Research and the ambiguity of reflexivity and ethical practice.
This paper examines the methodological dilemmas associated with analytical framing as an aspect of the research process. Doing qualitative research potentially changes a researcher - changes their sense of self, who they think they are, who they want to become. The paper examines the ethical dilemma...
| Published in: | Discourse: Studies in the Cultural Politics of Education Vol. 31; no. 3; pp. 307 - 319 |
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| Format: | Article |
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Taylor & Francis Ltd
Jul2010
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=51818257&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 51818257 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Jul2010 vid: 31 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 51818257 10.1080/01596301003786902 ppf: 307 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P size: 96KB tig: atl: Research and the ambiguity of reflexivity and ethical practice. aug: au: Hastings, Wendy affil: Faculty of Education, Charles Sturt University, Panorama Avenue, Bathurst, NSW, Australia su: Methodology Qualitative research Data analysis Ethics Dilemma Feminists Structuralism Philosophy Interviewing sug: subj: Methodology Qualitative research Data analysis Ethics Dilemma Feminists Structuralism Philosophy Interviewing keyword: method narrative post-structuralist teacher education voice ab: This paper examines the methodological dilemmas associated with analytical framing as an aspect of the research process. Doing qualitative research potentially changes a researcher - changes their sense of self, who they think they are, who they want to become. The paper examines the ethical dilemma of what that change might mean - for the project, the researcher and the participants. Would respondents be so open if they were that aware the research(er) potentially could change during the performance of the research project? What are the implications, if any, of engaging respondents with the intention of telling their story as a narrative inquiry, then analysing the data through a feminist post-structuralist lens? How does a researcher honour the perspectives of the participants, while simultaneously bringing to bear the critique and understanding provided by employing a post-structuralist lens? The paper pays particular attention to the interactive interview, as it generated possibilities for a researcher to establish a level of trust and rapport such that (emotional) stories could be heard and then later, represented as interpretations of the researcher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2010 holdings: @attributes: islocal: N |
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