Pub Date : 2024-07-24DOI: 10.1177/19408447241267279
Eva Vass
My research looks into collaborative learning and co-creativity in educational contexts. This paper presents my research trajectory towards inclusional-dialogic perception, discernment, and expression. I understand this phenomenon as thinking from presence: a natural inquiry process that is immersive, dialogic, and inherently embodied; a creative dialogue between self and habitat. I combine Natural Inclusionality and dialogism as my philosophical foundations. Importantly, I extend the notion of thinking from presence to the research inquiry itself, broadening the scope of scientific explorations of experience. Thus, the inquiry becomes a dance in between extraspection (outward perception) and introspection (inward sensing), brought together in an empathic second perspective. The natural inclusional approach entails a move away from the logic and language of definition into the logic and language of flow. This article discusses how fluid logic has shaped my research approach and my writing, with three emergent features. First, the inquiry and its documentation constitute an open-ended and serendipitous dialogue with the phenomena in focus. Second, research analysis and writing moves away from the predominance of the textual, recognizing that the translation of the experience into language is not an unavoidable necessity. It also underlines the significance of the visual and poetic expression of philosophy, methods, and findings, fusing science and art into partnership. Third, the disseminative writing is immersive. It openly brings forth an interplay between subjective and objective. My own lived, personal experience of the researched phenomena is a central layer of experiential meaning making, affording contemplative insight. Centering my research approach around the notion of thinking from presence is not a purely epistemological issue. It speaks to the nature of reality and captures the overarching desire to contribute to a deeper human understanding of the self in the context of its natural neighborhood.
{"title":"An Inclusional-Dialogic Approach to Qualitative Inquiry","authors":"Eva Vass","doi":"10.1177/19408447241267279","DOIUrl":"https://doi.org/10.1177/19408447241267279","url":null,"abstract":"My research looks into collaborative learning and co-creativity in educational contexts. This paper presents my research trajectory towards inclusional-dialogic perception, discernment, and expression. I understand this phenomenon as thinking from presence: a natural inquiry process that is immersive, dialogic, and inherently embodied; a creative dialogue between self and habitat. I combine Natural Inclusionality and dialogism as my philosophical foundations. Importantly, I extend the notion of thinking from presence to the research inquiry itself, broadening the scope of scientific explorations of experience. Thus, the inquiry becomes a dance in between extraspection (outward perception) and introspection (inward sensing), brought together in an empathic second perspective. The natural inclusional approach entails a move away from the logic and language of definition into the logic and language of flow. This article discusses how fluid logic has shaped my research approach and my writing, with three emergent features. First, the inquiry and its documentation constitute an open-ended and serendipitous dialogue with the phenomena in focus. Second, research analysis and writing moves away from the predominance of the textual, recognizing that the translation of the experience into language is not an unavoidable necessity. It also underlines the significance of the visual and poetic expression of philosophy, methods, and findings, fusing science and art into partnership. Third, the disseminative writing is immersive. It openly brings forth an interplay between subjective and objective. My own lived, personal experience of the researched phenomena is a central layer of experiential meaning making, affording contemplative insight. Centering my research approach around the notion of thinking from presence is not a purely epistemological issue. It speaks to the nature of reality and captures the overarching desire to contribute to a deeper human understanding of the self in the context of its natural neighborhood.","PeriodicalId":512691,"journal":{"name":"International Review of Qualitative Research","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141809322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-23DOI: 10.1177/19408447241267288
Carolyn Ellis, Arthur P. Bochner
Carolyn and Art tell the story of cleaning out their joint departmental office after retiring from University of South Florida. They detail the process and feelings of alienation and sadness they have about leaving their departmental home of Communication amidst a mobbing of faculty rebelling against their work in narrative and autoethnography and refusing to communicate to mediate disagreements.
{"title":"“Hey, That’s No Way to Say Goodbye”: Ending a Departmental Life","authors":"Carolyn Ellis, Arthur P. Bochner","doi":"10.1177/19408447241267288","DOIUrl":"https://doi.org/10.1177/19408447241267288","url":null,"abstract":"Carolyn and Art tell the story of cleaning out their joint departmental office after retiring from University of South Florida. They detail the process and feelings of alienation and sadness they have about leaving their departmental home of Communication amidst a mobbing of faculty rebelling against their work in narrative and autoethnography and refusing to communicate to mediate disagreements.","PeriodicalId":512691,"journal":{"name":"International Review of Qualitative Research","volume":"73 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141812817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-22DOI: 10.1177/19408447241267281
Ronald J. Pelias
This speculative essay, divided into three sections, raises questions about the collaborative future of autoethnography while asserting the author’s continued commitment to the method. It starts by identifying collaborative practices in the author’s past, then moves to a series of possibilities for future practice, and ends by identifying autoethnographic orientations that the author endorses. Each section carries a note of skepticism about autoethnography’s efficacy.
