Pub Date : 2024-01-01DOI: 10.1177/16094069241236218
L. van Laren, Ronicka Mudaly
We are a team of two South African teacher educator researchers at a higher education institution in the province of KwaZulu-Natal. Each of us has distinct research niches, and stem from different racial and cultural backgrounds. Our common interest in and commitment to social change through education led to this collaboration where we explored ways of extending the learning we had acquired whilst completing our doctoral research projects. In our doctoral projects we focused on teaching, learning, and our professional responsibilities as South African educators in the HIV and AIDS context to facilitate social change in education. For our current study we asked the question: “What professional learning in the HIV and AIDS context can we (re)construct by stepping back and co-reflecting using arts-inspired approaches?” We used the following data sources: (1) self-chosen exemplars from each researcher’s completed doctoral projects; (2) e-mailed communications as to why we selected the particular exemplars to enhance our professional re-learning in the HIV and AIDS context; (3) individually selected artefacts used as metaphors to explore our research question; and (4) transcriptions of Zoom dialogic meetings where we probed our metaphors and found poems. Our analysis commenced with individually composed found poems using our data sources. These poems were used for poetic interrogation using a co-created Red Ribbon silhouette found poem. Combining all these arts-inspired methods and through co-reflection we could step back and look forward to answer our research question.
{"title":"Collaboratively Stepping Back as a Method in an Arts-Inspired Self-Study to Move Forward in Professional Learning for Social Change","authors":"L. van Laren, Ronicka Mudaly","doi":"10.1177/16094069241236218","DOIUrl":"https://doi.org/10.1177/16094069241236218","url":null,"abstract":"We are a team of two South African teacher educator researchers at a higher education institution in the province of KwaZulu-Natal. Each of us has distinct research niches, and stem from different racial and cultural backgrounds. Our common interest in and commitment to social change through education led to this collaboration where we explored ways of extending the learning we had acquired whilst completing our doctoral research projects. In our doctoral projects we focused on teaching, learning, and our professional responsibilities as South African educators in the HIV and AIDS context to facilitate social change in education. For our current study we asked the question: “What professional learning in the HIV and AIDS context can we (re)construct by stepping back and co-reflecting using arts-inspired approaches?” We used the following data sources: (1) self-chosen exemplars from each researcher’s completed doctoral projects; (2) e-mailed communications as to why we selected the particular exemplars to enhance our professional re-learning in the HIV and AIDS context; (3) individually selected artefacts used as metaphors to explore our research question; and (4) transcriptions of Zoom dialogic meetings where we probed our metaphors and found poems. Our analysis commenced with individually composed found poems using our data sources. These poems were used for poetic interrogation using a co-created Red Ribbon silhouette found poem. Combining all these arts-inspired methods and through co-reflection we could step back and look forward to answer our research question.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":null,"pages":null},"PeriodicalIF":5.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140523779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/16094069241230416
Brooke Coley, Nadia N. Kellam, Debalina Maitra, Audrey Boklage
This methodology paper introduces a collective, team-based approach to constructing narratives in narrative research. The goal of the larger study was to explore the pedagogical belief and practices of engineering faculty members. The newly formed team of researchers ranged from novices to experts in the field of qualitative research, and this space created a unique opportunity to reflect on and explore the co-construction of Cody’s narrative, the first narrative that the team constructed. The narrative was smoothed and constructed in a way that reduces some of the limitations inherent in narrative smoothing, through a deliberate and intentional negotiation process. We hope that this deeper exploration of our methods is helpful for other narrative researchers who are interested in team-based approaches to co-construction of narratives.
