Pub Date : 2023-08-29DOI: 10.1177/19408447231198470
Kelly W. Guyotte, Carlson H. Coogler, S. Shelton, S. Melchior
This article details a poetic inquiry that explored how academic mothers navigated the tensions between home/work during the pandemic: the simultaneous pulls of academia and motherhood in competing directions. Theoretically, we draw inspiration from Sara Ahmed’s concept of feminist homework. Feminist homework, according to Ahmed, is the work feminists do to interrogate and transform oppressive patriarchal structures. It is work carried home because such structures exist across the many domains we traverse in our daily lives, including home. Through poetic inquiry, we used data excerpts from 54 interviews to generate poetry exploring our research questions: (1) What did work do to home? (2) What did home do to work? and (3) How does poetic inquiry cultivate understandings about feminist homework? Throughout, we highlight methodological and aesthetic decisions we made to elevate the pains, strains, vulnerabilities, and courage these academic mothers displayed throughout the pandemic.
{"title":"Home/Work: A Feminist Poetic Inquiry of Academic Mothers’ Pandemic Experiences","authors":"Kelly W. Guyotte, Carlson H. Coogler, S. Shelton, S. Melchior","doi":"10.1177/19408447231198470","DOIUrl":"https://doi.org/10.1177/19408447231198470","url":null,"abstract":"This article details a poetic inquiry that explored how academic mothers navigated the tensions between home/work during the pandemic: the simultaneous pulls of academia and motherhood in competing directions. Theoretically, we draw inspiration from Sara Ahmed’s concept of feminist homework. Feminist homework, according to Ahmed, is the work feminists do to interrogate and transform oppressive patriarchal structures. It is work carried home because such structures exist across the many domains we traverse in our daily lives, including home. Through poetic inquiry, we used data excerpts from 54 interviews to generate poetry exploring our research questions: (1) What did work do to home? (2) What did home do to work? and (3) How does poetic inquiry cultivate understandings about feminist homework? Throughout, we highlight methodological and aesthetic decisions we made to elevate the pains, strains, vulnerabilities, and courage these academic mothers displayed throughout the pandemic.","PeriodicalId":90874,"journal":{"name":"International review of qualitative research : IRQR","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44624976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-12DOI: 10.1177/19408447231169069
J. Ritchie, L. G. Phillips, Cynthia H. Brock, G. Burke, Melissa Cain, Chris Campbell, K. Coleman, Susan E. Davis, E. Joosa
Something changed during the pandemic; we attuned to a call. A call to action, breathing, support, activism, care, well-being, community, minimised mobilities, planetary health and our relations to all these things, and more. We are women working in education spaces across multiple communities, responsive to ongoing matters of concern (Latour, 2008), aware that our rhizomic connections have no middle or end. We use the method and metaphor of the quilt in this collaboration and hold quilting as a Feminist intervention, a return to her-stories and ways of knowing through story as we stitch together cultural and material stories of place. Our COVID-19 chronicles are a creative, collaborative exploration of the initial impact of the COVID-19 pandemic on learning and teaching across our respective countries. This paper is a collaboration of critical auto-ethnographies (Holman Jones, 2016), quilted and stitched together by a group of education scholars who united to research the impact of online emergency teaching that forced education site closures globally. Through this collaborative image quilting, we curated responses to our initial 100-word stories of pandemic life in 2020, that we had posted on a collaborative Padlet. Feminist, storying, and ethnographic theory inform alignment and stitching of each 100-word patch.