{"title":"Possibilities in Three Parts for Collaborative Futures in Autoethnography","authors":"Ronald J. Pelias","doi":"10.1177/19408447241267281","DOIUrl":"https://doi.org/10.1177/19408447241267281","url":null,"abstract":"This speculative essay, divided into three sections, raises questions about the collaborative future of autoethnography while asserting the author’s continued commitment to the method. It starts by identifying collaborative practices in the author’s past, then moves to a series of possibilities for future practice, and ends by identifying autoethnographic orientations that the author endorses. Each section carries a note of skepticism about autoethnography’s efficacy.","PeriodicalId":512691,"journal":{"name":"International Review of Qualitative Research","volume":"75 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141817862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-22DOI: 10.1177/19408447241267286
K. Douglas, D. Carless
This collaborative autoethnography reflects on 2020, the year of lockdown. During this year, we did a lot of walking. Markers within our physical environment provoked and inspired us to consider anew the paths that lie ahead for autoethnography and for us, in our collective work as autoethnographers.
{"title":"Standing Firm: Autoethnography and Speculative Futures","authors":"K. Douglas, D. Carless","doi":"10.1177/19408447241267286","DOIUrl":"https://doi.org/10.1177/19408447241267286","url":null,"abstract":"This collaborative autoethnography reflects on 2020, the year of lockdown. During this year, we did a lot of walking. Markers within our physical environment provoked and inspired us to consider anew the paths that lie ahead for autoethnography and for us, in our collective work as autoethnographers.","PeriodicalId":512691,"journal":{"name":"International Review of Qualitative Research","volume":"35 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141816800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-22DOI: 10.1177/19408447241267269
Sophie Tamas
{"title":"Autoethnography Is a Difficult Delivery","authors":"Sophie Tamas","doi":"10.1177/19408447241267269","DOIUrl":"https://doi.org/10.1177/19408447241267269","url":null,"abstract":"","PeriodicalId":512691,"journal":{"name":"International Review of Qualitative Research","volume":"46 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141815115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-13DOI: 10.1177/19408447241261352
Shanee Barraclough, Raewyn Tudor, Alison Warren
As a concept Community of Practice (CoP) is generally understood as a learning system in which a group of people within a profession, or practice field, reflect and learn together. Notions of situated learning and enculturation emphasise the socially constructed nature of these contextualized reflexive pedagogical processes. Engaging with the posthuman turn in education and the social sciences, we think with concepts from Karen Barad’s agential realism framework to reconfigure CoP as entangled affective, socio-material knowledge-making practices. Specifically, through creative-relational inquiry, this paper offers an account of three intra-active mo(ve)ments from a posthumanist reading group CoP in Aotearoa New Zealand in which we, as academics in counselling, social work, and early childhood education, experimented with arts-based inquiry and posthuman texts. We discuss the more expansive knowing made possible through our engagement with/in these differentiated, in/determinate mo(ve)ments as professional practice educators and researchers. This paper contributes to onto-ethical-relational research and teaching practices, enabling CoP to be re-configured from socially constructed reflexive processes to affirmative, affective, socio-material practices for making differences in the world.
{"title":"Reconfiguring Community of Practice as Socio-Material Practices for Making Differences With/in the World: A Creative-Relational Inquiry","authors":"Shanee Barraclough, Raewyn Tudor, Alison Warren","doi":"10.1177/19408447241261352","DOIUrl":"https://doi.org/10.1177/19408447241261352","url":null,"abstract":"As a concept Community of Practice (CoP) is generally understood as a learning system in which a group of people within a profession, or practice field, reflect and learn together. Notions of situated learning and enculturation emphasise the socially constructed nature of these contextualized reflexive pedagogical processes. Engaging with the posthuman turn in education and the social sciences, we think with concepts from Karen Barad’s agential realism framework to reconfigure CoP as entangled affective, socio-material knowledge-making practices. Specifically, through creative-relational inquiry, this paper offers an account of three intra-active mo(ve)ments from a posthumanist reading group CoP in Aotearoa New Zealand in which we, as academics in counselling, social work, and early childhood education, experimented with arts-based inquiry and posthuman texts. We discuss the more expansive knowing made possible through our engagement with/in these differentiated, in/determinate mo(ve)ments as professional practice educators and researchers. This paper contributes to onto-ethical-relational research and teaching practices, enabling CoP to be re-configured from socially constructed reflexive processes to affirmative, affective, socio-material practices for making differences in the world.","PeriodicalId":512691,"journal":{"name":"International Review of Qualitative Research","volume":"73 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141348055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-10DOI: 10.1177/19408447241260449
David Lee Carlson, Ananí M. Vasquez, Anna Romero
The introduction to this special issue argues that the manuscripts reveal how qualitative research occurs in the writing. The variety of articles in the special issue demonstrate the multifaceted ways that qualitative research can be done. Qualitative research is never neutral and thus writing precedes the research process and plays a crucial role in the constructing the research itself.