{"title":"Narrative Smoothing in the Wild: A Pack Based Approach to Co-Constructing Narratives for Analysis","authors":"Brooke Coley, Nadia N. Kellam, Debalina Maitra, Audrey Boklage","doi":"10.1177/16094069241230416","DOIUrl":"https://doi.org/10.1177/16094069241230416","url":null,"abstract":"This methodology paper introduces a collective, team-based approach to constructing narratives in narrative research. The goal of the larger study was to explore the pedagogical belief and practices of engineering faculty members. The newly formed team of researchers ranged from novices to experts in the field of qualitative research, and this space created a unique opportunity to reflect on and explore the co-construction of Cody’s narrative, the first narrative that the team constructed. The narrative was smoothed and constructed in a way that reduces some of the limitations inherent in narrative smoothing, through a deliberate and intentional negotiation process. We hope that this deeper exploration of our methods is helpful for other narrative researchers who are interested in team-based approaches to co-construction of narratives.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":null,"pages":null},"PeriodicalIF":5.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140520590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/16094069241237548
Carla Scheytt, Jessica Pflüger
The consideration of research ethics to protect the research participants is a central element of empirical social research. Empirical research in organizations has certain characteristics: the research field is organized hierarchically and characterized by formal membership, specific control mechanisms, positive and negative sanctions, etc. Drawing on existing literature, we use the concept of “organizationality” to argue the characteristics of organizations lead to specific ethical challenges, for example dealing with layered field accesses, power asymmetries, and potentially strong sanctions. These challenges make it difficult to ensure confidentiality and non-maleficence and protect participants from risks. We present ethical challenges that typically arise at critical stages of the qualitative research process (planning, field access, the field, data storage, publication, and data archiving). This paper offers a heuristic to identify ethical challenges in qualitative organizational research. It extends the debate on research ethics in qualitative social research to organizational contexts, thereby bringing into focus the structural dimensions of harm.
{"title":"Conducting Qualitative Research in Organizations Ethically: Organizationality as a Heuristic to Identify Ethical Challenges","authors":"Carla Scheytt, Jessica Pflüger","doi":"10.1177/16094069241237548","DOIUrl":"https://doi.org/10.1177/16094069241237548","url":null,"abstract":"The consideration of research ethics to protect the research participants is a central element of empirical social research. Empirical research in organizations has certain characteristics: the research field is organized hierarchically and characterized by formal membership, specific control mechanisms, positive and negative sanctions, etc. Drawing on existing literature, we use the concept of “organizationality” to argue the characteristics of organizations lead to specific ethical challenges, for example dealing with layered field accesses, power asymmetries, and potentially strong sanctions. These challenges make it difficult to ensure confidentiality and non-maleficence and protect participants from risks. We present ethical challenges that typically arise at critical stages of the qualitative research process (planning, field access, the field, data storage, publication, and data archiving). This paper offers a heuristic to identify ethical challenges in qualitative organizational research. It extends the debate on research ethics in qualitative social research to organizational contexts, thereby bringing into focus the structural dimensions of harm.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":null,"pages":null},"PeriodicalIF":5.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140519578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/16094069231225370
Simone Grabowski, Simon Darcy, Hazel Maxwell, J. Onyx
This study comparatively examined two disability arts partnership projects’ stakeholder perspectives on inclusive practice and social impact. It did so through an innovative abductive research design to visualise the qualitative findings of a comparative social impact assessment of active citizenship. In this paper we examine the inclusive practices of the disability arts partnership projects and an inclusive methodological approach. The approach sought to visualise the social impact footprint, or scope, of disability arts projects on radar diagrams. In developing this approach, we were able to document the enabling outcomes for the lived experience of artists with disability. The research has implications for the inclusion of artists with disability as part of disability specific art projects, ensembles of artists with disability together with nondisabled artists, and the way that creative process outcomes have social impact on the stakeholders and communities where they are performed. For the organisations involved the project demonstrates the wider outcomes of the artistic practice through the social impact of their disability arts programs on their internal and external stakeholders. Further, for arts funders it provides a tool for comparative understanding of social impact across programs.
