scholarly journals Catching the “Tail/Tale” of Teaching Qualitative Inquiry to Novice Researchers

2015 ◽  
Author(s):  
Thalia Mulvihill ◽  
Raji Swaminatha ◽  
Lucy Bailey
Keyword(s):  
Qualitative Research ◽  
Knowledge Creation ◽  
Teacher Educators ◽  
Qualitative Inquiry ◽  
State Universities ◽  
Inquiry Teaching ◽  
Critical Friends ◽  
The Past ◽  
Analytic Process ◽  
Qualitative Methodologies

This article responds to the call for deeper examination of qualitative inquiry teaching practices by presenting representative examples from the pedagogies of three teacher-educators who have taught Qualitative Research Methods courses for the past 15 years. We focus in particular on the pedagogical complexities of teaching data analysis, which is a topic that remains under-theorized and under-represented in contemporary scholarship on qualitative methodologies. Using a critical friends framework, we analyze and synthesize our pedagogical responses to key dilemmas we have encountered in our respective contexts, all state universities, to introducing qualitative inquiry to novice researchers who often enter the analytic process with positivist notions of knowledge creation. They sometimes enter the analytic process with the belief if they can only “catch the tail” of this thing called qualitative research they will be able to “do it right.” Yet, as the metaphor implies, catching a fierce beast by the tail, thinking you can control its actions, can intrude on the inductive and holistic character of the qualitative inquiry process.

scholarly journals Ethnographic toolkit: Strategic positionality and researchers’ visible and invisible tools in field research

Ethnography ◽  
2018 ◽  
Vol 21 (2) ◽  
pp. 220-240 ◽  
Author(s):  
Victoria Reyes
Keyword(s):  
Qualitative Research ◽  
Field Research ◽  
Field Work ◽  
Multiple Identities ◽  
Demographic Characteristics ◽  
The Past ◽  
Demographic Traits ◽  
Race Ethnicity ◽  
Sociological Work ◽  
Qualitative Methodologies

For many, reflexivity is a core tenet in qualitative research. Often, scholars focus on how one or two of their socio-demographic traits compare to their participants and how it may influence field dynamics. Research that incorporates an intersectionality perspective, which brings attention to how people’s multiple identities are entwined, also has a long history. Yet, researchers tend to pay less attention to how we strategically draw on our multiple social positions in the course of field work. Drawing on data I have collected over the past several years and extending recent sociological work that goes beyond a reflexive accounting of one or two of researchers’ demographic characteristics, I argue that each researcher has their own ethnographic toolkit from which they strategically draw. It consists of researchers’ visible (e.g. race/ethnicity) and invisible tools (e.g. social capital) and ties qualitative methodologies to research on how culture is strategically and inconsistently used.

Qualitative Research in Veterinary Medical Education: Part 1—Principles of Qualitative Design

2021 ◽  
Vol 48 (5) ◽  
pp. 511-518
Author(s):  
Eva King ◽  
Elizabeth J. Norman ◽  
Liz H. Mossop ◽  
Kate A. Cobb ◽  
Susan M. Matthew ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Medical Education ◽  
Teaching And Learning ◽  
Research Question ◽  
Qualitative Inquiry ◽  
Data Sampling ◽  
Qualitative Research Design ◽  
Fresh Perspective ◽  
Research Findings ◽  
Qualitative Methodologies

Qualitative methodologies are relative newcomers to health sciences education research. While they may look very different to their quantitative counterparts in terms of size and scope, when well-applied they offer a fresh perspective and generate valuable research findings. Although qualitative research is being increasingly conducted in veterinary medical education, there are few contextualized resources to assist those who would like to develop their expertise in this area. In this article, we address this by introducing the principles of qualitative research design in a veterinary medical education context. Drawing from a range of contemporary resources, we explore the types of research goals and questions that are amenable to qualitative inquiry and discuss the process of formulating a worthwhile research question. We explain what research paradigms are and introduce readers to some of the methodological options available to them in qualitative research. Examples from veterinary medical education are used to illustrate key points. In a second companion article, we will focus on the decisions that need to be made regarding data sampling, collection, and analysis. We will also consider how qualitative research is evaluated, and discuss how qualitative findings are applied. Taken together, the two articles build an understanding of qualitative research, illuminate its potential to contribute to the scholarship of teaching and learning in veterinary medical education, and equip readers with an improved capacity to appraise its value.

scholarly journals The Qualitative Transparency Deliberations: Insights and Implications

2021 ◽  
pp. 1-38
Author(s):  
Alan M. Jacobs ◽  
Tim Büthe ◽  
Ana Arjona ◽  
Leonardo R. Arriola ◽  
Eva Bellin ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Group Leader ◽  
Qualitative Inquiry ◽  
Deliberative Process ◽  
Relevant Research ◽  
Research Communities ◽  
Working Groups ◽  
Practical Guidance ◽  
Qualitative Methodologies ◽  
Made In