{"title":"The Onto-Epistemology of Writing Qualitatively","authors":"David Lee Carlson, Ananí M. Vasquez, Anna Romero","doi":"10.1177/19408447241260449","DOIUrl":"https://doi.org/10.1177/19408447241260449","url":null,"abstract":"The introduction to this special issue argues that the manuscripts reveal how qualitative research occurs in the writing. The variety of articles in the special issue demonstrate the multifaceted ways that qualitative research can be done. Qualitative research is never neutral and thus writing precedes the research process and plays a crucial role in the constructing the research itself.","PeriodicalId":512691,"journal":{"name":"International Review of Qualitative Research","volume":"121 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141360644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-10DOI: 10.1177/19408447241260448
M. Power, Ruth Patrick, K. Garthwaite
This article details methodological reflections and implications for future work from an innovative, participatory research project that started life during the UK’s first COVID-19 lockdown in early 2020. We reflect on the practice, ethical considerations, and challenges of this (necessarily) online participatory research program, which featured intensive, prolonged collaboration with parents/carers living on a low income within the UK. We discuss the ethical-epistemological foundations of the work, specifically a feminist ethics of care and reciprocity, and present our unique methodological approach, detailing how technology was used to collaborate with a diverse, nation-wide community of parents/carers. We discuss our own and participants’ reflections, including the distinctive complexities and advantages of conducting participatory research online, and also the challenges of upholding an ethics of care in an online, participatory space. We highlight the time intensive nature of this work and argue that, within the academy, more needs to be done both to recognize this and to find ways to create space within it for documenting and learning from innovations in the methodology pursued. We conclude with reflections on the new possibilities that emerge when translating participatory principles to online spaces—learnings with clear relevance for others interested in pursuing these approaches.
{"title":"“I Feel Like I am Part of Something Bigger Than Me”: Methodological Reflections From Longitudinal Online Participatory Research","authors":"M. Power, Ruth Patrick, K. Garthwaite","doi":"10.1177/19408447241260448","DOIUrl":"https://doi.org/10.1177/19408447241260448","url":null,"abstract":"This article details methodological reflections and implications for future work from an innovative, participatory research project that started life during the UK’s first COVID-19 lockdown in early 2020. We reflect on the practice, ethical considerations, and challenges of this (necessarily) online participatory research program, which featured intensive, prolonged collaboration with parents/carers living on a low income within the UK. We discuss the ethical-epistemological foundations of the work, specifically a feminist ethics of care and reciprocity, and present our unique methodological approach, detailing how technology was used to collaborate with a diverse, nation-wide community of parents/carers. We discuss our own and participants’ reflections, including the distinctive complexities and advantages of conducting participatory research online, and also the challenges of upholding an ethics of care in an online, participatory space. We highlight the time intensive nature of this work and argue that, within the academy, more needs to be done both to recognize this and to find ways to create space within it for documenting and learning from innovations in the methodology pursued. We conclude with reflections on the new possibilities that emerge when translating participatory principles to online spaces—learnings with clear relevance for others interested in pursuing these approaches.","PeriodicalId":512691,"journal":{"name":"International Review of Qualitative Research","volume":" 1029","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141363670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-10DOI: 10.1177/19408447241260446
Esther Milberg Muñiz, David Ludwig, C. El-Hani
This study explores the challenges of realizing the emancipatory potential of transdisciplinary research and methodology through a case study involving researchers from the Federal University of Bahia and the community of Siribinha Brazil. The project aimed to prioritize community perspectives, critical reflexivity, and dialogue between diverse knowledge systems to address social-environmental challenges. However, three core challenges emerged: 1) Power inequities often persist despite calls for participation and collaboration; 2) critical theoretical reflections do not always translate into practical actions that challenge these inequities; and 3) bridging theory and practice necessitates developing interpersonal skills and fostering care. This research highlights the fragility of transdisciplinary methodologies and emphasizes the need to address power imbalances, bridge theory and practice, and cultivate interpersonal skills and care. It contributes to discussions on implementing transdisciplinary approaches that not only address epistemic challenges but also fulfill the political ambition of benefiting disenfranchised communities.