{"title":"Teaching and Learning in COVID-19: Pandemic Quilt Storying","authors":"J. Ritchie, L. G. Phillips, Cynthia H. Brock, G. Burke, Melissa Cain, Chris Campbell, K. Coleman, Susan E. Davis, E. Joosa","doi":"10.1177/19408447231169069","DOIUrl":"https://doi.org/10.1177/19408447231169069","url":null,"abstract":"Something changed during the pandemic; we attuned to a call. A call to action, breathing, support, activism, care, well-being, community, minimised mobilities, planetary health and our relations to all these things, and more. We are women working in education spaces across multiple communities, responsive to ongoing matters of concern (Latour, 2008), aware that our rhizomic connections have no middle or end. We use the method and metaphor of the quilt in this collaboration and hold quilting as a Feminist intervention, a return to her-stories and ways of knowing through story as we stitch together cultural and material stories of place. Our COVID-19 chronicles are a creative, collaborative exploration of the initial impact of the COVID-19 pandemic on learning and teaching across our respective countries. This paper is a collaboration of critical auto-ethnographies (Holman Jones, 2016), quilted and stitched together by a group of education scholars who united to research the impact of online emergency teaching that forced education site closures globally. Through this collaborative image quilting, we curated responses to our initial 100-word stories of pandemic life in 2020, that we had posted on a collaborative Padlet. Feminist, storying, and ethnographic theory inform alignment and stitching of each 100-word patch.","PeriodicalId":90874,"journal":{"name":"International review of qualitative research : IRQR","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49566360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1177/19408447231188044
Leandro Tolmos, K. Hannes, Marisa de Andrade
Today’s qualitative research may take place in complicated ethnographic fields, which situate researchers near difficult experiences at an individual, community, environmental or political level. The current academic climate frequently ignores the emotional impact of doing research under challenging circumstances. The overarching culture in higher education is one that carries taboos around ‘what is’ and ‘what is not’ expected from the researcher. The general expectation is for researchers to ‘neutralize’ themselves from the research topic rather than personally relate to it. Under the cultural belief of sustaining ‘scholarly composure’ the affective and emotional impact of fieldwork is often left on the margins of recognition. This paper explores the value of autoethnography as a creative-relational approach to promote spaces in which researchers feel safe enough to process fieldwork experiences through debriefing sessions. This is a courageous effort that calls for a transformative ethico-onto-epistemological shift in the academy. One that opens-up ways of ‘knowing and being’ that are not entirely about an outcome-based pursuit but about growth and change that materializes through relationality.
{"title":"Autoethnography as a Debriefing Strategy: The Creative-Relational Foundations for a Transformative Ethico-Onto-Epistemology in the Academy","authors":"Leandro Tolmos, K. Hannes, Marisa de Andrade","doi":"10.1177/19408447231188044","DOIUrl":"https://doi.org/10.1177/19408447231188044","url":null,"abstract":"Today’s qualitative research may take place in complicated ethnographic fields, which situate researchers near difficult experiences at an individual, community, environmental or political level. The current academic climate frequently ignores the emotional impact of doing research under challenging circumstances. The overarching culture in higher education is one that carries taboos around ‘what is’ and ‘what is not’ expected from the researcher. The general expectation is for researchers to ‘neutralize’ themselves from the research topic rather than personally relate to it. Under the cultural belief of sustaining ‘scholarly composure’ the affective and emotional impact of fieldwork is often left on the margins of recognition. This paper explores the value of autoethnography as a creative-relational approach to promote spaces in which researchers feel safe enough to process fieldwork experiences through debriefing sessions. This is a courageous effort that calls for a transformative ethico-onto-epistemological shift in the academy. One that opens-up ways of ‘knowing and being’ that are not entirely about an outcome-based pursuit but about growth and change that materializes through relationality.","PeriodicalId":90874,"journal":{"name":"International review of qualitative research : IRQR","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49214116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1177/19408447231188050
Elizabeth M. Pope, Aaron M. Kuntz
There is no shortage of scholarship focusing on qualitative pedagogy. However, very little has been written about the tension in the classroom between teaching methods and the content instructors use to do so. The relationship between methods and content is critical to the success of any class. In this paper, we discuss the pedagogical choices of two professors and the consequences, both good and ill, of such choices. Each takes a different approach. We examine the follow-through of each choice practically and theoretically. We discuss the dichotomy of “methodologies despite content” vs. “methodologies without content” and the implications of each in teaching qualitative inquiry.
