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Educational researchers are concerned about the ways in which researcher identity can influence practice and findings for better or worse effect. However, writings which offer narratives, intended to instruct others in the ways in which the positioning and reflexivity of the researcher operates for better or worse, often present a view of identity as singular, fixed and stable. In this paper we trouble this view of identity as represented in the notion of inside/outside researchers. We reconsider a project in which we worked with a group of pupil researchers to investigate bullying in their school. We show how our identities multiplied and shifted throughout the project in ways that we can see more clearly in hindsight. We mobilize Zygmunt Bauman’s notion of ‘fluid identities’ and argue that the inside/outside binary may be politically helpful but also limiting of understandings of the real politic and experience of messy research practice in and with schools. 相似文献
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《International Journal of Research & Method in Education》2013,36(4):414-427
ABSTRACTDespite a growing number of Second Language (L2) researchers working in cross-cultural and cross-linguistic settings, issues related to these uniquely situated researcher identities have only scantily been addressed. In order to close this gap, we investigated three U.S.-based Korean female researchers in L2 studies. We sought to understand (1) the ways in which these researchers chose research topics, contexts, and participants; (2) how they related themselves to their research participants; and (3) to what extent and how they negotiated identities in conducting and reporting their research. With theoretical frameworks of positionality and intersectionality of researcher identities, we drew upon a few salient points from multiple data sources such as interviews, published papers, and field notes. We found not only that their research interests stemmed from their life experiences and graduate training, but accessibility, familiarity, and researcher’s self-identification also influenced their research topics, contexts, and relationships with their research participants. Furthermore, researchers’ active positioning themselves in relation to research content, contexts, and participants using their intersecting identities proved to be beneficial to their research. What our findings further suggest is that researchers embrace hybridity and multiplicity of subjectivities and identities in order to make a fair contribution to knowledge construction. 相似文献
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《Ethnography and Education》2013,8(3):319-332
In a qualitative study of South Asians in education, methodological issues pertaining to the social interactions between the same-ethnicity researcher and researched are analysed and interpreted. Based on in-depth interviews with 89 South Asian school pupils and 25 South Asian parents, it was found that political ideology and shared ethnicity were a source of inspiration in how the same-ethnicity researcher generated answers to the research questions, but also a weakness in how they were potentially shaped by the very same factors. This paper suggests that for situations where the subject, the researcher and the researched are inextricably linked, there is the potential for both ‘good’ and ‘harm’ to the research. This paper provides a case study of the ontological and epistemological issues that can emerge in the research process, and how reflexivity facilitates the production of knowledge without it necessarily gaining or losing because of shared ethnicity. 相似文献
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The study employs a narrative inquiry approach to probe a Chinese doctoral student’s identity construction experiences fraught with interruption and transformation. The longitudinal narratives gathered through participant entries in Evernote, a face-to-face life story interview, and researcher memos, have enabled a dynamic configuration of the intellectual, social, emotional, and spiritual dimensions characterizing doctoral identity development. Using identity-trajectory as an analytical lens, the study highlights how individual agency is embodied and exercised in institutional, relational, and personal spaces where doctoral identity is formed and contested. Findings are episodically ordered as: beginning doctoral study with great expectations; conceptualizing the nature of becoming a doctoral student; forces that are disruptive to the development of the doctoral-researcher identity; the ongoing process of being mediated by socialization into an extended research community, socio- professional support, and agentic reflexivity over time. The study argues for using narrative inquiry to speak of and express the subtleties and continuities of doctoral students’ experiences. It also provides practical implications for action by supervisors and students in doctoral programs respectively. 相似文献
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Brent C. Elder Kenneth O. Odoyo 《International journal of qualitative studies in education》2018,31(4):293-311
In this project, we examined the development of a sustainable inclusive education system in western Kenya by combining community-based participatory research (CBPR) and decolonizing methodologies. Through three cycles of qualitative interviews with stakeholders in inclusive education, participants explained what they saw as foundational components of how to create more inclusive primary school classrooms utilizing existing school and community resources. The combination of CBPR and decolonizing methodologies, along with other project factors ultimately led to more inclusive placements for primary students with disabilities. We highlight this increase enrollment of students with disabilities in primary schools with excerpts from qualitative interviews with participants. In addition to the increase of the number of students with disabilities accessing schools for the first time, we found many methodological tensions inherent in this research. Such challenges included: researcher positionality, researcher outsider status, decolonizing approaches to language, and disseminating results in meaningful, ethical, and culturally appropriate ways. 相似文献
