-Fijian Early Childhood educators.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135477072","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 : 2023-08-18DOI: 10.1108/qrj-12-2022-0158
Jiyea Park
PurposeThis study draws on the author's experiences building rapport through online chat for data collection for the author's doctoral dissertation. The author contacted ten Korean women via online chat to recruit and faced the most challenging situation; building rapport. As the Millennial generation is known as being tech-savvy or digital natives, the author actively used emoticons (pictorial representations of facial expressions using characters) with potential interviewees and completed ten interviews. Therefore, this paper offers a new qualitative interviewing method in feminist research.Design/methodology/approachThe paper briefly reviews the works of literature on interviewing women on sensitive topics and building rapport before the interview. Then, the author introduced using emoticons to create rapport during the data collection process and how a non-traditional approach positively impacts the interviewer and interviewee before, during and even after the interview.FindingsWomen participants' responses and behaviors differed after building a rapport through an online chat. They were willing to share their personal stories and memories with the interviewer even though the interviewer did not ask.Research limitations/implicationsThis study provides a stepping stone for developing an account of the new qualitative methodological approach, specifically feminist qualitative research.Originality/valueFew studies have described how qualitative researchers create a rapport in virtual space, specifically using emoticons. Also, this study suggests a new methodological approach since nonverbal communication in online chat is inevitable when interviewing people in qualitative research.
{"title":"How to build rapport in online space: using online chat emoticons for qualitative interviewing in feminist research","authors":"Jiyea Park","doi":"10.1108/qrj-12-2022-0158","DOIUrl":"https://doi.org/10.1108/qrj-12-2022-0158","url":null,"abstract":"PurposeThis study draws on the author's experiences building rapport through online chat for data collection for the author's doctoral dissertation. The author contacted ten Korean women via online chat to recruit and faced the most challenging situation; building rapport. As the Millennial generation is known as being tech-savvy or digital natives, the author actively used emoticons (pictorial representations of facial expressions using characters) with potential interviewees and completed ten interviews. Therefore, this paper offers a new qualitative interviewing method in feminist research.Design/methodology/approachThe paper briefly reviews the works of literature on interviewing women on sensitive topics and building rapport before the interview. Then, the author introduced using emoticons to create rapport during the data collection process and how a non-traditional approach positively impacts the interviewer and interviewee before, during and even after the interview.FindingsWomen participants' responses and behaviors differed after building a rapport through an online chat. They were willing to share their personal stories and memories with the interviewer even though the interviewer did not ask.Research limitations/implicationsThis study provides a stepping stone for developing an account of the new qualitative methodological approach, specifically feminist qualitative research.Originality/valueFew studies have described how qualitative researchers create a rapport in virtual space, specifically using emoticons. Also, this study suggests a new methodological approach since nonverbal communication in online chat is inevitable when interviewing people in qualitative research.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47966496","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 : 2023-08-17DOI: 10.1108/qrj-04-2023-0063
Asun LLENA BERÑE, Anna Planas-Lladó, Carles Vila-Mumbrú, Paloma Valdivia-Vizarreta
PurposeThis study aims to identify the contextual and relational factors that enhance and limit the empowerment of young people from the perspective of social education professionals.Design/methodology/approachBronfenbrenner's bioecological model made it possible to locate the narratives of the educators in the territory. These narratives include field diaries, i.e. hybrid narratives that include visual, written and spoken materials, and focus groups with 11 educators from different fields of action and related to youth empowerment projects.FindingsAccording to these educators, the most important factors for empowering young people are their immediate environment, and the issues that affect them most. For these factors to be empowering, young people need to be accompanied, with support based on connectedness, horizontality and the creation of safe spaces and learning experiences. Both the microsystem and the mesosystem form the immediate reality for their action. Aware of this, educators do the work of connecting with the exosystem.Practical implicationsIt is evident why communities are spaces with opportunities for youth empowerment, and the authors observe the need for more transversal and less welfare-based social and youth policies that generate empowerment instead of dependency.Social implicationsThis methodology evidenced the environmental structures of educators and the dissimilar levels to explore and understand the work of educators and the complex interrelationships, which play an important role in empowerment processes.Originality/valueThis research presents a new perspective that allows traditional qualitative reflection to be embedded in the bioecological model. All of this sheds light on relational ecosystems with young people and proposes youth policies, in this case, oriented towards empowerment.
