In this article, we discuss how co-research – two researchers working together at each stage of the research process – can be used to analyse narratives created from qualitative interviews (drawing on Brown and Gilligan’s Listening Guide). We argue that co-research affords a richness and depth of analysis and propagates multiple, layered interpretations through a process of co-reflection. To illustrate our approach, we present an analysis of two case studies from the ‘From Adversity to University’ project, a longitudinal qualitative study evaluating the effectiveness of a bridging module as a way into higher education for students who have been affected by homelessness in England. We co-reflect on how our participants, our relationship with our participants and our relationship with each other as researchers has changed over time. We conclude that a co-researcher approach to analysing narratives is textually and emotionally enriching, as the co-constructed multiple interpretations transform not just the analysis of the text but also the relationship between researchers and their participants in new and unexpected ways.
This article reports on an investigation into the retention of secondary religious education teachers trained at one institution over a ten-year period. The initial hypothesis was that many of these teachers would no longer be teaching, or would no longer be teaching religious education. However, the authors found that a high percentage of respondents were still teaching religious education. The article then analyses the 'push' and 'pull' factors that underlie this finding. Factors affecting retention are described and illustrated, making extensive use of qualitative data. The authors found that the overriding reason for continuing to teach religious education, despite the discouragements, was commitment to the subject: love of subject, belief in the value of the subject for pupils, a sense of vocation. The authors suggest therefore that, should these findings be replicated in other studies, a more useful hypothesis might be that a strong sense of vocation is a predominant factor in the retention of religious education teachers.
This paper reports the findings of a small-scale project which examines how a bespoke bridging module supported those affected by homelessness into higher education. The module was developed on the premise that a successful widening participation project needs to base learning on the lived experience of the individuals. It aimed to support individuals by valuing their personal experiences and developing academic confidence through shared ownership of learning. The findings draw on qualitative interviews with six participants who took part in the bridging module. All had been affected by homelessness and many were recovering from alcohol and/or drug addiction. A narrative methodological approach was used, drawing on Brown and Gilligan's Listening Guide (1991), to explore how participants changed throughout the course of the module. Out of the six who took part, five were accepted onto higher education courses. In addition, all experienced multiple personal benefits, including increased confidence, raised aspirations, improvements in mental health, support with recovery from alcohol/and or drug addiction, and new and renewed relationships. It is concluded that a bespoke bridging module can be both powerful and transformational for those who have been affected by homelessness.
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