{"title":"Inclusive Practice and Comparative Social Impact of Disability Arts: A Qualitative and Abductive Approach","authors":"Simone Grabowski, Simon Darcy, Hazel Maxwell, J. Onyx","doi":"10.1177/16094069231225370","DOIUrl":"https://doi.org/10.1177/16094069231225370","url":null,"abstract":"This study comparatively examined two disability arts partnership projects’ stakeholder perspectives on inclusive practice and social impact. It did so through an innovative abductive research design to visualise the qualitative findings of a comparative social impact assessment of active citizenship. In this paper we examine the inclusive practices of the disability arts partnership projects and an inclusive methodological approach. The approach sought to visualise the social impact footprint, or scope, of disability arts projects on radar diagrams. In developing this approach, we were able to document the enabling outcomes for the lived experience of artists with disability. The research has implications for the inclusion of artists with disability as part of disability specific art projects, ensembles of artists with disability together with nondisabled artists, and the way that creative process outcomes have social impact on the stakeholders and communities where they are performed. For the organisations involved the project demonstrates the wider outcomes of the artistic practice through the social impact of their disability arts programs on their internal and external stakeholders. Further, for arts funders it provides a tool for comparative understanding of social impact across programs.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":null,"pages":null},"PeriodicalIF":5.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140519864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/16094069241236271
Meri Kulmala, Satu Venäläinen, Outi Hietala, Karoliina Nikula, Inka Koskivirta
Social scientific research has become increasingly aware of power asymmetries and the elitist and exclusive nature of scientific knowledge production. These debates have resulted in more inclusive and participatory research practices. In this article, we focus on co-research, which is a participatory and multi-perspective research strategy that invites the people whom the research concerns to participate as active and influential agents throughout the research process as experts on ‘the studied world.’ Co-research is increasingly being adopted in research involving people who belong to marginalised groups or who face the threat of stigmatisation. Despite its increasing applications, engaging in co-research requires reflection on several methodological and ethical questions that so far have been underexplored in the methodological literature. In this article, we address challenges in practicing inclusion and overcoming power asymmetries in co-research, particularly when it is conducted with people who inhabit societal positions with institutionalised stigma and whose participation in research is usually highly limited. In this article, building on our own experiences from different co-research projects—with care leavers, experts-by-experience with a history of crime and mental health recoverers—we aim to contribute to this literature by specifically focusing on issues of inclusion of co-researchers who face the need to negotiate with institutionally stigmatised positions. We suggest that reflexivity on positionalities and attending to plurality in identity work could provide a fruitful tool for increasing inclusivity in co- (and peer) research. We claim that such reflexivity is crucial from the very beginning of a co-research process (including ways of inviting and recruiting co-researchers) because this stage is crucial, as it forms the basis for the following stages and for the possibility of practising inclusion—even if imperfect—throughout the process.
{"title":"Lived Experience as the Basis of Collaborative Knowing. Inclusivity and Resistance to Stigma in Co-Research","authors":"Meri Kulmala, Satu Venäläinen, Outi Hietala, Karoliina Nikula, Inka Koskivirta","doi":"10.1177/16094069241236271","DOIUrl":"https://doi.org/10.1177/16094069241236271","url":null,"abstract":"Social scientific research has become increasingly aware of power asymmetries and the elitist and exclusive nature of scientific knowledge production. These debates have resulted in more inclusive and participatory research practices. In this article, we focus on co-research, which is a participatory and multi-perspective research strategy that invites the people whom the research concerns to participate as active and influential agents throughout the research process as experts on ‘the studied world.’ Co-research is increasingly being adopted in research involving people who belong to marginalised groups or who face the threat of stigmatisation. Despite its increasing applications, engaging in co-research requires reflection on several methodological and ethical questions that so far have been underexplored in the methodological literature. In this article, we address challenges in practicing inclusion and overcoming power asymmetries in co-research, particularly when it is conducted with people who inhabit societal positions with institutionalised stigma and whose participation in research is usually highly limited. In this article, building on our own experiences from different co-research projects—with care leavers, experts-by-experience with a history of crime and mental health recoverers—we aim to contribute to this literature by specifically focusing on issues of inclusion of co-researchers who face the need to negotiate with institutionally stigmatised positions. We suggest that reflexivity on positionalities and attending to plurality in identity work could provide a fruitful tool for increasing inclusivity in co- (and peer) research. We claim that such reflexivity is crucial from the very beginning of a co-research process (including ways of inviting and recruiting co-researchers) because this stage is crucial, as it forms the basis for the following stages and for the possibility of practising inclusion—even if imperfect—throughout the process.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":null,"pages":null},"PeriodicalIF":5.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140516260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/16094069241236181
Rosemarie van den Breemer, G. A. Steigen, Camilla Tostrup Lyngar, Inger Marie Lid
In the transition to a less protectionist research ethics paradigm—in which vulnerable groups are no longer excluded from participating in research—academic researchers need to think differently about vulnerability. By means of a collective autoethnographic investigation of professional and co-researcher’s experiences in a community-based participatory research (CBPR) project, this article explores how vulnerability is experienced and perceived in the work process and how to respond to vulnerability. It finds that vulnerability manifests in two main ways—that of feeling “emotional hurt” and “epistemic self-doubt”—and that it comes from two main layers: the lived life and from working within CBPR. The main argument in the article is that vulnerability is inevitable in qualitative research like CBPR, when involving persons in vulnerable life situations. We propose four key recommendations for future research: (a) accept vulnerability as an inevitable part of CBPR, (b) balance protection with participant autonomy in situ and together as a team, (c) use a processual approach because ethical risks in the research context might alter over time, and (d) accept that placing co-researchers at the center of interpretative authority can increase professional researcher’s vulnerability. The article expands existing understandings of ethical issues and risk in inclusive research through a combined and innovative focus on both professional and co-researcher’s lived experiences.