In recent years, a variety of efforts have been made in political science to enable, encourage, or require scholars to be more open and explicit about the bases of their empirical claims and, in turn, make those claims more readily evaluable by others. While qualitative scholars have long taken an interest in making their research open, reflexive, and systematic, the recent push for overarching transparency norms and requirements has provoked serious concern within qualitative research communities and raised fundamental questions about the meaning, value, costs, and intellectual relevance of transparency for qualitative inquiry. In this Perspectives Reflection, we crystallize the central findings of a three-year deliberative process—the Qualitative Transparency Deliberations (QTD)—involving hundreds of political scientists in a broad discussion of these issues. Following an overview of the process and the key insights that emerged, we present summaries of the QTD Working Groups’ final reports. Drawing on a series of public, online conversations that unfolded at www.qualtd.net, the reports unpack transparency’s promise, practicalities, risks, and limitations in relation to different qualitative methodologies, forms of evidence, and research contexts. Taken as a whole, these reports—the full versions of which can be found in the Supplementary Materials—offer practical guidance to scholars designing and implementing qualitative research, and to editors, reviewers, and funders seeking to develop criteria of evaluation that are appropriate—as understood by relevant research communities—to the forms of inquiry being assessed. We dedicate this Reflection to the memory of our coauthor and QTD working group leader Kendra Koivu.1

German Philosophies of Qualitative Research

2017 ◽  
Author(s):  
Svend Brinkmann
Keyword(s):  
Qualitative Research ◽  
Qualitative Inquiry ◽  
Essential Idea ◽  
The Difference ◽  
Qualitative Methodologies

This chapter presents the phenomenological and hermeneutic philosophies that have been immensely relevant for qualitative research. Phenomenology began with Husserl and was continued by Heidegger and Merleau-Ponty, and it was developed into tools for qualitative inquiry by scholars such as Giorgi. Hermeneutics dates back to Scheiermacher and Dilthey, and it was in a sense merged with phenomenology by Heidegger and brought up to date by Gadamer in particular. Many qualitative methodologies employ strategies from phenomenology and hermeneutics, which can be condensed to the essential idea of making the obvious obvious. The difference between phenomenology and hermeneutics in their purer forms concerns the extent to which they view interpretation (rather than description) as a necessary component in making that which is implicit in an “obvious” way explicit.

Affirmative Critique as Minor Qualitative Critical Inquiry

2017 ◽  
Vol 10 (4) ◽  
pp. 430-449
Author(s):  
Camilla Eline Andersen
Keyword(s):  
Qualitative Research ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Knowledge Creation ◽  
Ways Of Knowing ◽  
Qualitative Inquiry ◽  
Critical Inquiry ◽  
Childhood Education ◽  
Way Of Thinking

This article considers what to do with a political questioning of how to perform qualitative research when engaging with stuck bodily happenings. It does so inspired by philosophical-theoretical-methodological flows in the field of qualitative research where working against colonial ways of knowing and justice-oriented knowledge creation is of importance. The article's storying evolves from a reality- and philosophy-driven curiosity of race in relation to professionalism in early childhood education in a Nordic landscape. As a way of thinking through how to perform critical qualitative inquiry when positioned in a monist materialist thinking and within a philosophy of desire (Deleuze & Guattari, 1983, 1987), it explores Braidotti's (2011, 2013) “affirmative critique” as a way of working creatively with resistance.

Relational Engagements With Post-Qualitative Inquiry: There Are No Blank Pages

2020 ◽  
pp. 107780042093113
Author(s):  
Jessica Nina Lester
Keyword(s):  
Qualitative Research ◽  
Qualitative Inquiry ◽  
The Past

In this article, I call for engaging in the post-qualitative “turn” with a sense of relationality to the past; that is, a commitment to turning traditions with care. In doing so, I point to the situated and constructed nature of methodology, theory, and even the post-qualitative “turn.” I also offer several questions (or cautions) for the field of qualitative research to consider in moving toward what St. Pierre has called the “next next.” I conclude by highlighting the importance of defining post-qualitative inquiry in relational rather than oppositional ways.

