In this paper, queerly contoured stories of trauma fold in the ambiguous and contradictory knowledges of the body. I posit that trauma-informed identities are not fabricated…
Abstract
Purpose
In this paper, queerly contoured stories of trauma fold in the ambiguous and contradictory knowledges of the body. I posit that trauma-informed identities are not fabricated fictions and that they can sediment subjects into being and behaving in certain ways.
Design/methodology/approach
Stories, legitimate and illegitimate, circulate in almost every sphere of everyday life, and drawing on a friendship as source material, I present a reconstructed life history narrative to show how queer life stories can productively reveal the unspoken and disciplining pedagogies of trauma in LGBTQ lifeworlds.
Findings
In speaking of and about embodying intersectional differences underlying social values and cultural attitudes of sexual differences, its presence becomes another lens to narrate trauma and understand how it is bound to heteronormative social equity, inequalities and injustices.
Research limitations/implications
I posit that trauma-informed identities can sediment queer subjects into being and behaving in self-denying, self-injurious and at-risk behaviours.
Practical implications
In speaking of and about embodying intersectional differences underlying social values and cultural attitudes of sexual differences, its presence becomes a lens to engage trauma and understand how it is perceived as being bound to social equity, inequalities and injustices.
Originality/value
In the narrative presented in this paper, there is an implicit critical reflection on narrating the purposes, practices and actions of queer positionality vis-à-vis the represented “norm”.
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The purpose of this paper is to interrogate practice of research and discursively problematise the role of the researcher in relation to the ways in which knowledge is constructed…
Abstract
Purpose
The purpose of this paper is to interrogate practice of research and discursively problematise the role of the researcher in relation to the ways in which knowledge is constructed and represented in and as a centre/periphery relation. It considers the ways in which research practices can refocus attention on claims made about knowing and speaking about the lives of Others and within the academe.
Design/methodology/approach
Underlying this interrogation is Spivak’s (1998) work “Can the Subaltern Speak?” Methodologically, I reflect on, and address my experiences of research in the context of re-reading ontology as a signifying presence from which to address, contest and rearticulate the methodological norm in qualitative enquiry.
Findings
The paper suggests that it is relevant to attend to the ways, in which qualitative researchers, in the process of making the Other culturally intelligible and subsequent representation, acknowledge the process and product as a contested epistemic space.
Originality/value
The paper problematizes the notion of “giving voice” to ontological understandings of being and speaking as a unified subject.
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Nuntiya Doungphummes and Mark Vicars
The purpose of this paper is to present an account of a PAR project in a Thai community and to discuss the methodological implications of implementing a culturally responsive…
Abstract
Purpose
The purpose of this paper is to present an account of a PAR project in a Thai community and to discuss the methodological implications of implementing a culturally responsive approach.
Design/methodology/approach
The paper draws on the frameworks for PAR conducted as a community development project with rural Thai communities.
Findings
The paper reviews the use of a PAR approach as a culturally responsive approach and presents an experience of culturally situated research practice.
Originality/value
This paper encourages researchers conducting participatory inquiry to engage in deeper critical reflection on the implications of these methods in keeping with PAR's critical ontological, epistemological and axiological orientation.
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Mark Aldous Vicars, Tanya Manning-Lewis, Frances Macapagal Maddalozzo, Dima Zaid-Kilani and Raymond Savage
Within minutes, our group, who had no prior introduction, began to learn the value of emerging from a relational space of (re)presenting and (re)storying our experiences. “I”…
Abstract
Purpose
Within minutes, our group, who had no prior introduction, began to learn the value of emerging from a relational space of (re)presenting and (re)storying our experiences. “I” became “We”, which became “Us”
Design/methodology/approach
Recently, the seventh bi-annual conference of the World Federation for Teacher Education 2023 focused on the theme of “Re-imagining Teacher Education: From Words to Action.” During the session on métissage as methodology, participants from four different countries, three ethnic backgrounds and gender and sexual differences were invited into dialogue to explore the nuances of our identities, academic positions and life experiences.
Findings
Doing métissage as novices, our subsequent discussion problematized the perpetuation of procedural narratives that contested the Cartesian cuts of methodological normalcy.
Originality/value
Sharing our stories of self in our group we referenced how institutional frameworks had shaped and were reconstructing contexts for our being and belonging in the academy. In our narrating vulnerability we were once again located in telling relations to do with identity, power and social being. Jones (2015, p. 8) has asked. “Other than dry academic reports, how can we retell these stories in sensitive and ethical ways to wider audiences? How do the stories themselves inspire creativity in retelling them? How can we involve participants in the retelling of their stories?”
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The purpose of this paper is to reflect on the effects of COVID-19 on teachers' pedagogical approaches, and how this has consequences for student learning.
Abstract
Purpose
The purpose of this paper is to reflect on the effects of COVID-19 on teachers' pedagogical approaches, and how this has consequences for student learning.
Design/methodology/approach
This paper explores the impact of COVID-19 through teachers' experiences, perceptions from a critical cultural perspective. The paper draws on preservice and graduate teachers' narrative reflections as articulated through Instagram posts.
Findings
This paper articulates a comparison between the concept of Sturm und Drang and the contemporary landscape of teaching and learning remotely as a result of COVID-19 lockdown restrictions and limitations.
Research limitations/implications
The data upon which this paper is based were limited to five participants' accounts taken from the teacherwhispers Instagram site. They indicate relevant themes but are not representative of the overall phenomenon that COVID-19 has generated.