{"title":"Factors that enhance and limit youth empowerment, according to social educators","authors":"Asun LLENA BERÑE, Anna Planas-Lladó, Carles Vila-Mumbrú, Paloma Valdivia-Vizarreta","doi":"10.1108/qrj-04-2023-0063","DOIUrl":"https://doi.org/10.1108/qrj-04-2023-0063","url":null,"abstract":"PurposeThis study aims to identify the contextual and relational factors that enhance and limit the empowerment of young people from the perspective of social education professionals.Design/methodology/approachBronfenbrenner's bioecological model made it possible to locate the narratives of the educators in the territory. These narratives include field diaries, i.e. hybrid narratives that include visual, written and spoken materials, and focus groups with 11 educators from different fields of action and related to youth empowerment projects.FindingsAccording to these educators, the most important factors for empowering young people are their immediate environment, and the issues that affect them most. For these factors to be empowering, young people need to be accompanied, with support based on connectedness, horizontality and the creation of safe spaces and learning experiences. Both the microsystem and the mesosystem form the immediate reality for their action. Aware of this, educators do the work of connecting with the exosystem.Practical implicationsIt is evident why communities are spaces with opportunities for youth empowerment, and the authors observe the need for more transversal and less welfare-based social and youth policies that generate empowerment instead of dependency.Social implicationsThis methodology evidenced the environmental structures of educators and the dissimilar levels to explore and understand the work of educators and the complex interrelationships, which play an important role in empowerment processes.Originality/valueThis research presents a new perspective that allows traditional qualitative reflection to be embedded in the bioecological model. All of this sheds light on relational ecosystems with young people and proposes youth policies, in this case, oriented towards empowerment.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47139928","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 : 2023-07-19DOI: 10.1108/qrj-09-2022-0120
A. Robb
PurposeThis article examines the power relationships between researcher and participants, children and adults, drawing on the theories of transgressions and resistance in power, during a research project concerning children's experiences of the visual arts.Design/methodology/approachData were gathered conducted in two Scottish primary schools by employing visual and arts-based methods, and the article discusses the role they played in revealing acts of power between participants as well as providing insight of a child's world.FindingsThe article concludes by emphasising how these methods revealed a network of power acts which supported children to transgress, resist and reveal their world to the adult.Research limitations/implicationsThe role of reflexion on the part of the researcher is key when undertaking research adopting participatory methods such as visual methods.Originality/valueThe article contributes to the ongoing discussions concerning visual methods research and their use in participatory research, and illustrates the complexities of power in this field.
{"title":"Whose voice is heard? The complexities of power when conducting research with children using visual and arts-informed methods","authors":"A. Robb","doi":"10.1108/qrj-09-2022-0120","DOIUrl":"https://doi.org/10.1108/qrj-09-2022-0120","url":null,"abstract":"PurposeThis article examines the power relationships between researcher and participants, children and adults, drawing on the theories of transgressions and resistance in power, during a research project concerning children's experiences of the visual arts.Design/methodology/approachData were gathered conducted in two Scottish primary schools by employing visual and arts-based methods, and the article discusses the role they played in revealing acts of power between participants as well as providing insight of a child's world.FindingsThe article concludes by emphasising how these methods revealed a network of power acts which supported children to transgress, resist and reveal their world to the adult.Research limitations/implicationsThe role of reflexion on the part of the researcher is key when undertaking research adopting participatory methods such as visual methods.Originality/valueThe article contributes to the ongoing discussions concerning visual methods research and their use in participatory research, and illustrates the complexities of power in this field.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42686763","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 : 2023-07-18DOI: 10.1108/qrj-04-2023-0065
M. J. de Villiers Scheepers, P. Williams, V. Schaffer, A. Grace, Carl Walling, J. Campton, Karen Hands, Deborah Fisher, H. Banks, J. Loth, Aurora Scheelings
PurposeIn contrast to prior studies examining burnout in academic employees, this paper explores how academic employee agency mitigates burnout risks in the context of the coronavirus pandemic (COVID-19) and how this agency facilitates research productivity and influences well-being in the face of changes in learning and teaching practices.Design/methodology/approachThe authors use collaborative auto-ethnography (CAE) in the higher education (HE) sector to probe how an employee productivity group supported the group's members during the pandemic.FindingsThematic analysis revealed four emerging themes: burnout, beneficial habits for research productivity, blocking-out-time and belonging. The authors' findings suggest that by acknowledging and legitimising employee-initiated groups, feelings of neglect can be combatted. Purposeful employee groups have the potential to create a therapeutic, safe space and, in addition to the groups' productivity intent, diminish the negative effects of a crisis on organisational effectiveness.Originality/valueThis paper contributes to the literature by utilising a CAE approach to provide greater insight into how academics enact agency by creating digital research workspaces, attending to the spatial dimensions of well-being especially during turbulent times.
