Pub Date : 2023-04-04DOI: 10.1108/qrj-01-2023-0015
Emma L. Turley
PurposePhenomenology has a long tradition as a qualitative research method in the social and health sciences. The application of phenomenological methods to understand lived experiences and subjectivities offers researchers a rich tapestry of methodological approaches, often however, the availability of these methods to researchers is tempered as a result of inflexible ideas regarding their use. This article aims to highlight the uniting features between approaches.Design/methodology/approachThe paper begins by offering a brief overview of the two traditions within phenomenology, the descriptive and interpretive approaches and traces the development of each one. It then presents an overview of the commonalities shared by both approaches in with particular reference to the philosophical and methodological cohesion between them.FindingsFrequently, the literature fails to focus on how these methodologies can be used together, and instead foregrounds the ontological and methodological differences between them. While an overview of some of the more vociferous debates within phenomenology are included and acknowledged, the paper calls for a focus on the shared goals of the phenomenological project.Originality/valueThis article aims to illustrate that, while recognising differences, the two phenomenological traditions have more in common that unites them, and argues that once this is applied pragmatically, a multiplicity of phenomenological traditions are available to researchers.
{"title":"A celebration of the rich tapestry of phenomenology's commonalities","authors":"Emma L. Turley","doi":"10.1108/qrj-01-2023-0015","DOIUrl":"https://doi.org/10.1108/qrj-01-2023-0015","url":null,"abstract":"PurposePhenomenology has a long tradition as a qualitative research method in the social and health sciences. The application of phenomenological methods to understand lived experiences and subjectivities offers researchers a rich tapestry of methodological approaches, often however, the availability of these methods to researchers is tempered as a result of inflexible ideas regarding their use. This article aims to highlight the uniting features between approaches.Design/methodology/approachThe paper begins by offering a brief overview of the two traditions within phenomenology, the descriptive and interpretive approaches and traces the development of each one. It then presents an overview of the commonalities shared by both approaches in with particular reference to the philosophical and methodological cohesion between them.FindingsFrequently, the literature fails to focus on how these methodologies can be used together, and instead foregrounds the ontological and methodological differences between them. While an overview of some of the more vociferous debates within phenomenology are included and acknowledged, the paper calls for a focus on the shared goals of the phenomenological project.Originality/valueThis article aims to illustrate that, while recognising differences, the two phenomenological traditions have more in common that unites them, and argues that once this is applied pragmatically, a multiplicity of phenomenological traditions are available to researchers.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48163094","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 : 2023-03-23DOI: 10.1108/qrj-08-2022-0117
G. Bartle
PurposeThis research investigated how students are becoming teachers of primary school (ages 5–11) physical education (PE), using a physical literacy (PL) approach (Whitehead, 2010). Primarily methodological, the purpose was to disrupt how to investigate this topic since research highlights that the philosophy underpinning PL makes the concept difficult to operationalize (Shearer et al., 2018).Design/methodology/approachPE settings are inherently lively, and the author retained this in the analytic insights from what she called a “methodological meshwork” (Law, 2004; Ingold, 2006). Informed by phenomenology, posthumanism and sociomaterialism, data gathering included observations, interviews with artefacts, with humans, and tweets as part of the methodological meshwork. Diagrammatic presentations accompany written text, whilst also doing work in themselves (Decuypere and Simon, 2016). The author followed the actors (Adams and Thompson, 2016), thus entered the middle of data, such as lesson plan or physical education equipment.FindingsOnto-epistemological entanglements (Barad, 2007) are presented in an interweaving format. Thus, theory is discussed alongside the empirical and shows that a PL informed approach to PE is evident in multiple places-spaces.Originality/valueBroader issues are raised about methodological assumptions that inform investigations of PL and practice generally. It is hoped that these may be relevant to a wider professional audience as well as those in physical and teacher education.
