Pub Date : 2024-09-17DOI: 10.1177/14687941241264658
An Ansoms, Anuarite Bashizi, Romuald Adili Amani, Joel Baraka Akilimali, Lionel Bisimwa Matabaro, Parfait Kaningu Bushenyula, David Mutabesha, Sylvie Bashizi Nabintu, Guillaume Ndayikengurutse, Joseph Nsabimana, Patient Polepole
Since February 2020, we have witnessed COVID-19 profoundly disturb ongoing research dynamics – including research collaborations between the Global North and the Global South. Reduced international and regional mobility obliged research collaborations to reinvent their modalities. The role of field-based researchers (those physically ‘there’) has never been more crucial. This article draws on the testimonies of researchers from the African Great Lakes region to reflect on the positionality of field-based researchers in North–South research collaborations throughout the COVID-19 pandemic. Their embeddedness in the field foregrounded their complementary strengths in interactions with scholars from the Global North. We also illustrate how vulnerabilities – both unstable employment and field-related risks – were unevenly shared by partners in the Global South and the Global North. In conclusion, the COVID-19 experience inspired us to adhere to new collaboration modalities that move beyond post-colonial dynamics in North–South research collaborations.
{"title":"Turning the tables or business as usual? COVID-19 as a catalyst in North–South research collaborations","authors":"An Ansoms, Anuarite Bashizi, Romuald Adili Amani, Joel Baraka Akilimali, Lionel Bisimwa Matabaro, Parfait Kaningu Bushenyula, David Mutabesha, Sylvie Bashizi Nabintu, Guillaume Ndayikengurutse, Joseph Nsabimana, Patient Polepole","doi":"10.1177/14687941241264658","DOIUrl":"https://doi.org/10.1177/14687941241264658","url":null,"abstract":"Since February 2020, we have witnessed COVID-19 profoundly disturb ongoing research dynamics – including research collaborations between the Global North and the Global South. Reduced international and regional mobility obliged research collaborations to reinvent their modalities. The role of field-based researchers (those physically ‘there’) has never been more crucial. This article draws on the testimonies of researchers from the African Great Lakes region to reflect on the positionality of field-based researchers in North–South research collaborations throughout the COVID-19 pandemic. Their embeddedness in the field foregrounded their complementary strengths in interactions with scholars from the Global North. We also illustrate how vulnerabilities – both unstable employment and field-related risks – were unevenly shared by partners in the Global South and the Global North. In conclusion, the COVID-19 experience inspired us to adhere to new collaboration modalities that move beyond post-colonial dynamics in North–South research collaborations.","PeriodicalId":48265,"journal":{"name":"Qualitative Research","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142265924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-17DOI: 10.1177/14687941241277731
Martin Zebracki, Emily Diamand, Aydan Greatrick
This article examines creative writing (CW) as a place-based methodology for doing and analysing fieldwork. Drawing insights from CW scholarship and workshops as part of a collaborative project, we contribute new empirically-informed insights from peer researchers about the significance of leveraging emotional connections, detailed attention to lived experiences, and the researcher's experiences in executing and reporting fieldwork. While attending to tensions between ‘academic’ and ‘creative’ writing, we examine how adopting different and alternative writing approaches can express diverse complexities of the field research process. We contribute to an understanding of CW as a dialectical catalyst, serving as a mode for reflecting on the relationships between the researcher and the researched within the field as well as a mode for analysing and disseminating fieldwork findings. By doing so, our study presents opportunities and limitations of CW as a critical methodology for generating situated knowledges about the field and for reimagining fieldwork.