{"title":"Methods Despite or Without Content? Reflections on Teaching Qualitative Research","authors":"Elizabeth M. Pope, Aaron M. Kuntz","doi":"10.1177/19408447231188050","DOIUrl":"https://doi.org/10.1177/19408447231188050","url":null,"abstract":"There is no shortage of scholarship focusing on qualitative pedagogy. However, very little has been written about the tension in the classroom between teaching methods and the content instructors use to do so. The relationship between methods and content is critical to the success of any class. In this paper, we discuss the pedagogical choices of two professors and the consequences, both good and ill, of such choices. Each takes a different approach. We examine the follow-through of each choice practically and theoretically. We discuss the dichotomy of “methodologies despite content” vs. “methodologies without content” and the implications of each in teaching qualitative inquiry.","PeriodicalId":90874,"journal":{"name":"International review of qualitative research : IRQR","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45061133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-28DOI: 10.1177/19408447231186584
Elise Toedt
This article uses poetic inquiry (Faulkner, 2016; Leavy, 2015; Prendergast, 2009) to foreground the firsthand experiences of K-12 teachers expressing milk at work in the United States. The poems illustrate a fundamental irony for the predominantly female-identified teaching force: Teachers are expected to nurture other people’s children without proper time, space, and resources to nurture their infants via pumping milk while at work. The poems demonstrate a need for additional time and space to express milk and a need for clear policies and practices to support pregnancy, birth, and bodyfeeding for teachers. More universally, the poems speak to the regimented nature of schools and the impact on teacher’s bodies. The first four poems were each written from four individual participant interviews, and member-checked with each participant. The last three poems are a compilation of direct responses from 20 participants describing the feelings, sensations, and emotions related to pumping at work.
{"title":"Firsthand Accounts of U.S. Teachers Pumping Milk at Work: A Poetic Inquiry","authors":"Elise Toedt","doi":"10.1177/19408447231186584","DOIUrl":"https://doi.org/10.1177/19408447231186584","url":null,"abstract":"This article uses poetic inquiry (Faulkner, 2016; Leavy, 2015; Prendergast, 2009) to foreground the firsthand experiences of K-12 teachers expressing milk at work in the United States. The poems illustrate a fundamental irony for the predominantly female-identified teaching force: Teachers are expected to nurture other people’s children without proper time, space, and resources to nurture their infants via pumping milk while at work. The poems demonstrate a need for additional time and space to express milk and a need for clear policies and practices to support pregnancy, birth, and bodyfeeding for teachers. More universally, the poems speak to the regimented nature of schools and the impact on teacher’s bodies. The first four poems were each written from four individual participant interviews, and member-checked with each participant. The last three poems are a compilation of direct responses from 20 participants describing the feelings, sensations, and emotions related to pumping at work.","PeriodicalId":90874,"journal":{"name":"International review of qualitative research : IRQR","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43561788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-02DOI: 10.1177/19408447231177973
C. Ellis
This essay responds to Laurel Richardson’s book, A Story of a Marriage through Dementia and Beyond: Love in a Whirlwind, and to her poetry, “For Better or Worse,” which is included in this issue of International Review of Qualitative Research. The author describes how she is affected by the poetic and story forms of telling. Through reading and rereading, analyzing and interpreting these texts, she notes parallels between her and Laurel's experiences of loss and how they story their sorrow. Laurel’s descriptions resonate with her, reminding her of her own grief and providing a feeling of companionship--that we are all in this together. She suggests that reading and writing about loss as well as “being with” others in their sorrows can move us to incorporate grief and suffering into our lives without falling into an abyss of sadness, depression, and meaninglessness.
{"title":"Surviving Laurel Richardson’s Whirlwinds: “Being With” Loss and Grief","authors":"C. Ellis","doi":"10.1177/19408447231177973","DOIUrl":"https://doi.org/10.1177/19408447231177973","url":null,"abstract":"This essay responds to Laurel Richardson’s book, A Story of a Marriage through Dementia and Beyond: Love in a Whirlwind, and to her poetry, “For Better or Worse,” which is included in this issue of International Review of Qualitative Research. The author describes how she is affected by the poetic and story forms of telling. Through reading and rereading, analyzing and interpreting these texts, she notes parallels between her and Laurel's experiences of loss and how they story their sorrow. Laurel’s descriptions resonate with her, reminding her of her own grief and providing a feeling of companionship--that we are all in this together. She suggests that reading and writing about loss as well as “being with” others in their sorrows can move us to incorporate grief and suffering into our lives without falling into an abyss of sadness, depression, and meaninglessness.","PeriodicalId":90874,"journal":{"name":"International review of qualitative research : IRQR","volume":"16 1","pages":"250 - 260"},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47666921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-18DOI: 10.1177/19408447231169068
James R. Duggan
This article proposes an innovative approach for attending to and imaginatively engaging with the co-production in research co-production. Research co-production is a popular approach across diverse disciplines and national contexts but there are still questions as to what it means to co-produce research. In response to this problem, I propose we attend to and imaginatively engage with the co-production agenda’s neoliberalizing concerns, its histories, inheritances and functions, which relate to the neoliberalization of the state, society and the university. Drawing on the work of speculative and process approaches, especially A.N. Whitehead and Isabelle Stengers, the article dramatizes a co-produced research project focused on youth loneliness. Dramatization is an approach that seeks to find new stories, resources, and imaginations from which we might find a new beginning for our research practice. Four propositions drive this process of dramatization: inspire research co-production as eventful, admit that which we resist in co-production, move from contradictions to contrasts, and imagine state-like forms for research co-production. The eventful outcome is the re-imagining of co-production in relation to a speculative state-like form that is appropriate to authorize and value the collaborative knowledge that is created in collaborative research.