目的本研究采用体育素养（PL）方法调查了学生如何成为小学（5-11岁）体育教师（Whitehead，2010）。主要是方法论，目的是破坏如何研究这一主题，因为研究强调，支撑PL的哲学使概念难以操作（Shearer et al.，2018）。设计/方法论/方法论PE环境本质上是生动的，作者在她所称的“方法论网络”的分析见解中保留了这一点（Law，2004；Ingold，2006年）。在现象学、后人文主义和社会唯物主义的指导下，数据收集包括观察、对人工制品的采访、对人类的采访和推特，作为方法论网络的一部分。图表演示伴随着书面文本，同时也在自己做工作（Decuypere和Simon，2016）。作者跟随演员（Adams和Thompson，2016），从而进入了数据的中间，如课程计划或体育教学设备。对认识论纠缠的发现（Barad，2007）以交织的形式呈现。因此，理论与实证一起进行了讨论，并表明在多个地方空间中，对PE的PL知情方法是显而易见的。原始性/价值提出了关于方法论假设的更广泛问题，这些假设为PL和实践的调查提供了信息。希望这些可能与更广泛的专业受众以及体育和教师教育领域的受众相关。
{"title":"An investigation of how physical literacy is enacted in primary physical education","authors":"G. Bartle","doi":"10.1108/qrj-08-2022-0117","DOIUrl":"https://doi.org/10.1108/qrj-08-2022-0117","url":null,"abstract":"PurposeThis research investigated how students are becoming teachers of primary school (ages 5–11) physical education (PE), using a physical literacy (PL) approach (Whitehead, 2010). Primarily methodological, the purpose was to disrupt how to investigate this topic since research highlights that the philosophy underpinning PL makes the concept difficult to operationalize (Shearer et al., 2018).Design/methodology/approachPE settings are inherently lively, and the author retained this in the analytic insights from what she called a “methodological meshwork” (Law, 2004; Ingold, 2006). Informed by phenomenology, posthumanism and sociomaterialism, data gathering included observations, interviews with artefacts, with humans, and tweets as part of the methodological meshwork. Diagrammatic presentations accompany written text, whilst also doing work in themselves (Decuypere and Simon, 2016). The author followed the actors (Adams and Thompson, 2016), thus entered the middle of data, such as lesson plan or physical education equipment.FindingsOnto-epistemological entanglements (Barad, 2007) are presented in an interweaving format. Thus, theory is discussed alongside the empirical and shows that a PL informed approach to PE is evident in multiple places-spaces.Originality/valueBroader issues are raised about methodological assumptions that inform investigations of PL and practice generally. It is hoped that these may be relevant to a wider professional audience as well as those in physical and teacher education.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43637874","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 : 2023-03-20DOI: 10.1108/qrj-06-2022-0082
C. Mbadugha, N. Ogbonnaya, P. Iheanacho, N. Omotola, Pleasure N. Ogbonna, Chinenye Anetekhai
PurposeSchizophrenia, a chronic mental disorder, poses enormous threat to the individual, family and society. The advent of deinstitutionalization of the mentally ill transferred the burden of care to families especially close relatives. Few studies have described the families' subjective views in this context. Hence, this study aimed to explore impacts of caregiving and coping strategies for family caregivers of patients with schizophrenia in Enugu, South East Nigeria.Design/methodology/approachA descriptive qualitative design was employed, and 14 family caregivers of individuals with schizophrenia attending federal neuropsychiatric hospital Enugu were purposively selected. A semi-structured interview guide was used to generate information, and the transcribed data were content analyzed using a thematic approach.FindingsThree major themes and 16 subthemes were derived to reflect the perceived impact of caregiving and coping strategies of family caregivers, which include burden of care (physical-self neglect, ill health, sleep deprivation; psychological-gross irritability, ruminations; social-stigmatization, social restrictions, diminished connections, reduced productivity); positive aspects (heightened understanding; empathetic attitude, strengthened ties) and adaptive resources (acceptance, optimism, social support, spiritual devotion).Originality/valueFamily caregivers of individuals with schizophrenia experience bio-psychosocial burden as a result of caregiving. Coping with challenges of caregiving can prevent distress and burnout. Hence, there is need for mental health professionals to recognize caregivers as person in need of emotional and practical support and care for the mentally ill in the context of a family-centered approach.