{"title":"Creative writing as critical fieldwork methodology","authors":"Martin Zebracki, Emily Diamand, Aydan Greatrick","doi":"10.1177/14687941241277731","DOIUrl":"https://doi.org/10.1177/14687941241277731","url":null,"abstract":"This article examines creative writing (CW) as a place-based methodology for doing and analysing fieldwork. Drawing insights from CW scholarship and workshops as part of a collaborative project, we contribute new empirically-informed insights from peer researchers about the significance of leveraging emotional connections, detailed attention to lived experiences, and the researcher's experiences in executing and reporting fieldwork. While attending to tensions between ‘academic’ and ‘creative’ writing, we examine how adopting different and alternative writing approaches can express diverse complexities of the field research process. We contribute to an understanding of CW as a dialectical catalyst, serving as a mode for reflecting on the relationships between the researcher and the researched within the field as well as a mode for analysing and disseminating fieldwork findings. By doing so, our study presents opportunities and limitations of CW as a critical methodology for generating situated knowledges about the field and for reimagining fieldwork.","PeriodicalId":48265,"journal":{"name":"Qualitative Research","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142265923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-14DOI: 10.1177/14687941241264461
Graham Grant, Heather Fulford, Peter Reid
This article addresses the challenges of undertaking elite interviews with members of the aristocracy and gentry who constitute the upper classes in Great Britain. It reviews the existing guidance on elite interviewing from a number of social science disciplines highlighting areas of commonality and difference. The aim of the article is to provide advice for those undertaking research on the upper classes. It draws on empirical examples to highlight strategies for undertaking broad and deep literature reviews and to present a pragmatic process for identifying, selecting, and undertaking interviews with members of the upper classes. Existing guidance on interview format is highlighted as being unsuitable. We argue for the need to allow for flexibility in interview structures ranging from fully structured to almost entirely unstructured, depending on the positionality and personality of the interviewee. We also explore how the presupposition of anonymity and confidentiality in the literature presents a dilemma for researching the upper classes that warrants wider debate.
{"title":"‘You’ll come back another day’ Exploring the challenges of interviewing upper class elites","authors":"Graham Grant, Heather Fulford, Peter Reid","doi":"10.1177/14687941241264461","DOIUrl":"https://doi.org/10.1177/14687941241264461","url":null,"abstract":"This article addresses the challenges of undertaking elite interviews with members of the aristocracy and gentry who constitute the upper classes in Great Britain. It reviews the existing guidance on elite interviewing from a number of social science disciplines highlighting areas of commonality and difference. The aim of the article is to provide advice for those undertaking research on the upper classes. It draws on empirical examples to highlight strategies for undertaking broad and deep literature reviews and to present a pragmatic process for identifying, selecting, and undertaking interviews with members of the upper classes. Existing guidance on interview format is highlighted as being unsuitable. We argue for the need to allow for flexibility in interview structures ranging from fully structured to almost entirely unstructured, depending on the positionality and personality of the interviewee. We also explore how the presupposition of anonymity and confidentiality in the literature presents a dilemma for researching the upper classes that warrants wider debate.","PeriodicalId":48265,"journal":{"name":"Qualitative Research","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142265925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-14DOI: 10.1177/14687941241277747
Harriet Larrington-Spencer, Ersilia Verlinghieri, Emma Lawlor, Rachel Aldred
Go alongs are a popular research method for studying everyday mobility practices, providing insight into embodied experiences of engaging with lived environments. Generally considered positive and productive, there is increasingly discussion of go-along interviews as emotionally, cognitively and physically demanding. We consider care an essential component of go-along interviews. However, this has been overlooked in scholarship; particularly the relationality of care, including care of the researcher. We provide four vignettes discussing our experiences of conducting 118 go-along interviews with residents living in or near London Low Traffic Neighbourhoods. Reflecting on care-full encounters, we highlight the role of reciprocity, solidarity, and mutual understanding, strengthened by the recognition of shared experiences. Reflecting on care-less encounters, we highlight how, by disrupting traditional research hierarchies, go-along interviews can expose marginalised and stigmatised researchers to abuse. Overall, our vignettes demonstrate that care is a relationally produced, shared accomplishment involving both the researcher and the participant.