{"title":"Re-Imagining Research Co-Production: Dramatizing a Speculative State of the Youth","authors":"James R. Duggan","doi":"10.1177/19408447231169068","DOIUrl":"https://doi.org/10.1177/19408447231169068","url":null,"abstract":"This article proposes an innovative approach for attending to and imaginatively engaging with the co-production in research co-production. Research co-production is a popular approach across diverse disciplines and national contexts but there are still questions as to what it means to co-produce research. In response to this problem, I propose we attend to and imaginatively engage with the co-production agenda’s neoliberalizing concerns, its histories, inheritances and functions, which relate to the neoliberalization of the state, society and the university. Drawing on the work of speculative and process approaches, especially A.N. Whitehead and Isabelle Stengers, the article dramatizes a co-produced research project focused on youth loneliness. Dramatization is an approach that seeks to find new stories, resources, and imaginations from which we might find a new beginning for our research practice. Four propositions drive this process of dramatization: inspire research co-production as eventful, admit that which we resist in co-production, move from contradictions to contrasts, and imagine state-like forms for research co-production. The eventful outcome is the re-imagining of co-production in relation to a speculative state-like form that is appropriate to authorize and value the collaborative knowledge that is created in collaborative research.","PeriodicalId":90874,"journal":{"name":"International review of qualitative research : IRQR","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43739835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.1177/19408447231158068
Laurel Richardson
My husband, Ernest Lockridge, died on November 15, 2020. During the year after his death, I completed a book, The Story of a Marriage through Dementia and Beyond: Love in a Whirlwind (Routledge). The title is inaccurate. The Story, actually, begins forty-years into my marriage. It was then that my husband’s “mild cognitive impairment” progressed into the hell of Lewy Body Dementia, and I struggled not to descend into a hell of my own. As has always been my wont when faced with crises, I wrote. And wrote. And wrote. Most of the book I wrote while Ernest was alive and with his permission. I used my ethnographic and auto-ethnographic skills to observe, listen and record our experiences. I was not writing in a journal; I was writing ethnographically---showing, not judging, describing not emoting. In retrospect, I would say, I cast myself into the role of participant-observer. In preparing the book for publication in The Writing Lives: Ethnographic Narratives series, I used ethnographic criteria. Is my prose clear? Evocative? Is there verisimilitude? Am I helping people understand their world? Will my text hurt anyone, and, if so, are their identities hidden? Will my writing reach those who need to read it? Am I proud of this book? The answers to all those questions were yeses.
