scholarly journals Rigid Flexibility: Seeing the Opportunities in “Failed” Qualitative Research

2020 ◽  
Vol 19 ◽  
pp. 160940692096378
Author(s):  
Anna S. CohenMiller ◽  
Heidi Schnackenberg ◽  
Denise Demers

This article highlights an experience of “failing” within a qualitative research study. Specifically, the authors speak to the failure of recruiting participants in conducting synchronous video and telephone interviews. Drawing from literature in business and examples from research method texts to demonstrate the cross-disciplinary concerns and insights of failure within one’s work, the authors discuss how failure can be reframed as opportunity through the lens of “rigid flexibility” and the innovative steps they implemented. Providing additional insight into the process of framing and reframing failure in research, the authors integrate poetic inquiry as a tool for reflection to highlight their process and suggested steps for new researchers. The authors argue that researchers can approach studies with the idea that failures in the planning and/or execution can lead to opportunities and new insights.

2021 ◽  
Author(s):  
Danuta Gawron

This narrative qualitative research study explored the experiences and understanding of whiteness from three full-time white students at Ryerson University (RU). The theoretical framework draws from Critical Whiteness Studies (CWS) and Critical Whiteness Pedagogy (CWP). Based on existing literature on whiteness, this study utilized semi-structured telephone interviews with the three participants. The participants were randomly selected through recruitment posting and flyers on social media outlets such as Facebook. Data analysis included a thematic and structure of the narratives of the participants. The findings provided insight into how these white students at RU define whiteness and how they understand whiteness demonstrated in academia and, lastly, whether they have perpetrated or fought against whiteness within their academic institution. The results indicate that whiteness is not easily defined, and academia is incorporating diverse perspectives. This paper concludes with implications and discussion on future social work, followed by the conclusion. Key words: Academia, Critical Whiteness Studies, Critical Whiteness Pedagogy, colonialization, gender, whiteness, white students,


2021 ◽  
Author(s):  
Danuta Gawron

This narrative qualitative research study explored the experiences and understanding of whiteness from three full-time white students at Ryerson University (RU). The theoretical framework draws from Critical Whiteness Studies (CWS) and Critical Whiteness Pedagogy (CWP). Based on existing literature on whiteness, this study utilized semi-structured telephone interviews with the three participants. The participants were randomly selected through recruitment posting and flyers on social media outlets such as Facebook. Data analysis included a thematic and structure of the narratives of the participants. The findings provided insight into how these white students at RU define whiteness and how they understand whiteness demonstrated in academia and, lastly, whether they have perpetrated or fought against whiteness within their academic institution. The results indicate that whiteness is not easily defined, and academia is incorporating diverse perspectives. This paper concludes with implications and discussion on future social work, followed by the conclusion. Key words: Academia, Critical Whiteness Studies, Critical Whiteness Pedagogy, colonialization, gender, whiteness, white students,


Author(s):  
Susan Manning

This article illustrates how the author engaged in a collaborative poetry-making process with two participants, Margaret and Mary, in this feminist qualitative research study exploring women’s experiences of displacement, as loss of sense of place, in Newfoundland, Canada. The author evaluates some of the key successes of this type of process, including credible representation of participants’ experiences and reciprocity in the research process, as well as some of the methodological and philosophical tensions surrounding co-writing with participants that emerged during the poetry process. This article will be of particular interest to researchers and students who are looking for ways to collaborate with participants in crafting poems about their lived experience in poetic inquiry work.


2010 ◽  
Author(s):  
Amy Pearson ◽  
Maureen Rigney ◽  
Anitra Engebretson ◽  
Johanna Villarroel ◽  
Jenette Spezeski ◽  
...  

2009 ◽  
Vol 149A (11) ◽  
pp. 2378-2386 ◽  
Author(s):  
Mary M. Jenkins ◽  
Erika Reed-Gross ◽  
Sonja A. Rasmussen ◽  
Wanda D. Barfield ◽  
Christine E. Prue ◽  
...  

2014 ◽  
Vol 21 (12) ◽  
pp. 560-568 ◽  
Author(s):  
Wesam Darawsheh

Background The value of qualitative research is increasingly acknowledged in health studies, as well as the demand for employing rigorous strategies. Although the literature recognises that reflexivity is a valuable and rigorous strategy, few studies unravel the practical employment of reflexivity as a strategy for ensuring rigour and quality in qualitative research. Aim To present a practical example of how reflexivity can be employed as a strategy for ensuring rigour by reviewing 13 narratives from the author's reflexive diary on qualitative research. Methods Content analysis and narrative analysis were used to approach and analyse data. Findings Analysis of the posited qualitative research study found five main outcomes of the influence of reflexivity as a strategy to establish criteria of rigour. Conclusions Further research is needed to show how reflexivity can be employed as a strategy in qualitative research to: i) establish criteria of rigour; ii) monitor the researcher's subjectivity in generating credible findings.


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