{"title":"Vulnerability in Inclusive Research: Exploring Co- and Professional Researchers’ Experiences in a Community-Based Participatory Project on the Disability Family","authors":"Rosemarie van den Breemer, G. A. Steigen, Camilla Tostrup Lyngar, Inger Marie Lid","doi":"10.1177/16094069241236181","DOIUrl":"https://doi.org/10.1177/16094069241236181","url":null,"abstract":"In the transition to a less protectionist research ethics paradigm—in which vulnerable groups are no longer excluded from participating in research—academic researchers need to think differently about vulnerability. By means of a collective autoethnographic investigation of professional and co-researcher’s experiences in a community-based participatory research (CBPR) project, this article explores how vulnerability is experienced and perceived in the work process and how to respond to vulnerability. It finds that vulnerability manifests in two main ways—that of feeling “emotional hurt” and “epistemic self-doubt”—and that it comes from two main layers: the lived life and from working within CBPR. The main argument in the article is that vulnerability is inevitable in qualitative research like CBPR, when involving persons in vulnerable life situations. We propose four key recommendations for future research: (a) accept vulnerability as an inevitable part of CBPR, (b) balance protection with participant autonomy in situ and together as a team, (c) use a processual approach because ethical risks in the research context might alter over time, and (d) accept that placing co-researchers at the center of interpretative authority can increase professional researcher’s vulnerability. The article expands existing understandings of ethical issues and risk in inclusive research through a combined and innovative focus on both professional and co-researcher’s lived experiences.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":null,"pages":null},"PeriodicalIF":5.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140522520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/16094069241241149
A. Borti, Rakesh K. Maurya, Ivy Jones-Mensah, Thilina I. Wickramaarachchi
The article details how Ubuntu was incorporated into each step of the research project, shares the authors’ experiences and key learnings, and provides recommendations for researchers utilizing Ubuntu as a research paradigm. Ubuntu is an ancient African philosophy emphasizing a way of life grounded in interdependence, collaboration, harmony, and community. In recent years, researchers have incorporated Ubuntu as a research paradigm to decolonize research in a sub-Saharan African context. The present article used international collaborative qualitative research conducted virtually during the COVID-19 pandemic to demonstrate the application of Ubuntu as a research paradigm for conducting research in the African context. Some of the key takeaways include technological factors to consider, establishing connections during the planning stage, and ultimately nurturing productive collaboration within virtual groups.