{"title":"Troubling go-alongs through the lens of care","authors":"Harriet Larrington-Spencer, Ersilia Verlinghieri, Emma Lawlor, Rachel Aldred","doi":"10.1177/14687941241277747","DOIUrl":"https://doi.org/10.1177/14687941241277747","url":null,"abstract":"Go alongs are a popular research method for studying everyday mobility practices, providing insight into embodied experiences of engaging with lived environments. Generally considered positive and productive, there is increasingly discussion of go-along interviews as emotionally, cognitively and physically demanding. We consider care an essential component of go-along interviews. However, this has been overlooked in scholarship; particularly the relationality of care, including care of the researcher. We provide four vignettes discussing our experiences of conducting 118 go-along interviews with residents living in or near London Low Traffic Neighbourhoods. Reflecting on care-full encounters, we highlight the role of reciprocity, solidarity, and mutual understanding, strengthened by the recognition of shared experiences. Reflecting on care-less encounters, we highlight how, by disrupting traditional research hierarchies, go-along interviews can expose marginalised and stigmatised researchers to abuse. Overall, our vignettes demonstrate that care is a relationally produced, shared accomplishment involving both the researcher and the participant.","PeriodicalId":48265,"journal":{"name":"Qualitative Research","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142265926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-14DOI: 10.1177/14687941241277738
Jane Dickson
School exclusion is a relatively rare occurrence, but there is a disproportionate over-representation of students with special educational needs (SEN) being excluded from mainstream classrooms, both formally and through hidden practices. Venturing from the classroom into the world of educational research for my doctoral study, I came across further potentially exclusionary practices as questions were raised about the capacity of students labelled as SEN to provide voluntary informed consent. In my contribution to this special issue, I use poetry to reflect on ethical issues in my study and the need to challenge perceptions of the vulnerable in order to fight for their rights to be heard and participate equitably in all aspects of society.
学校排斥是一种相对罕见的现象，但有特殊教育需要（SEN）的学生被排斥在主流课堂之外的情况却过多，无论是正式排斥还是隐性排斥。在我的博士研究中，我从课堂进入了教育研究领域，我遇到了更多潜在的排斥性做法，因为被贴上 SEN 标签的学生是否有能力自愿提供知情同意提出了疑问。在我为本特刊撰写的文章中，我用诗歌来反思我的研究中的伦理问题，以及挑战对弱势群体的看法的必要性，从而为他们争取被倾听和公平参与社会各个方面的权利。
{"title":"Awaiting further consideration","authors":"Jane Dickson","doi":"10.1177/14687941241277738","DOIUrl":"https://doi.org/10.1177/14687941241277738","url":null,"abstract":"School exclusion is a relatively rare occurrence, but there is a disproportionate over-representation of students with special educational needs (SEN) being excluded from mainstream classrooms, both formally and through hidden practices. Venturing from the classroom into the world of educational research for my doctoral study, I came across further potentially exclusionary practices as questions were raised about the capacity of students labelled as SEN to provide voluntary informed consent. In my contribution to this special issue, I use poetry to reflect on ethical issues in my study and the need to challenge perceptions of the vulnerable in order to fight for their rights to be heard and participate equitably in all aspects of society.","PeriodicalId":48265,"journal":{"name":"Qualitative Research","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142265922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-04DOI: 10.1177/14687941241277749
Andrea Cornwall
This research note introduces the use of question cards as a technique that can aid the interviewing process. Question cards provide a dynamic checklist of themes and questions, affording interviewers and interviewees increased flexibility in shaping dialogue. This approach empowers interviewees by allowing them to influence the interview's direction, determine question order, and contribute their own questions. The transparency facilitated by question cards clarifies the interview's purpose and reduces ambiguity. Additionally, question cards act as visual aids, aiding navigation and enabling both interviewer and interviewee to have a clear sight of the topics for discussion. Importantly, this technique levels the information playing field, granting all parties access to the interview's structure, questions and themes. Post-interview, question cards prove invaluable as prompts for coding and analysis, streamlining data extraction. As such, the research note suggests, the use of question cards has many potential benefits for the qualitative researcher.