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Daniel M. Miller 《International journal of qualitative studies in education》2013,26(3):309-315
This paper comments on the Annette Hemmings's paper entitled, 'Youth culture of hostility: Discourses of money, respect and difference.' The paper briefly looks at Hemmings's findings, in particular those related to identity development. However, the major focus is on reframing methodological aspects of Hemmings's study. In particular, the paper examines challenges facing cultural outsiders doing research; the dynamic and multiple roles of the researcher in discourse analysis (i.e., participant, observer, and subject); and a theoretical rationale for including the researcher as subject in research, which is based on Foucault's notion of how discourse systems impact the construction of people's sense of social, political and cultural realities. 相似文献
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In our complex and incongruous professional worlds, where there is no blueprint for dealing with unpredictable people and events, it is imperative that individuals develop reflexive approaches to professional identity building. Notwithstanding the importance of disciplinary knowledge and skills, higher education has a crucial role to play in guiding students to examine and mediate self in relation to context for effective decision-making and action. This paper reports on a small-scale longitudinal project that investigated the ways in which 10 undergraduate students over the course of a three-year Radiation Therapy degree shaped their professional identities. Theories of reflexivity and methods of discourse analysis are utilised to understand the ways in which individuals accounted for their professional identity projects at university. The findings suggest that, across time, the participants negotiated professional ‘becoming’ through four distinct kinds of reflexive modalities. These findings have implications for teaching strategies and curriculum design in undergraduate programmes. 相似文献
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Jordan B. Westcott Dryden Epstein Benjamin Wiley Jess M. Westcott Laura E. Welfare Chase Catalano 《Counselor Education & Supervision》2023,62(4):384-397
Sexual orientation is often invisible in counseling research despite increasing LGBQ+ identity in the United States. We used consensual qualitative research to explore considerations from LGBQ+ counseling researchers for collecting sexual orientation. Three domains emerged: risks, benefits, and methodological considerations. Our findings highlight inclusive research practice strategies for LGBQ+ research participants. 相似文献
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Pat Sikes 《International Journal of Research & Method in Education》2013,36(1):105-117
This paper considers some of the decisions that researchers take and raises issues around researcher reflexivity, identity, values and ethics. It focuses attention on researchers and reflects on how the research they do, the topics they investigate, the methodologies they espouse, the methods they use and the writing/reporting styles they adopt, can have implications both in terms of their career development and with regard to their personal integrity and moral positioning. It is something of a truism to state that the sorts of research that get done depend upon the decisions researchers make. However, the relationship between research completed and in the public domain and individual researchers' choices is by no means a simple or straightforward one. 相似文献
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Based on data collected from a year-and-a-half-long qualitative research project, this case study examines the early college
experiences and identity negotiations of one urban-schooled Latino participant as he navigated a predominately White state
university in his hometown. Recognizing the university as a figured world, this study highlights two emblematic personal encounters
that positioned him in inferior ways. It also offers a counter-example of a rhetoric professor who positioned him in positive
ways and contributed to his academic success. Implications are framed in an argument for the inclusion of identity studies
and positioning theory in order to better contextualize urban-schooled Latina/os’ early college experiences. 相似文献
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Elizabeth Hewitt 《International Journal of Research & Method in Education》2017,40(4):345-359
The article is a reflection on the use of an oral diary as a qualitative research tool, the role that it played during fieldwork and the methodological issues that emerged. It draws on a small-scale empirical study into primary school teachers' use of group discussion, during which oral diaries were used to explore and document teacher reflective thinking across time. The paper considers the design of the oral diary tool in this context and how its use created both a window on the developing construction of teachers' ideas about their practice of using group discussion in science and also a space to explore emerging analytical themes. The way in which the regular routine of the oral diary entries helped to make connections between the researcher and the participant and nurture fieldwork relationships is discussed in addition to the limitations of this specific research tool. 相似文献
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Tony Brown Janice England 《Discourse: Studies in the Cultural Politics of Education》2005,26(4):443-458
This paper sets out to show how some theoretical concepts derived from Lacanian psychoanalysis might be put to work in the business of reflective practitioner research in education. It seeks to offer a more sophisticated, reflexively produced account of researcher identity built out of the narrative generated within a research enquiry. It illustrates, with reference to examples of writing from a specific research project, carried out within the context of a higher degree, how one teacher-researcher has used the concepts in forging a more productive understanding of her own evolving identity as a researcher through a process predicated on developing her own professional functioning. Shifting perspectives are provided on what the researcher wants from the enquiry as the researcher herself unfolds and analyses the successive phases of her narrative. 相似文献