{"title":"Using Ubuntu as a Research Paradigm to Unpack How Ghanaian Novice Teachers and Their Collaborators Engaged Virtually in Collaborative International Qualitative Research","authors":"A. Borti, Rakesh K. Maurya, Ivy Jones-Mensah, Thilina I. Wickramaarachchi","doi":"10.1177/16094069241241149","DOIUrl":"https://doi.org/10.1177/16094069241241149","url":null,"abstract":"The article details how Ubuntu was incorporated into each step of the research project, shares the authors’ experiences and key learnings, and provides recommendations for researchers utilizing Ubuntu as a research paradigm. Ubuntu is an ancient African philosophy emphasizing a way of life grounded in interdependence, collaboration, harmony, and community. In recent years, researchers have incorporated Ubuntu as a research paradigm to decolonize research in a sub-Saharan African context. The present article used international collaborative qualitative research conducted virtually during the COVID-19 pandemic to demonstrate the application of Ubuntu as a research paradigm for conducting research in the African context. Some of the key takeaways include technological factors to consider, establishing connections during the planning stage, and ultimately nurturing productive collaboration within virtual groups.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":null,"pages":null},"PeriodicalIF":5.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140520274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/16094069241236216
Juliet T. Jarrell, Olivia M. Stransky, Jake Frazier, Andrew McCormick, Marlo Perry, Jacquelin Rankine, Loreta Matheo, Tomar Pierson-Brown, Traci M Kazmerski
Transition to adulthood is a multi-faceted, complex process that affects all areas of an adolescent’s internal and external world. Prior methodologies to assess the medical facet of this transformative time have focused on objective, quantitative analysis of transition practices to facilitate a productive transfer to an adult care provider, without considering the more nuanced context. Transition Design (TD) is an under-utilized, novel methodology that can holistically investigate transition to adulthood by generating insight into the current framework for transition both within and outside of the medical field, and by conceptualizing possible interventions for a more sustainable and equitable future -- all from the perspective of constituent groups who have expertise and a vested interest in transition. Participants within four such constituent groups (young adults, young adult caregivers, healthcare providers, and social services providers) completed a day-long workshop consisting of the six-activity sequence of TD, including 1) Mapping the Problem, 2) Mapping Constituent Relations, 3) Mapping the Evolution of the Problem, 4) Co-Creating Long-Term Future Visions, 5) Designing for the Transition, and 6) Designing Systems Interventions. TD is a promising approach for evaluating complex problems such as the transition to adulthood that thrive on the engagement of specific constituent groups. This methodology allows these groups to engage with and subsequently help solve wicked problems using their own experience.
{"title":"Using a Transition Design Approach to Explore the Adolescent Shift to Adulthood","authors":"Juliet T. Jarrell, Olivia M. Stransky, Jake Frazier, Andrew McCormick, Marlo Perry, Jacquelin Rankine, Loreta Matheo, Tomar Pierson-Brown, Traci M Kazmerski","doi":"10.1177/16094069241236216","DOIUrl":"https://doi.org/10.1177/16094069241236216","url":null,"abstract":"Transition to adulthood is a multi-faceted, complex process that affects all areas of an adolescent’s internal and external world. Prior methodologies to assess the medical facet of this transformative time have focused on objective, quantitative analysis of transition practices to facilitate a productive transfer to an adult care provider, without considering the more nuanced context. Transition Design (TD) is an under-utilized, novel methodology that can holistically investigate transition to adulthood by generating insight into the current framework for transition both within and outside of the medical field, and by conceptualizing possible interventions for a more sustainable and equitable future -- all from the perspective of constituent groups who have expertise and a vested interest in transition. Participants within four such constituent groups (young adults, young adult caregivers, healthcare providers, and social services providers) completed a day-long workshop consisting of the six-activity sequence of TD, including 1) Mapping the Problem, 2) Mapping Constituent Relations, 3) Mapping the Evolution of the Problem, 4) Co-Creating Long-Term Future Visions, 5) Designing for the Transition, and 6) Designing Systems Interventions. TD is a promising approach for evaluating complex problems such as the transition to adulthood that thrive on the engagement of specific constituent groups. This methodology allows these groups to engage with and subsequently help solve wicked problems using their own experience.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":null,"pages":null},"PeriodicalIF":5.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140518382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/16094069231225372
A. Johnson, Janiece L. Taylor, Lucia Caudillo, Hyenam Hwang, Eliana R. Gill, Tracie C Harrison
Attention has recently been given to the role of race in many aspects of the research process; however, minimal has been written to critique the role of race in qualitative fieldnotes. This gap creates potential conflicts about representation that can exclude marginalized communities and call into question findings when race is ignored in the research process. To successfully address potential investigator biases with a lens towards social justice and equity in healthcare, a critique of foundational methods is required. Here we posit that a qualitative health researchers’ primary tool is their fieldnotes because they contextualize findings and serve as a method to learn through systematic interpretation of local meanings revealed by participants. Here, we provide researchers guidance for teaching and writing fieldnotes that speak to current nuances of observations and interactions with participants. Definitions related to race and ethnicity, the importance of applying appropriate sensitizing frameworks, followed by a discussion of how to use fieldnotes in findings are covered. We include (1) a call for more preparation of novice researchers and a challenge for established researchers to update expertise for collecting and using fieldnotes in the research process, (2) guidance on negotiating difficult situations, and (3) the significance of language in creating credibility in findings when addressing race in qualitative research.
