Positionality and self-reflexivity: Backyard qualitative research in Palestine

2021 ◽  
pp. 003452372110348
Author(s):  
Yasmin Snounu
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Lived Experiences ◽  
Physical Disabilities ◽  
Academic Discourse ◽  
Collective Knowledge ◽  
Related Factors ◽  
Decolonizing Methodologies ◽  
Israeli Occupation

Conducting qualitative, critical ethnographical research on disability in Palestine requires deep self-reflexivity, exploring positionality while claiming authorship. As a Palestinian conducting backyard research, I explored ways to conceptualize disability in light of language and macro factors related to Israeli occupation practices. While conducting interviews and observing, I learned to appreciate the advantages of being an insider and an outsider, and to be aware of the disadvantages of being both. Positionality and self-reflexivity helped me focus on my participants’ voices. Through exploring disability in Palestinian higher education, I realized I was not only the representative of the collective knowledge, but I was also reflecting on how my research was creating indigenous discourse and decolonizing methodologies that challenged being politically correct. This was especially true when using certain acceptable language and content in Western academic discourse. Positionality and reflection on my own feelings, as an outsider and an insider at the same time, were an essential part of the research, especially when participants were addressing questions on lived experiences, content, language, and concepts to use when describing macro and micro-related factors causing physical disabilities.

scholarly journals Academic-industry partnership framework of Mariano Marcos State University

2021 ◽  
Vol 10 (4) ◽  
pp. 1306
Author(s):  
Robert A. Salvador ◽  
Cherrypn B. Barbacena ◽  
Francisco D. Esponilla II
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Grounded Theory ◽  
Lived Experiences ◽  
Academic Learning ◽  
State University ◽  
Theory Analysis ◽  
Knowledge And Skills ◽  
Qualitative Research Design ◽  
The University

Higher education is a window for people to gain knowledge and skills. People who step out in higher academic learning are expected to be equipped with competencies needed in the different job sites. Therefore, the responsibility of every institution to seek alternatives to further enhance academic opportunities. The main objective of this study was to develop an academic-industry partnership (AIP) framework for the Mariano Marcos State University (MMSU). A qualitative research design was utilized in exploring the partnership engagement of the different colleges of the university. Interviews inquiring about participants' lived experiences were purposively selected for a grounded-theory analysis following the thematic coding process. The coding was further subjected to a triangulation for purposes of validating the data from various sources. The study revealed that the AIP is focused on the areas of instruction, research and production, and research and extension. This leads to the creation of the AIP framework which can contribute to the development of AIP policy of the MMSU and other higher education institutions.

The Faces of Institutionalized Discrimination and Systemic Oppression in Higher Education: Uncovering the Lived Experience of Bias and Procedural Inequity

2021 ◽  
pp. 107780042110268
Author(s):  
Yvonna S. Lincoln ◽  
Christine A. Stanley
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Lived Experience ◽  
Lived Experiences ◽  
Personal Experience ◽  
Methodological Approach ◽  
Faculty Of Color ◽  
Minority Faculty ◽  
Institutional Policies ◽  
Systemic Oppression

With seven cases drawn from both personal experience and informal interviews with colleagues from other research-intensive universities, we attempt to demonstrate the forms institutionalized discrimination and systemic oppression can take and if it is supported by policies or procedures encoded into an institution’s rules and regulations. We suggest heuristics for reexamining such procedures to more fully address such inherent biases. We proffer a qualitative methodological approach not only to explore the lived experiences of faculty of color but also to explore the latent as well as manifest meanings of these experiences for the faculty involved, which are frequently neither obvious nor transparent to both non-minority faculty and those responsible for carrying out institutional policies and regulations. Finally, we offer some criticisms of qualitative research in this arena to which organizational researchers must attend.

Lessons on ways to develop self-empowerment

2020 ◽  
Vol 35 (2) ◽  
pp. 61-84
Author(s):  
Bradley James Mays ◽  
Melissa Anne Brevetti
Keyword(s):  
Higher Education ◽  
Lived Experiences ◽  
Physical Disabilities ◽  
Traditional Students ◽  
Academic Community ◽  
Social Progress ◽  
Content Type ◽  
Non Traditional Students ◽  
Insight Into ◽  
Gaining Insight

Purpose Researchers examine the new landscape of higher education, which is changing and evolving in the twenty-first century, as many non-traditional students, especially learners with physical disabilities, are “knocking on the door of higher education” (Harbour and Madaus, 2011, p. 1). Students with physical disabilities must decide how they desire to become engaged (or not) in campus life. This study also provides a theoretical lens of the moral responsibility of the multicultural academic community. Thus, the purpose of this study is to present findings that indicate gaining insight into the isolation, stigma and advocacy of these students’ lived experiences will require openness for inclusive practices to uplift all students with goals of graduation and employment. Design/methodology/approach This research investigation includes the process of discovery being analyzed and interpreted through participants’ narratives as a rigorous act of coding, imagination and logic to aggregate findings. To elicit the findings most effectively, transcendental phenomenology is the specific qualitative approach chosen for this study. Findings This study includes critical findings that indicate gaining insight into the isolation, stigma and advocacy of these students’ lived educative experiences. Concerns regarding communication and support are emphasized through the participants in the findings. Research limitations/implications A core limitation would be that this study takes places without regard for historical lived experiences. Social implications Implications exist for this new landscape of Higher Education, as we work beyond the gates of higher education for real-change and social progress. We need to learn about others (non-traditional students) while working toward multicultural competence that should be modeled in academic spaces to impart this knowledge to students to impart into broad society. Let us remember the growth that happens when social support exists, because each person has a value and role in society so that we live together and support each other in lessons of self-empowerment Originality/value This is an original study about learners with physical disabilities and the moral issues of how to create an inclusive, multicultural environment in higher education.