{"title":"Creating spaces of well-being in academia to mitigate academic burnout: a collaborative auto-ethnography","authors":"M. J. de Villiers Scheepers, P. Williams, V. Schaffer, A. Grace, Carl Walling, J. Campton, Karen Hands, Deborah Fisher, H. Banks, J. Loth, Aurora Scheelings","doi":"10.1108/qrj-04-2023-0065","DOIUrl":"https://doi.org/10.1108/qrj-04-2023-0065","url":null,"abstract":"PurposeIn contrast to prior studies examining burnout in academic employees, this paper explores how academic employee agency mitigates burnout risks in the context of the coronavirus pandemic (COVID-19) and how this agency facilitates research productivity and influences well-being in the face of changes in learning and teaching practices.Design/methodology/approachThe authors use collaborative auto-ethnography (CAE) in the higher education (HE) sector to probe how an employee productivity group supported the group's members during the pandemic.FindingsThematic analysis revealed four emerging themes: burnout, beneficial habits for research productivity, blocking-out-time and belonging. The authors' findings suggest that by acknowledging and legitimising employee-initiated groups, feelings of neglect can be combatted. Purposeful employee groups have the potential to create a therapeutic, safe space and, in addition to the groups' productivity intent, diminish the negative effects of a crisis on organisational effectiveness.Originality/valueThis paper contributes to the literature by utilising a CAE approach to provide greater insight into how academics enact agency by creating digital research workspaces, attending to the spatial dimensions of well-being especially during turbulent times.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48301285","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 : 2023-06-23DOI: 10.1108/qrj-11-2022-0145
S. Parker, D. Earnshaw, E. Penn, Roshni Kumari
PurposeIn recent years the movement of refugees has led to increasing negative media and political discourse about migration in the United Kingdom, particularly as the number of refugees crossing the English Channel has increased. Despite this hostility, little is known about how the UK public perceive the journeys made by refugees or the refugees themselves.Design/methodology/approachIn this study the authors used a story completion method to analyse perceptions and understandings of refugees. Participants were given the opening of a story about refugees crossing the English Channel and were asked to complete the remainder of the story. In total, 84 participants completed stories that ranged in length from two to 423 words. The stories were analysed using reflexive thematic analysis.FindingsEach of the completed stories was analysed using reflexive thematic analysis and three themes were generated: Conflicting emotions: Uncertainty and the relief of reaching safety after a traumatic journey; The spectre of illegality: Borders and the uncertainty of what happens next; and Welcome or unwelcome?: Cultural values of welcome and hospitality.Originality/valueThe authors argue that this original use of the story completion method highlights how participants draw on cultural narratives of hospitality and welcome and that their stories are constructed using emotional categories that are in contrast to the more binary constructions of refugees that are present in media and government discourse about refugees and the English Channel crossings.
{"title":"Uncertain futures: perceptions of refugees in a story completion task","authors":"S. Parker, D. Earnshaw, E. Penn, Roshni Kumari","doi":"10.1108/qrj-11-2022-0145","DOIUrl":"https://doi.org/10.1108/qrj-11-2022-0145","url":null,"abstract":"PurposeIn recent years the movement of refugees has led to increasing negative media and political discourse about migration in the United Kingdom, particularly as the number of refugees crossing the English Channel has increased. Despite this hostility, little is known about how the UK public perceive the journeys made by refugees or the refugees themselves.Design/methodology/approachIn this study the authors used a story completion method to analyse perceptions and understandings of refugees. Participants were given the opening of a story about refugees crossing the English Channel and were asked to complete the remainder of the story. In total, 84 participants completed stories that ranged in length from two to 423 words. The stories were analysed using reflexive thematic analysis.FindingsEach of the completed stories was analysed using reflexive thematic analysis and three themes were generated: Conflicting emotions: Uncertainty and the relief of reaching safety after a traumatic journey; The spectre of illegality: Borders and the uncertainty of what happens next; and Welcome or unwelcome?: Cultural values of welcome and hospitality.Originality/valueThe authors argue that this original use of the story completion method highlights how participants draw on cultural narratives of hospitality and welcome and that their stories are constructed using emotional categories that are in contrast to the more binary constructions of refugees that are present in media and government discourse about refugees and the English Channel crossings.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49137944","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}
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