{"title":"Addressing Race in Fieldnotes in Qualitative Health Research: A Methodological Critique","authors":"A. Johnson, Janiece L. Taylor, Lucia Caudillo, Hyenam Hwang, Eliana R. Gill, Tracie C Harrison","doi":"10.1177/16094069231225372","DOIUrl":"https://doi.org/10.1177/16094069231225372","url":null,"abstract":"Attention has recently been given to the role of race in many aspects of the research process; however, minimal has been written to critique the role of race in qualitative fieldnotes. This gap creates potential conflicts about representation that can exclude marginalized communities and call into question findings when race is ignored in the research process. To successfully address potential investigator biases with a lens towards social justice and equity in healthcare, a critique of foundational methods is required. Here we posit that a qualitative health researchers’ primary tool is their fieldnotes because they contextualize findings and serve as a method to learn through systematic interpretation of local meanings revealed by participants. Here, we provide researchers guidance for teaching and writing fieldnotes that speak to current nuances of observations and interactions with participants. Definitions related to race and ethnicity, the importance of applying appropriate sensitizing frameworks, followed by a discussion of how to use fieldnotes in findings are covered. We include (1) a call for more preparation of novice researchers and a challenge for established researchers to update expertise for collecting and using fieldnotes in the research process, (2) guidance on negotiating difficult situations, and (3) the significance of language in creating credibility in findings when addressing race in qualitative research.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":null,"pages":null},"PeriodicalIF":5.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140521698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/16094069241236215
Lucy I. Beattie, Stephanie G. Zihms
Poetry can be used as an adjunct to interviews in social science to build relationships and share meaning to create an artefact that provokes dialogue between the researcher and research study participants. Describing the sensemaking of researcher identity as a narrative walk, Datawalking is extended as an embodied post-data qualitative research method to inform autoethnography and poetry. These methods articulate the ways to support researcher wellbeing to counter the loneliness of remote research which can be heightened by external factors such as the lockdowns of the COVID-19 pandemic. We illustrate two poems used alongside phenomenological interviewing to inform reflexive knowledge in educational research. By exploring poetic techniques including meter, alliteration, and enjambment we seek to advance the understanding of evocative autoethnography as a polyphonic form of expressive scholarship to instantiate dialogue in social research. This approach, centred on identity and praxis, has uses for organisational studies in education.
{"title":"Poetic Reflexivity. Walking to Inform Poetry as a Response to Disembodied Research During a Pandemic","authors":"Lucy I. Beattie, Stephanie G. Zihms","doi":"10.1177/16094069241236215","DOIUrl":"https://doi.org/10.1177/16094069241236215","url":null,"abstract":"Poetry can be used as an adjunct to interviews in social science to build relationships and share meaning to create an artefact that provokes dialogue between the researcher and research study participants. Describing the sensemaking of researcher identity as a narrative walk, Datawalking is extended as an embodied post-data qualitative research method to inform autoethnography and poetry. These methods articulate the ways to support researcher wellbeing to counter the loneliness of remote research which can be heightened by external factors such as the lockdowns of the COVID-19 pandemic. We illustrate two poems used alongside phenomenological interviewing to inform reflexive knowledge in educational research. By exploring poetic techniques including meter, alliteration, and enjambment we seek to advance the understanding of evocative autoethnography as a polyphonic form of expressive scholarship to instantiate dialogue in social research. This approach, centred on identity and praxis, has uses for organisational studies in education.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":null,"pages":null},"PeriodicalIF":5.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140523118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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