{"title":"Exploring perceived impact of caregiving and coping strategies adopted by family caregivers of people with schizophrenia: a qualitative study in Enugu, South East Nigeria","authors":"C. Mbadugha, N. Ogbonnaya, P. Iheanacho, N. Omotola, Pleasure N. Ogbonna, Chinenye Anetekhai","doi":"10.1108/qrj-06-2022-0082","DOIUrl":"https://doi.org/10.1108/qrj-06-2022-0082","url":null,"abstract":"PurposeSchizophrenia, a chronic mental disorder, poses enormous threat to the individual, family and society. The advent of deinstitutionalization of the mentally ill transferred the burden of care to families especially close relatives. Few studies have described the families' subjective views in this context. Hence, this study aimed to explore impacts of caregiving and coping strategies for family caregivers of patients with schizophrenia in Enugu, South East Nigeria.Design/methodology/approachA descriptive qualitative design was employed, and 14 family caregivers of individuals with schizophrenia attending federal neuropsychiatric hospital Enugu were purposively selected. A semi-structured interview guide was used to generate information, and the transcribed data were content analyzed using a thematic approach.FindingsThree major themes and 16 subthemes were derived to reflect the perceived impact of caregiving and coping strategies of family caregivers, which include burden of care (physical-self neglect, ill health, sleep deprivation; psychological-gross irritability, ruminations; social-stigmatization, social restrictions, diminished connections, reduced productivity); positive aspects (heightened understanding; empathetic attitude, strengthened ties) and adaptive resources (acceptance, optimism, social support, spiritual devotion).Originality/valueFamily caregivers of individuals with schizophrenia experience bio-psychosocial burden as a result of caregiving. Coping with challenges of caregiving can prevent distress and burnout. Hence, there is need for mental health professionals to recognize caregivers as person in need of emotional and practical support and care for the mentally ill in the context of a family-centered approach.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49326997","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 : 2023-03-13DOI: 10.1108/qrj-12-2022-0157
Nicola Yelland, Clare Bartholomaeus, A. Chan
PurposeThis article reflects on the adaption of Sarah Pink's video re-enactment methodology for exploring children's out-of-school lifeworlds.Design/methodology/approachVideo re-enactments originate in the work of Sarah Pink who developed the methodology to study everyday routines, including activities associated with people's energy consumption at home. This article discusses the adaption of this methodology for exploring 9–10-year-old children's out-of-school lifeworlds in their homes in the global cities of Hong Kong, Melbourne and Singapore.FindingsThe article reflects on the practical ways in which the video re-enactment methodology was adapted to explore children's out-of-school activities in the three different locations. In terms of activities, the findings highlight that children's out-of-school lifeworlds included regular routines across a week that contribute to and constitute their everyday activities, with varying time spent on leisure, homework and scheduled activities.Originality/valueThe authors discuss and reflect on the implications of adapting a methodology in order to make it relevant and innovative in a new research context. The use of video re-enactments with children to explore their out-of-school activities gives greater insights into their lifeworlds and their engagement in various activities and the opportunity for children to reflect on their everyday lives.
