Complicating methodological transparency |
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| Authors: | Sarah Bridges-Rhoads Jessica Van Cleave Hilary E Hughes |
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| Institution: | 1. Department of Early Childhood Education, Georgia State University, Atlanta, GA, USA;2. Education Department, Mars Hill University, Mars Hill, NC, USA;3. Department of Educational Theory and Practice, University of Georgia, Athens, GA, USA |
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| Abstract: | A historical indicator of the quality, validity, and rigor of qualitative research has been the documentation and disclosure of the behind-the-scenes work of the researcher. In this paper, we use what we call methodological data as a tool to complicate the possibility and desirability of such transparency. Specifically, we draw on our disparate attempts to address calls for transparency about methodological processes in our respective dissertation studies in order to examine how novice researchers can explore transparency as a situated, ongoing, and philosophically informed series of decisions about how, when, and if to be transparent about our work. This work contributes to conversations about how qualitative researchers in education can understand, discuss, and teach qualitative inquiry while continuing to push the boundaries of the field. |
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| Keywords: | methodological data transparency doctoral education phenomenology poststructuralism writing as inquiry |
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