{"title":"Question cards: Putting your cards on the table in the interview process","authors":"Andrea Cornwall","doi":"10.1177/14687941241277749","DOIUrl":"https://doi.org/10.1177/14687941241277749","url":null,"abstract":"This research note introduces the use of question cards as a technique that can aid the interviewing process. Question cards provide a dynamic checklist of themes and questions, affording interviewers and interviewees increased flexibility in shaping dialogue. This approach empowers interviewees by allowing them to influence the interview's direction, determine question order, and contribute their own questions. The transparency facilitated by question cards clarifies the interview's purpose and reduces ambiguity. Additionally, question cards act as visual aids, aiding navigation and enabling both interviewer and interviewee to have a clear sight of the topics for discussion. Importantly, this technique levels the information playing field, granting all parties access to the interview's structure, questions and themes. Post-interview, question cards prove invaluable as prompts for coding and analysis, streamlining data extraction. As such, the research note suggests, the use of question cards has many potential benefits for the qualitative researcher.","PeriodicalId":48265,"journal":{"name":"Qualitative Research","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142224147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-04DOI: 10.1177/14687941241277744
Laura Ramírez Rodríguez, Wolfgang Minatti
As field researchers have increasingly explored the methodological ‘backstage’ of their fieldwork, the relationship between researcher and assistant has come to the fore. While the literature has discussed gender, coloniality, and exploitation inherent to such work arrangements, less has been written about how the relation conditions and is conditioned by experiences of vulnerability. In this article, an assistant and a researcher address this gap analysing their relationship during a joint fieldwork experience in Colombia in 2021. We argue that the relation between researcher and research assistant should be conceived as being entangled in situations of vulnerability. We focus on vulnerability across and within the relation, highlighting the interactions of researchers and assistants’ positionalities and reflecting on how certain situations can heighten tensions of power and friendship. We show that a conceptualisation of the assistant–researcher relationship as conditioned by vulnerability allows us to consider the ethics arising from this relationship.
{"title":"On assistants and researchers: Power, positionality and vulnerability during fieldwork on the Colombian conflict","authors":"Laura Ramírez Rodríguez, Wolfgang Minatti","doi":"10.1177/14687941241277744","DOIUrl":"https://doi.org/10.1177/14687941241277744","url":null,"abstract":"As field researchers have increasingly explored the methodological ‘backstage’ of their fieldwork, the relationship between researcher and assistant has come to the fore. While the literature has discussed gender, coloniality, and exploitation inherent to such work arrangements, less has been written about how the relation conditions and is conditioned by experiences of vulnerability. In this article, an assistant and a researcher address this gap analysing their relationship during a joint fieldwork experience in Colombia in 2021. We argue that the relation between researcher and research assistant should be conceived as being entangled in situations of vulnerability. We focus on vulnerability across and within the relation, highlighting the interactions of researchers and assistants’ positionalities and reflecting on how certain situations can heighten tensions of power and friendship. We show that a conceptualisation of the assistant–researcher relationship as conditioned by vulnerability allows us to consider the ethics arising from this relationship.","PeriodicalId":48265,"journal":{"name":"Qualitative Research","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142224146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-28DOI: 10.1177/14687941241264487
Sharron FitzGerald
In this article, I analyse the methodological issues that arise when I accept a judge's invitation to observe her hear women testify in criminal proceedings against their traffickers at the district courthouse in X, Germany. I develop a theoretical framework using Pierre Bourdieu's theory of embodied power and his methods of epistemic reflexivity and participant objectivation, and feminist engagements with affect theory. I use my fieldwork experience with a judicial gatekeeper and in conducting ethnographic observational research ‘behind the scenes of formal law’ to interrogate how bodies, emotions and affects inform power in the spaces of criminal law. Specifically, I approach bodies, emotions and affects as conceptual tools with which to interrogate how power transmits when I ‘enter’ and ‘read’ the field, and make claims to ‘know’ the subject under study. Core to my analysis is a critical process of self-reflection, through which I challenge the assumptions that underpin my assessment of my research participants’ ability to consent to participate in my study.