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Neila Miled 《Ethnography and Education》2019,14(1):1-15
As a Muslim researcher conducting a critical ethnography about/with/for Muslim youth and their school experiences, at this time of intensified Islamophobia and overwhelming discourses of hate against Muslims, the boundaries of the personal and the academic become blurry and confusing. This paper emerges from my subjective/academic experiences as a Muslim researcher, and my reflections on reflexivity, positionality and representation while conducting my ethnographic research in a high-school setting with Muslim youth. In this paper, I present a review of the different concepts of critical ethnography that are framing my research decisions and I highlight the complexity of the insider/outsider positionality for a Muslim researcher doing research with Muslim youth and the intersections of religion, gender, class, ethnicity and age in positioning her in the field. The paper presents different ethical dilemmas that I have encountered during the first six months of my fieldwork. 相似文献
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The process of becoming a qualitative researcher is fraught with challenges that are not always knowable prior to engaging in research. Coursework, reading, discussions, and writing about the process provide a foundation but cannot replace the experiential value of engaging in research. This autobiographical intrinsic case study describes the author’s first attempt conducting qualitative research as a doctoral student documenting additional challenges after the participant, my mother, was diagnosed with terminal cancer. Using document analysis, I chronicled and made meaning of this first experience, especially how my relationship with the participant impacted my understanding and applying the concepts of rapport, reflexivity, subjectivity, and intersubjectivity. 相似文献
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This article examine some of the ways in which girls are discursively set up as subordinate in relation to boys and men by and within the digital games industry and culture at large, and how they push back on these imposed subjects positions when engaging in media production (game development) under both regular and inverse conditions. Expanding on our previous research on gender and game play, this project explores how the hegemonic discourses of female participation in games culture are taken up by girls who want to make their own digital games. We employ a poststructural understanding of gender and power as fluid and produced through and within social relations to demonstrate how participants are not helpless victims of subjection. Rather, these girls are active in the construction of their own subjectivities, leveraging different aspects of their identity and/or exercising an institutionally sanctioned (albeit temporary) autonomy to resist discursive positioning. 相似文献
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This article constitutes an attempt by a teacher and a researcher to jointly present their dual perspectives on the experience of a pilot phase of school‐based research. The discussion focuses upon the methodological difficulties that we each experienced both before, and during, the period of the research. In light of these, the article discusses concrete ways in which the methodology of the broader study could be improved, and considers the deeper issues relating to teacher‐researcher interaction which have emerged through this shared methodological reflection. We see this article as contributing to the growth of collaborative writing by researchers and research participants, and furthering the ongoing methodological dialogue within environmental education research. 相似文献
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《Ethnography and Education》2013,8(1):83-99
This paper explores the use of an ‘anti-CV’ (anti-Curriculum Vitae), or identity portfolio, as a data collection instrument in research with young people. We analyse four visually based anti-CVs created by participants in a project on youth transitions, exploring their use of symbolism and space to show how these young people reworked public narratives in their crafting of identity at the child–adult border. We use Gillian Rose's framework from 2001 for the analysis of visual material to interpret the portfolios in terms of the context of their production, their content and the audience for their performance. We argue that the anti-CV offered a more participant-led research process than the standard interview, but at the same time led to methodological and ethical complexities: respectively, concerning the significance of the research team as audience for the anti-CVs, and the intrusion into participants’ lives that photographs in these portfolios offered. 相似文献
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Helen Clarke 《International journal of qualitative studies in education》2013,26(4):477-497
Extracts from the written conversation between research student and supervisor show the nature of educative research supervision. The authors argue that researcher–supervisor relationships are methodological in nature as they shape and influence the people, the project and the field. Such relationships, which construct meanings, are complex. A conversational approach, spoken or written, with its freedom, spaces and power dynamics, provides possibilities for reflexivity and growth for all parties. This conversational freedom is illustrated in the structure of this text, as a dialogue to which the voice of the UK editor of this journal is added, constructing another layer to the conversation. As in conversation, the form and content of the text is messy and open to interpretation, yet its construction reflects the argument presented in the text. Supervision as conversation replaces then subverts the managerialist approach to research supervision and its carefully planned, linear route to a dissertation. 相似文献