{"title":"FOR BETTER OR WORSE POEMS","authors":"Laurel Richardson","doi":"10.1177/19408447231158068","DOIUrl":"https://doi.org/10.1177/19408447231158068","url":null,"abstract":"My husband, Ernest Lockridge, died on November 15, 2020. During the year after his death, I completed a book, The Story of a Marriage through Dementia and Beyond: Love in a Whirlwind (Routledge). The title is inaccurate. The Story, actually, begins forty-years into my marriage. It was then that my husband’s “mild cognitive impairment” progressed into the hell of Lewy Body Dementia, and I struggled not to descend into a hell of my own. As has always been my wont when faced with crises, I wrote. And wrote. And wrote. Most of the book I wrote while Ernest was alive and with his permission. I used my ethnographic and auto-ethnographic skills to observe, listen and record our experiences. I was not writing in a journal; I was writing ethnographically---showing, not judging, describing not emoting. In retrospect, I would say, I cast myself into the role of participant-observer. In preparing the book for publication in The Writing Lives: Ethnographic Narratives series, I used ethnographic criteria. Is my prose clear? Evocative? Is there verisimilitude? Am I helping people understand their world? Will my text hurt anyone, and, if so, are their identities hidden? Will my writing reach those who need to read it? Am I proud of this book? The answers to all those questions were yeses.","PeriodicalId":90874,"journal":{"name":"International review of qualitative research : IRQR","volume":"16 1","pages":"203 - 249"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44219548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-24DOI: 10.1177/19408447231169062
John Christopher Haddox
Appalachia and coal have a historically challenging relationship with each other. Coal has been the backbone of many Appalachian economies. Along with the economic benefits of coal have come many negative impacts. Political campaigns, from local to federal, have won and lost based on their positions and ties to coal. For a variety of reasons, the coal industry in Appalachia, especially in the Appalachian state of West Virginia, is declining, and will continue to decline, despite the rhetoric from those whose livelihoods—daily and politically—depend on coal. In this paper the author places himself in the black shoes of coal and offers a lyrical and musical response from coal itself to the rhetoric around the future of coal that rang loudly in his hometown of Logan, West Virginia during the 2016 presidential campaign.
{"title":"An Ode to Humans From The Mouth of Coal","authors":"John Christopher Haddox","doi":"10.1177/19408447231169062","DOIUrl":"https://doi.org/10.1177/19408447231169062","url":null,"abstract":"Appalachia and coal have a historically challenging relationship with each other. Coal has been the backbone of many Appalachian economies. Along with the economic benefits of coal have come many negative impacts. Political campaigns, from local to federal, have won and lost based on their positions and ties to coal. For a variety of reasons, the coal industry in Appalachia, especially in the Appalachian state of West Virginia, is declining, and will continue to decline, despite the rhetoric from those whose livelihoods—daily and politically—depend on coal. In this paper the author places himself in the black shoes of coal and offers a lyrical and musical response from coal itself to the rhetoric around the future of coal that rang loudly in his hometown of Logan, West Virginia during the 2016 presidential campaign.","PeriodicalId":90874,"journal":{"name":"International review of qualitative research : IRQR","volume":"16 1","pages":"176 - 189"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46639800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-12DOI: 10.1177/19408447231169065
Sandra L. Faulkner
The following essay is a response to Laurel Richardson’s collection of poems about marriage titled For Better or Worse. Reading the poems made the author consider how she talks, thinks, and teaches about marriage as a scholar who studies close relationships and how Richardson’s poems can instruct students and others about the ideals, critiques, and realities of marriage. The author presents assignments and class discussions about marriage in two family communication and six relational communication courses she taught from a Critical Interpersonal and Family Communication (CIFC) perspective in 2020–2022 by showing the critical work and reflection that students did that ultimately reinforced dominant ideas about marriage in the US. The author includes critical reflections on Laurel Richardson’s marriage poems for context and contrast.
{"title":"For Better or Worse: A Critical Look at Marriage in Laurel Richardson’s Poetry","authors":"Sandra L. Faulkner","doi":"10.1177/19408447231169065","DOIUrl":"https://doi.org/10.1177/19408447231169065","url":null,"abstract":"The following essay is a response to Laurel Richardson’s collection of poems about marriage titled For Better or Worse. Reading the poems made the author consider how she talks, thinks, and teaches about marriage as a scholar who studies close relationships and how Richardson’s poems can instruct students and others about the ideals, critiques, and realities of marriage. The author presents assignments and class discussions about marriage in two family communication and six relational communication courses she taught from a Critical Interpersonal and Family Communication (CIFC) perspective in 2020–2022 by showing the critical work and reflection that students did that ultimately reinforced dominant ideas about marriage in the US. The author includes critical reflections on Laurel Richardson’s marriage poems for context and contrast.","PeriodicalId":90874,"journal":{"name":"International review of qualitative research : IRQR","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46209680","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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