Reflecting on Violent Ruptures and Loss in Qualitative Research: A Poetic Inquiry

2021 ◽  
pp. 194084472110510
Author(s):  
Tanja Burkhard ◽  
Youmna Deiri
Keyword(s):  
Qualitative Research ◽  
Women Of Color ◽  
Methodological Approach ◽  
Research Process ◽  
Qualitative Inquiry ◽  
Poetic Inquiry ◽  
Immigration And Customs Enforcement ◽  
The One ◽  
Qualitative Methodologies ◽  
Recent Immigration

Presenting poetic approaches to qualitative inquiry, two immigrant educational researchers from different minoritized communities explore their loss of research participants due to increased state-enforced violence in the context of recent immigration policies (e.g., increased presence of U.S. Immigration and Customs Enforcement (ICE) in immigrant communities and anti-Muslim rhetoric) through poetic inquiry. Presenting the processes and products of engaging with participant loss through poetry, the authors highlight a theoretical and methodological approach to qualitative inquiry, which works toward building intimacies among women of color feminist educational researchers. On the one hand, this work aims to develop qualitative methodologies that seek to reduce harm and violence and foster understanding among different communities of researchers and their participants. On the other hand, it seeks to illustrate how poetic approaches to qualitative research can be used as a reflexive tool to explore the hidden socio-emotional components of the educational research process.

scholarly journals Ethnographic Toolkit: Strategic Positionality and Researchers’ Visible and Invisible Tools in Field Research

2018 ◽  
Author(s):  
Victoria Reyes;Reyes
Keyword(s):  
Qualitative Research ◽  
Field Research ◽  
Field Work ◽  
Multiple Identities ◽  
Demographic Characteristics ◽  
The Past ◽  
Demographic Traits ◽  
Race Ethnicity ◽  
Sociological Work ◽  
Qualitative Methodologies

For many, reflexivity is a core tenet in qualitative research. Often, scholars focus on how one or two of their socio-demographic traits compare to their participants and how it may influence field dynamics. Research that incorporates an intersectionality perspective, which brings attention to how people’s multiple identities are entwined, also has a long history. Yet, researchers tend to pay less attention to how we strategically draw on our multiple social positions in the course of field work. Drawing on data I have collected over the past several years and extending recent sociological work that goes beyond a reflexive accounting of one or two of researchers’ demographic characteristics, I argue that each researcher has their own ethnographic toolkit from which they strategically draw. It consists of researchers’ visible (e.g., race/ethnicity) and invisible tools (e.g., social capital) and ties qualitative methodologies to research on how culture is strategically and inconsistently used.

Symposium: "Habits of Thought and Work": The Disciplines and Qualitative Research

2000 ◽  
Vol 70 (1) ◽  
pp. 22-99 ◽  
Author(s):  
Reba Page ◽  
George Spindler ◽  
Lorie Hammond ◽  
Shirley Brice Heath ◽  
Mary Haywood Metz ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Educational Research ◽  
Academic Disciplines ◽  
General Area ◽  
Process Of Change ◽  
The Past ◽  
The Future ◽  
The Many ◽  
Qualitative Methodologies ◽  
Do So

As George Marcus notes in Ethnography through Thick and Thin, the academic disciplines are built on particular "habits of thought and work."1 While Marcus was referring specifically to anthropology, the same can be said of other disciplines: each has its own epistemology, conventions, and sets of questions. Among the many disciplines influencing the study of education are anthropology, pedagogy, linguistics, psychology, and sociology. Each has brought rich perspectives and methodologies, including qualitative methodologies, to educational research. Their intersection and their entry into the mainstream of educational research at varying points can lead to a complex and ongoing conversation about the past, the present, and the future of qualitative research on education. Our goal as editors of this Symposium is to encourage and spark that conversation among those who read, write, and do qualitative research. To do so, we posed the following questions to five researchers, each of whom represents one of the above disciplines: What has been your field's most important contribution to the general area of qualitative research? How has your field influenced the methods of qualitative research? How has your field influenced the central questions of qualitative research? Because qualitative research is an evolving area, how do you see that evolution occurring? Where do you see that process of change leading? We also invited a response to these articles, which reaches across the disciplines with a conversation we hope continues among you, the readers, writers, and doers of qualitative research.

Critical Qualitative Methodologies

2017 ◽  
Vol 10 (4) ◽  
pp. 482-498 ◽  
Author(s):  
Norman K. Denzin ◽  
Yvonna S. Lincoln ◽  
Maggie MacLure ◽  
Ann Merete Otterstad ◽  
Harry Torrance ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Qualitative Inquiry ◽  
International Congress ◽  
Research Practices ◽  
Ethical Practices ◽  
Panel Session ◽  
Global Engagement ◽  
Critical Qualitative Research ◽  
Interactive Paper ◽  
Qualitative Methodologies

Critical qualitative scholarship offers humble grounds and many unforeseen possibilities to seek and promote justice, critical global engagement, and diverse epistemologies. This dialogical and interactive paper is based on a panel session at the International Congress of Qualitative Inquiry that highlighted diverse areas of critical qualitative inquiry, namely justice, difference, ethics, and equity. Authors in this paper share their critical qualitative research practices and provide examples of how justice can be addressed through research foci, methods, theories, and ethical practices.

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