Afterword

2018 ◽  
Author(s):  
Hugh B. Urban ◽  
Greg Johnson
Keyword(s):  
Higher Education ◽  
Academic Discourse ◽  
Critical Study ◽  
The Political ◽  
The People ◽  
Political Implications ◽  
Education Today

The Afterword includes an interview with Bruce Lincoln, in which he is asked to reflect on the current study of religion, methods of comparison, and the political implications of academic discourse. In addition to responding to specific points in these chapters, Lincoln also fleshes out what he thinks it would mean “to do better” in the critical study of religion amid the ongoing crises of higher education today. Perhaps most importantly, he reflects upon and clarifies what he means by “irreverence” in the study of religion; an irreverent approach, he concludes, entails a rejection of the sacred status that other people attribute to various things, but not of the people themselves.

Using crystallization to understand loneliness in later life: integrating social science and creative narratives in sensitive qualitative research

2021 ◽  
pp. 146879412110059
Author(s):  
Barbara Barbosa Neves ◽  
Josephine Wilson ◽  
Alexandra Sanders ◽  
Renata Kokanović
Keyword(s):  
Qualitative Research ◽  
Creative Writing ◽  
Social Science ◽  
Older People ◽  
Case Studies ◽  
Vulnerable Populations ◽  
Lived Experiences ◽  
Later Life ◽  
Care Homes ◽  
Social Phenomena

This article draws on crystallization, a qualitative framework developed by Laurel Richardson and Laura Ellingson, to show the potential of using sociological narratives and creative writing to better analyze and represent the lived experiences of loneliness among older people living in Australian care homes. Crystallization uses a multi-genre approach to study and present social phenomena. At its core is a concern for the ethics of representation, which is critical when engaging with vulnerable populations. We use two case studies from research on loneliness to illustrate an application of crystallization through different narrative types. To supplement our sociological narratives, we invited author Josephine Wilson to write creative narratives based on the case studies. Josephine was awarded the prestigious Miles Franklin Literary Award in 2017 for Extinctions, a novel exploring themes such as later life and loneliness. By contrasting the two approaches—sociological and creative narratives—we discuss the implications of crystallization for qualitative research.

International students’ lived experiences in a predominantly White institution in Southwest Florida

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Clarisse Halpern ◽  
Hasan Aydin
Keyword(s):  
Higher Education ◽  
International Students ◽  
Predominantly White ◽  
Lived Experiences ◽  
Global Education ◽  
The United States ◽  
Predominantly White Institution ◽  
Southwest Florida ◽  
White Institution ◽  
Dominant Society

AbstractYearly, thousands of international students seek the United States to further their education, bringing cultural and financial capital into the country. Though previous studies have examined international students’ experiences adapting to the receiving country, research is needed to investigate their lived experiences in a predominantly White institution (PWI). Thus, a narrative inquiry was applied to explore international students’ life stories at a PWI in Southwest Florida. Data collection comprised in-depth individual interviews with 12 participants that resulted in four themes: multiracial identities, otherness, self-representation in the dominant society, and perceptions of the dominant culture. The narratives revealed challenges related to isolation, segregation, and feelings of inferiority, contributing to understanding the value of diversity and global education in higher education. Recommendations are included to better serve international students in higher education institutions.

Disability and Social Exclusion

2017 ◽  
Vol 29 (1) ◽  
pp. 22-43 ◽  
Author(s):  
Elina I. Tobias ◽  
Sourav Mukhopadhyay
Keyword(s):  
Qualitative Research ◽  
Focus Group ◽  
Social Exclusion ◽  
Lived Experiences ◽  
Research Approach ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Daily Lives ◽  
Community Activities ◽  
Individual Interviews

This article explores the experiences of social exclusion of individuals with visual impairment (IWVI) as they negotiate their daily lives in their homes and societal settings in the Oshana and Oshikoto regions of Namibia. Employing qualitative research approach, this research tried to better understand the lived experiences of IWVI. Nine IWVI with ages ranging from 30 to 90 years were initially engaged in focus group discussions, followed by semi-structured in-depth individual interviews. The findings of this research indicated that IWVI experience exclusion from education, employment and social and community participation as well as relationships. Based on these findings, we suggest more inclusive policies to address social exclusion of IWVI. At the same time, this group of individuals should be empowered to participate in community activities to promote interaction with people without visual impairments.

Sign in / Sign up

Export Citation Format

Share Document