{"title":"Exploring children's out-of-school lifeworlds: video re-enactments with children in three global cities","authors":"Nicola Yelland, Clare Bartholomaeus, A. Chan","doi":"10.1108/qrj-12-2022-0157","DOIUrl":"https://doi.org/10.1108/qrj-12-2022-0157","url":null,"abstract":"PurposeThis article reflects on the adaption of Sarah Pink's video re-enactment methodology for exploring children's out-of-school lifeworlds.Design/methodology/approachVideo re-enactments originate in the work of Sarah Pink who developed the methodology to study everyday routines, including activities associated with people's energy consumption at home. This article discusses the adaption of this methodology for exploring 9–10-year-old children's out-of-school lifeworlds in their homes in the global cities of Hong Kong, Melbourne and Singapore.FindingsThe article reflects on the practical ways in which the video re-enactment methodology was adapted to explore children's out-of-school activities in the three different locations. In terms of activities, the findings highlight that children's out-of-school lifeworlds included regular routines across a week that contribute to and constitute their everyday activities, with varying time spent on leisure, homework and scheduled activities.Originality/valueThe authors discuss and reflect on the implications of adapting a methodology in order to make it relevant and innovative in a new research context. The use of video re-enactments with children to explore their out-of-school activities gives greater insights into their lifeworlds and their engagement in various activities and the opportunity for children to reflect on their everyday lives.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41409823","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 : 2023-03-08DOI: 10.1108/qrj-11-2022-0148
Elizabeth M. Pope, S. Shelton
PurposeQualitative research is well-established and widely adopted across a range of disciplines; however, there is little discussion of the teaching of qualitative research methods. What engagements there are primarily focus on methods rather than core concepts that inform ethical and effective use of those approaches. “Subjectivity” and “reflexivity” are pervasive concepts taken up in numerous textbooks, handbooks, and journal guidelines. But, despite being an expected and critical aspect of qualitative methodologies, few scholars consider how researchers might learn to engage with these necessary aspects effectively.Design/methodology/approachThis is a conceptual paper written from the authors' experiences teaching qualitative research to graduate students at the master's and doctoral levels.FindingsThis conceptual paper offers an andragogical discussion of how novice and student researchers might learn to consider the concepts of reflexivity and subjectivity. Additionally, it considers how the deep and critical reflection inherent in both subjectivity and reflexivity are valuable aspects in extending discussions and applications of qualitative research in various disciplines.Originality/valueThis paper offers a fresh and unique consideration of teaching novice researchers how to practice reflexivity and examine their subjectivities using the work of Alan Peshkin as a model.
{"title":"Revisiting Peshkin: teaching reflexive practice through categorization","authors":"Elizabeth M. Pope, S. Shelton","doi":"10.1108/qrj-11-2022-0148","DOIUrl":"https://doi.org/10.1108/qrj-11-2022-0148","url":null,"abstract":"PurposeQualitative research is well-established and widely adopted across a range of disciplines; however, there is little discussion of the teaching of qualitative research methods. What engagements there are primarily focus on methods rather than core concepts that inform ethical and effective use of those approaches. “Subjectivity” and “reflexivity” are pervasive concepts taken up in numerous textbooks, handbooks, and journal guidelines. But, despite being an expected and critical aspect of qualitative methodologies, few scholars consider how researchers might learn to engage with these necessary aspects effectively.Design/methodology/approachThis is a conceptual paper written from the authors' experiences teaching qualitative research to graduate students at the master's and doctoral levels.FindingsThis conceptual paper offers an andragogical discussion of how novice and student researchers might learn to consider the concepts of reflexivity and subjectivity. Additionally, it considers how the deep and critical reflection inherent in both subjectivity and reflexivity are valuable aspects in extending discussions and applications of qualitative research in various disciplines.Originality/valueThis paper offers a fresh and unique consideration of teaching novice researchers how to practice reflexivity and examine their subjectivities using the work of Alan Peshkin as a model.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41562944","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 : 2023-03-07DOI: 10.1108/qrj-08-2022-0116
O. Enworo
PurposeThis paper illustrates how Guba and Lincoln's parallel criteria for establishing trustworthiness, can be adapted and applied to qualitative research on indigenous social protection systems. It provides insights for social protection researchers, exploring plausible qualitative research rigor evaluation criteria, on plausible alternatives.Design/methodology/approachThe paper draws on qualitative evidence from a larger ethnographic study on the dynamics of indigenous social protection systems in Nigeria. It illustrates the systematic application of Guba and Lincoln's parallel criteria.FindingsAvailable evidence from the study shows that Guba and Lincoln's parallel criteria is viable for establishing trustworthiness of qualitative research on indigenous social protection systems. The criteria can facilitate credible and reliable research outcomes in research on improving social protection policy and practice.Research limitations/implicationsQualitative inquiries that draw on Guba and Lincoln's parallel criteria as evaluation criteria for trustworthiness can complement quantitative research on social protection. This makes it imperative to incorporate both, in social protection research for a holistic system. How this can be done is beyond the scope of this paper but needs to be explored by future research.Originality/valueContrary to the use of Guba and Lincoln's parallel criteria in qualitative research in other contexts, the use of the criteria has not been carefully examined in qualitative research on indigenous social protection systems. This paper is an attempt to fill this gap.