{"title":"Research as a Mangrove: Emancipatory Science and the Messy Reality of Transdisciplinarity","authors":"Esther Milberg Muñiz, David Ludwig, C. El-Hani","doi":"10.1177/19408447241260446","DOIUrl":"https://doi.org/10.1177/19408447241260446","url":null,"abstract":"This study explores the challenges of realizing the emancipatory potential of transdisciplinary research and methodology through a case study involving researchers from the Federal University of Bahia and the community of Siribinha Brazil. The project aimed to prioritize community perspectives, critical reflexivity, and dialogue between diverse knowledge systems to address social-environmental challenges. However, three core challenges emerged: 1) Power inequities often persist despite calls for participation and collaboration; 2) critical theoretical reflections do not always translate into practical actions that challenge these inequities; and 3) bridging theory and practice necessitates developing interpersonal skills and fostering care. This research highlights the fragility of transdisciplinary methodologies and emphasizes the need to address power imbalances, bridge theory and practice, and cultivate interpersonal skills and care. It contributes to discussions on implementing transdisciplinary approaches that not only address epistemic challenges but also fulfill the political ambition of benefiting disenfranchised communities.","PeriodicalId":512691,"journal":{"name":"International Review of Qualitative Research","volume":"2 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141363434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-20DOI: 10.1177/19408447241242426
Johnny Saldaña
This article outlines the author’s workshop in Styles of Qualitative Writing and Reporting, an in-person and online course commissioned by the qualitative research consulting and professional development organization, ResearchTalk. The six clock hour offering provides in-service professionals and graduate student participants writing experiences with up to nine different styles of qualitative reportage: Descriptive and Realistic, Analytic and Formal, Interpretive, Confessional, Reflexive, Critical and Advocacy, Literary Narrative, Autoethnographic, and Poetic. Participants receive an overview of each style, accompanied with brief examples from the scholarly literature. Ten to 15-min blocks of writing time are provided throughout for writers to document and experiment with a current research project’s manuscript, an unpublished thesis or dissertation, or a data base awaiting analytic review. Reading aloud and receiving peer feedback provide writers rapid assessment of their work in progress with ideas for further development. The article describes the primary content of each writing module and its accompanying writing prompts and feedback frame. The workshop also discusses recommended titles for writing resources, strategies for maintaining effective writing habits, and reflections on the legacy of a writer’s work. This article is structured as a curriculum design for other facilitators and educators to adapt and utilize with their students.
{"title":"A Workshop in Styles of Qualitative Writing and Reporting","authors":"Johnny Saldaña","doi":"10.1177/19408447241242426","DOIUrl":"https://doi.org/10.1177/19408447241242426","url":null,"abstract":"This article outlines the author’s workshop in Styles of Qualitative Writing and Reporting, an in-person and online course commissioned by the qualitative research consulting and professional development organization, ResearchTalk. The six clock hour offering provides in-service professionals and graduate student participants writing experiences with up to nine different styles of qualitative reportage: Descriptive and Realistic, Analytic and Formal, Interpretive, Confessional, Reflexive, Critical and Advocacy, Literary Narrative, Autoethnographic, and Poetic. Participants receive an overview of each style, accompanied with brief examples from the scholarly literature. Ten to 15-min blocks of writing time are provided throughout for writers to document and experiment with a current research project’s manuscript, an unpublished thesis or dissertation, or a data base awaiting analytic review. Reading aloud and receiving peer feedback provide writers rapid assessment of their work in progress with ideas for further development. The article describes the primary content of each writing module and its accompanying writing prompts and feedback frame. The workshop also discusses recommended titles for writing resources, strategies for maintaining effective writing habits, and reflections on the legacy of a writer’s work. This article is structured as a curriculum design for other facilitators and educators to adapt and utilize with their students.","PeriodicalId":512691,"journal":{"name":"International Review of Qualitative Research","volume":"117 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140680492","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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