{"title":"On being a ‘passive observer’: The corporeal and affective dimensions of power in observational research on trafficked women in criminal proceedings","authors":"Sharron FitzGerald","doi":"10.1177/14687941241264487","DOIUrl":"https://doi.org/10.1177/14687941241264487","url":null,"abstract":"In this article, I analyse the methodological issues that arise when I accept a judge's invitation to observe her hear women testify in criminal proceedings against their traffickers at the district courthouse in X, Germany. I develop a theoretical framework using Pierre Bourdieu's theory of embodied power and his methods of epistemic reflexivity and participant objectivation, and feminist engagements with affect theory. I use my fieldwork experience with a judicial gatekeeper and in conducting ethnographic observational research ‘behind the scenes of formal law’ to interrogate how bodies, emotions and affects inform power in the spaces of criminal law. Specifically, I approach bodies, emotions and affects as conceptual tools with which to interrogate how power transmits when I ‘enter’ and ‘read’ the field, and make claims to ‘know’ the subject under study. Core to my analysis is a critical process of self-reflection, through which I challenge the assumptions that underpin my assessment of my research participants’ ability to consent to participate in my study.","PeriodicalId":48265,"journal":{"name":"Qualitative Research","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142224148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-14DOI: 10.1177/14687941241264672
Muhammad Salman Khan
This article reflects on my experiences as a male researcher using voice-only WhatsApp interviews to study women's affect and Taliban violence in Pakistan's Swat Valley. It considers the opportunities and constraints posed by doing research in supposedly disembodied online space. It also positions remote voice-only interviews as both embodied and embedded practices. This understanding situates the embodied reflexivity and gendered positionality of the researcher in relation to research participants—a relationship largely absent in online, qualitative voice-only interviewing literature. While internet-mediated settings do indeed offer some opportunities, their ability to circumvent gender boundaries is largely over-celebrated and has not received enough critical attention. I demonstrate why researcher feelings, positionality, and embodied reflexivity should be central concerns in post-COVID online, voice-only interviewing.
{"title":"Embodied reflexivity in voice-only interviewing: Navigating gender in difficult-to-access contexts","authors":"Muhammad Salman Khan","doi":"10.1177/14687941241264672","DOIUrl":"https://doi.org/10.1177/14687941241264672","url":null,"abstract":"This article reflects on my experiences as a male researcher using voice-only WhatsApp interviews to study women's affect and Taliban violence in Pakistan's Swat Valley. It considers the opportunities and constraints posed by doing research in supposedly disembodied online space. It also positions remote voice-only interviews as both embodied and embedded practices. This understanding situates the embodied reflexivity and gendered positionality of the researcher in relation to research participants—a relationship largely absent in online, qualitative voice-only interviewing literature. While internet-mediated settings do indeed offer some opportunities, their ability to circumvent gender boundaries is largely over-celebrated and has not received enough critical attention. I demonstrate why researcher feelings, positionality, and embodied reflexivity should be central concerns in post-COVID online, voice-only interviewing.","PeriodicalId":48265,"journal":{"name":"Qualitative Research","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142224151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-14DOI: 10.1177/14687941241264481
Justine Dakin, Frances Giampapa
This article considers the challenges of representing young, ethnically diverse learners via narrative vignettes. Aware of young learners’ underrepresentation in research reporting compared to adult teaching perspectives, we feel it important to review methodologies that claim to represent young learners’ stories. Looking back at a year-long critical ethnography, we return to the data, reflecting on old conversations while revisiting the motivations behind writing narrative vignettes. Our new conversations consider how this brought participants (and researchers) in from the ‘margins’ of research. We reflect through an embodied, emotional and affective lens, raising important questions around the ethics of representation and making socially just choices. We conclude that narrative vignettes are not giving voice to young learners, but that the methodology captures both told and untold stories which benefit from a reflexive approach to data at the time of the research as well as retrospectively.
{"title":"Told and untold stories: Finding new ways to represent the voices of culturally diverse learners through narrative vignettes","authors":"Justine Dakin, Frances Giampapa","doi":"10.1177/14687941241264481","DOIUrl":"https://doi.org/10.1177/14687941241264481","url":null,"abstract":"This article considers the challenges of representing young, ethnically diverse learners via narrative vignettes. Aware of young learners’ underrepresentation in research reporting compared to adult teaching perspectives, we feel it important to review methodologies that claim to represent young learners’ stories. Looking back at a year-long critical ethnography, we return to the data, reflecting on old conversations while revisiting the motivations behind writing narrative vignettes. Our new conversations consider how this brought participants (and researchers) in from the ‘margins’ of research. We reflect through an embodied, emotional and affective lens, raising important questions around the ethics of representation and making socially just choices. We conclude that narrative vignettes are not giving voice to young learners, but that the methodology captures both told and untold stories which benefit from a reflexive approach to data at the time of the research as well as retrospectively.","PeriodicalId":48265,"journal":{"name":"Qualitative Research","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142224150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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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