{"title":"Application of Guba and Lincoln's parallel criteria to assess trustworthiness of qualitative research on indigenous social protection systems","authors":"O. Enworo","doi":"10.1108/qrj-08-2022-0116","DOIUrl":"https://doi.org/10.1108/qrj-08-2022-0116","url":null,"abstract":"PurposeThis paper illustrates how Guba and Lincoln's parallel criteria for establishing trustworthiness, can be adapted and applied to qualitative research on indigenous social protection systems. It provides insights for social protection researchers, exploring plausible qualitative research rigor evaluation criteria, on plausible alternatives.Design/methodology/approachThe paper draws on qualitative evidence from a larger ethnographic study on the dynamics of indigenous social protection systems in Nigeria. It illustrates the systematic application of Guba and Lincoln's parallel criteria.FindingsAvailable evidence from the study shows that Guba and Lincoln's parallel criteria is viable for establishing trustworthiness of qualitative research on indigenous social protection systems. The criteria can facilitate credible and reliable research outcomes in research on improving social protection policy and practice.Research limitations/implicationsQualitative inquiries that draw on Guba and Lincoln's parallel criteria as evaluation criteria for trustworthiness can complement quantitative research on social protection. This makes it imperative to incorporate both, in social protection research for a holistic system. How this can be done is beyond the scope of this paper but needs to be explored by future research.Originality/valueContrary to the use of Guba and Lincoln's parallel criteria in qualitative research in other contexts, the use of the criteria has not been carefully examined in qualitative research on indigenous social protection systems. This paper is an attempt to fill this gap.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47073024","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 : 2023-02-28DOI: 10.1108/qrj-12-2022-0162
Samantha Vlcek
PurposeFramed within the bioecological model, this autoethnographic case study explores the author’s experiences as a working mother of two children with disability prior to, during and after emerging from compulsory remote learning arrangements in Victoria, Australia due to the COVID-19 pandemic. The purpose of this paper is to address this issue. The intention of this paper is to share the author's experiences.Design/methodology/approachBronfenbrenner’s bioecological model was overlaid on the author’s experiences to explore direct and indirect impacts on her agency, educational priorities and personal values through each level of the model.FindingsThis research presents a new perspective for examining how the global COVID-19 pandemic has disrupted the equilibrium typically experienced by individuals across the education system.Originality/valueThis research presents a new perspective for examining how the global COVID-19 pandemic has disrupted the equilibrium typically experienced by individuals across the education system.
{"title":"Three realities and a new-found focus: parenting and disability in a time of a pandemic","authors":"Samantha Vlcek","doi":"10.1108/qrj-12-2022-0162","DOIUrl":"https://doi.org/10.1108/qrj-12-2022-0162","url":null,"abstract":"PurposeFramed within the bioecological model, this autoethnographic case study explores the author’s experiences as a working mother of two children with disability prior to, during and after emerging from compulsory remote learning arrangements in Victoria, Australia due to the COVID-19 pandemic. The purpose of this paper is to address this issue. The intention of this paper is to share the author's experiences.Design/methodology/approachBronfenbrenner’s bioecological model was overlaid on the author’s experiences to explore direct and indirect impacts on her agency, educational priorities and personal values through each level of the model.FindingsThis research presents a new perspective for examining how the global COVID-19 pandemic has disrupted the equilibrium typically experienced by individuals across the education system.Originality/valueThis research presents a new perspective for examining how the global COVID-19 pandemic has disrupted the equilibrium typically experienced by individuals across the education system.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46894104","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 : 2023-02-20DOI: 10.1108/qrj-09-2022-0124
P. Kelly, Seth Brown, James Goring
PurposeIn this paper we report on the outcomes of a scenario planning project in Melbourne's (Australia) inner northern suburbs, which was undertaken in the context of an extended lockdown during Melbourne's second wave of COVID-19 infections. In this project, the researchers sought to identify the ways in which young people and youth service providers understood the challenges that the pandemic was creating for young people and the provision of youth services, and through the 5 years up to 2025.Design/methodology/approachThe project was shaped by a scenario planning methodology that produced three research informed scenarios of possible futures for young people in Melbourne's inner north in 2025. The project conducted a series of structured video interviews with young people, and semi-structured interviews with stakeholders that asked participants to reflect on the context of the pandemic, and what the future might hold in relation to young people's pathways and health and well-being, and the futures of their communities and the planet.FindingsThe scenario planning methodology revealed many concerns, uncertainties and anxieties that were shared, but which also varied between young people and stakeholders – both about the immediacy of the pandemic, and its aftermaths and intersection with future crises.Originality/valueThe scenario planning approach offers sociologies of education and youth a means to do the future-oriented, “hopeful” work that multiple crises for young people demand. Scenario planning is an “affirmative” exercise in hope by which sociologies can “stay with the trouble” that we find ourselves in, and that the pandemic has amplified.