Practical implications
This paper is representative of the particular elements encountered when drawing upon an online-based methodological approach. It suggests the productive affordances of technology for narrating lived experience in a professional context.
Social implications
Retelling embodied narratives can be a fraught affair. This paper brings together associative experiences of COVID-19 to draw together individual stories to narrate a collective experience.
Originality/value
This paper addresses a dynamically evolving phenomenon. As such, it is highly original and explores dilemmas, situations and implications that have not previously been addressed.
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Janine Aldous Arantes and Mark Vicars
The purpose of this paper is to examine how automation in the ever-changing technological landscape is increasing integrated into, and has become a significant presence in, our…
Abstract
Purpose
The purpose of this paper is to examine how automation in the ever-changing technological landscape is increasing integrated into, and has become a significant presence in, our personal lives.
Design/methodology/approach
Through post qualitative inquiry, the authors provide a contemplation of automation and its effect on creativity, as a contemporary expression of dis/locations, the simulacrum, performative work and a toxic digital presence in socio-cultural-technical spaces.
Findings
The authors discuss how we behave, contribute, explore, interact and communicate within and across automated digital platforms, has salience for understanding and questioning the ways that dominant discourses in the contemporary construction and enactment of subjectivity, creativity and agency are being modulated by the machine.
Originality/value
This paper offers a nuanced consideration of creativity, by considering the way creativity is being performed and situated within the effects of automation and its role in dis/locations, performative work and its potential as a the simulacrum in socio-cultural-technical spaces.
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Mary Ann Powell, Anne Graham and Julia Truscott
Qualitative researchers working with children are increasingly sharing accounts of their research journeys, including the inherent ethical tensions they navigate. Within such…
Abstract
Purpose
Qualitative researchers working with children are increasingly sharing accounts of their research journeys, including the inherent ethical tensions they navigate. Within such accounts, reflexivity is consistently signalled as an important feature of ethical practice. The purpose of this paper is to explore how reflexive engagement can be stimulated within ethical decision-making processes, with the aim of generating professional dialogue and improved practice in qualitative research involving children.
Design/methodology/approach
The paper draws on the authors’ work in the Ethical Research Involving Children (ERIC) project, an international initiative that synthesised literature, research evidence and the views and experiences of almost 400 researchers and other key stakeholders internationally, to consider the key philosophical and practical components that underpin reflexivity in the context of research involving children.
Findings
A conceptual approach linking ‘Three Rs’ - reflexivity, rights and relationship - was found to be a useful framework for enacting universal ethical principles while provoking the kind of critical engagement required for navigating the ethical tensions that characterise decision-making in research involving children.
Originality/value
This paper introduces a framework to help bridge the gap between espoused ethical principles and the real world dilemmas that emerge in research practice. In doing so, the paper invites a deeper engagement with the ways in which children are constructed in and through research, while offering a shared language for shifting professional dialogue and academic discourse from the aspirational to the operational of ethical reflexivity.
Within the conversation about insider/outsider positioning, little has been written about qualitative research when the researcher is also a participant. This article describes a…
Abstract
Purpose
Within the conversation about insider/outsider positioning, little has been written about qualitative research when the researcher is also a participant. This article describes a unique situation in which co-researchers (doctoral interns) were also interviewees, inhabiting dual roles within a single study. Its purpose is to examine the potential benefits of this experience for the professional development of new qualitative researchers.
Design/methodology/approach
Reflections of the two co-researchers (doctoral interns) - taken from journals, memos, and team debriefing meetings - are analyzed thematically thematically by the lead researcher. Data extracts are used to illustrate key themes and illuminate cross-cultural comparisons.
Findings
The paper presents three core themes relating to vulnerability, and disclosure. The interns' participant/researcher experience sensitized them to the experience of those whose stories they sought to represent, suggesting that participation may offer a valuable means for developing research skills, just as the experience of personal therapy can help to develop clinical skills in the new therapist.
Practical implications
Despite the limited scope of this paper (i.e., the experience of two doctoral interns), findings suggest that the direct experience of non-dichotomized identity may be a useful way for a new researcher to appreciate the importance of relinquishing role, distance, and presumed authority within a post-modern framework of mutuality and co-construction.
Originality/value
In addition to the uniqueness of this experience of inhabiting dual roles within the research process, the interns’ different cultural backgrounds – and their different responses – suggests that cultural notions of position, authority, and relationship need to be taken into account in the professional development of new qualitative researchers.
Lars-Johan Åge and Bengt Gustavsson
The purpose of this study is to conceptualize and analyse novice researchers experiences of the Glaserian grounded theory methodology.
Abstract
Purpose
The purpose of this study is to conceptualize and analyse novice researchers experiences of the Glaserian grounded theory methodology.
Design/methodology/approach
The gorunded theory analytical procedures were applied.
Findings
The paper suggests that the creative freedom inherited in the Glaserian grounded theory approach empowers novice researchers, and many students reported positive emotions related to this freedom. At the same time, this freedom can represent a difficulty. Several students thought the tabula rasa instruction was something of a paradox, and the instructions within the methodology to “be without preconceptions”, “let the theory emerge”, and “find the social process” was difficult for most students to understand. However, some students found that they could counteract this difficulty via a systematic coding process and by working in pairs that enabled them to conduct an analytical dialogue.
Originality/value
This is the first study that investigates the way that novice researchers experience the Glaserian grounded theory methodology.