{"title":"Young people and post-pandemic futures: scenario planning as a radical politics of hope","authors":"P. Kelly, Seth Brown, James Goring","doi":"10.1108/qrj-09-2022-0124","DOIUrl":"https://doi.org/10.1108/qrj-09-2022-0124","url":null,"abstract":"PurposeIn this paper we report on the outcomes of a scenario planning project in Melbourne's (Australia) inner northern suburbs, which was undertaken in the context of an extended lockdown during Melbourne's second wave of COVID-19 infections. In this project, the researchers sought to identify the ways in which young people and youth service providers understood the challenges that the pandemic was creating for young people and the provision of youth services, and through the 5 years up to 2025.Design/methodology/approachThe project was shaped by a scenario planning methodology that produced three research informed scenarios of possible futures for young people in Melbourne's inner north in 2025. The project conducted a series of structured video interviews with young people, and semi-structured interviews with stakeholders that asked participants to reflect on the context of the pandemic, and what the future might hold in relation to young people's pathways and health and well-being, and the futures of their communities and the planet.FindingsThe scenario planning methodology revealed many concerns, uncertainties and anxieties that were shared, but which also varied between young people and stakeholders – both about the immediacy of the pandemic, and its aftermaths and intersection with future crises.Originality/valueThe scenario planning approach offers sociologies of education and youth a means to do the future-oriented, “hopeful” work that multiple crises for young people demand. Scenario planning is an “affirmative” exercise in hope by which sociologies can “stay with the trouble” that we find ourselves in, and that the pandemic has amplified.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41483558","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 : 2023-02-03DOI: 10.1108/qrj-12-2022-0161
T. Santos
PurposeThe case study is inspired in Interpretative Phenomenological Analysis (IPA) to make sense of a Relational Model within Artistic Creation (RMAC) developed by the author a long time in their artistic and research practices.Design/methodology/approachAn Interpretative Phenomenological Analysis (IPA) is considered within a case study where the author is simultaneously researcher and participant, using old unsolicited diaries for more than a decade as raw material.FindingsRMAC was previously presented as a tool for creating (maker) as well as a tool for research (researcher) in specific solo performance art projects, being the first time that it is approached through an Interpretative Phenomenological Analysis, bringing new insights into artistic practice and research within their intersections.Originality/valueThis paper brings them the use of IPA in a case study with a researcher-participant to make sense of how RMAC, a model already presented formally and developed for many years, appeared and changed the author's professional and personal life. Also, it is given a new study using diaries as material within IPA.
目的本研究受诠释现象学分析(Interpretative Phenomenological Analysis, IPA)的启发，对作者在长期的艺术与研究实践中形成的艺术创作关系模型(Relational Model within art Creation, RMAC)进行阐释。设计/方法/方法在一个案例研究中考虑了解释性现象学分析(IPA)，作者同时是研究人员和参与者，使用十多年来未经请求的旧日记作为原材料。在此之前，srmac作为创作工具(制造者)和研究工具(研究者)在特定的个人行为艺术项目中被提出，这是第一次通过解释性现象学分析来接近它，为艺术实践和研究带来了新的见解。原创性/价值本文以一个研究参与者的案例研究为例，让他们了解RMAC这个已经正式提出并发展多年的模式是如何出现并改变了作者的职业和个人生活的。并在IPA中对日记作为材料进行了新的研究。
{"title":"Making sense of a relational model within artistic creation (RMAC) through interpretative phenomenological analysis (IPA)","authors":"T. Santos","doi":"10.1108/qrj-12-2022-0161","DOIUrl":"https://doi.org/10.1108/qrj-12-2022-0161","url":null,"abstract":"PurposeThe case study is inspired in Interpretative Phenomenological Analysis (IPA) to make sense of a Relational Model within Artistic Creation (RMAC) developed by the author a long time in their artistic and research practices.Design/methodology/approachAn Interpretative Phenomenological Analysis (IPA) is considered within a case study where the author is simultaneously researcher and participant, using old unsolicited diaries for more than a decade as raw material.FindingsRMAC was previously presented as a tool for creating (maker) as well as a tool for research (researcher) in specific solo performance art projects, being the first time that it is approached through an Interpretative Phenomenological Analysis, bringing new insights into artistic practice and research within their intersections.Originality/valueThis paper brings them the use of IPA in a case study with a researcher-participant to make sense of how RMAC, a model already presented formally and developed for many years, appeared and changed the author's professional and personal life. Also, it is given a new study using diaries as material within IPA.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47667544","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 : 2023-01-31DOI: 10.1108/qrj-08-2022-0105
J. Goodwin, E. Savage, Á. O'Donovan
PurposeSignificant advances have been made in using applied methodological approaches. These approaches facilitate critical and creative ways to generate new knowledge, encouraging researchers to explore novel research questions which could not be sufficiently addressed using traditional “branded” methodologies. It is important that, in addition to design, researchers consider the most appropriate methods to collect data. The purpose of this paper is to explore the use of the draw and tell method in the context of an interpretive descriptive study.Design/methodology/approachGiven the challenges associated with eliciting responses from adolescent populations, in addition to the use of a semi-structured interview guide, the authors encouraged adolescent participants to produce drawings as part of an interpretive descriptive study.FindingsDespite the fact that drawings are seldom used with adolescents during research interviews, the authors found this method promoted conversation and facilitated deep exploration into adolescents' perspectives.Originality/valueThe authors argue that this creative approach to data collection should be embraced by researchers engaging in applied methodological research, particularly with participants who may be challenging to engage. Drawings, although seldom used with adolescent research participants, can stimulate engagement and facilitate conversations.
{"title":"Using the draw and tell method with adolescents as part of an interpretive descriptive study","authors":"J. Goodwin, E. Savage, Á. O'Donovan","doi":"10.1108/qrj-08-2022-0105","DOIUrl":"https://doi.org/10.1108/qrj-08-2022-0105","url":null,"abstract":"PurposeSignificant advances have been made in using applied methodological approaches. These approaches facilitate critical and creative ways to generate new knowledge, encouraging researchers to explore novel research questions which could not be sufficiently addressed using traditional “branded” methodologies. It is important that, in addition to design, researchers consider the most appropriate methods to collect data. The purpose of this paper is to explore the use of the draw and tell method in the context of an interpretive descriptive study.Design/methodology/approachGiven the challenges associated with eliciting responses from adolescent populations, in addition to the use of a semi-structured interview guide, the authors encouraged adolescent participants to produce drawings as part of an interpretive descriptive study.FindingsDespite the fact that drawings are seldom used with adolescents during research interviews, the authors found this method promoted conversation and facilitated deep exploration into adolescents' perspectives.Originality/valueThe authors argue that this creative approach to data collection should be embraced by researchers engaging in applied methodological research, particularly with participants who may be challenging to engage. Drawings, although seldom used with adolescent research participants, can stimulate engagement and facilitate conversations.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43530636","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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