Embarking on a study in which we hope to gain a contextualized understanding of the experiences of adolescent girls who use crystal methamphetamines, it is crucial for us to select a research methodology congruent with our aims. In the current article, we share the theoretical basis and decision making process that has lead us to a multi-modal method integrating images along with dialogue in the interviews. We provide a rationale for our belief that the knowledge and meanings that emerge throughout this process are co-constructed by researchers and participants together. We believe it is helpful for researchers to consider the social responsibility and ethical implications that come with research before data collection begins. Thus, an explicit discussion of the very real impact and potential of qualitative research is introduced here as connections between qualitative research methods with Child and Youth Care practice are highlighted. Our intention is not to present findings as this is an in-progress study, but to open the floor to further questioning and dialogue along a similar vein. Our hope is that such dialogue can render qualitative research that is more relevant to the very complex lives to which we aim to contribute in our studies and practice.
Marie:After several research meetings where three of us (myself and two graduate students) met to chart out a plan for collecting data about how the use of crystal meth affects core issues of identity, the time has come to actually meet our participants. As the principal investigator and faculty member, I feel very anxious for a variety of reasons. What if our ideas about working with this group of adolescent girls fall flat? What if in our enthusiasm about using photography to explore the multiple dimensions of their lives we discover that it holds no interest at all for them? What if none of them agree to participate in our study? With the help of a local substance use agency, we have managed to recruit girls who have used or are currently using crystal meth. Six of them show up for the information meeting held at the University. I feel a generation and cultural gap like never before. Some of the girls look so "street smart" whatever that really means. One has purple, spiked hair and arms full of tattoos. I feel old, conservative and very naive about what it might be like to live their lives. They talk a lot (and so quickly). Some of them know each other so there is an insider banter that I don't understand. I begin to feel the full weight of being constricted by my sheltered lifestyle. How will I ever connect with them? With trepidation, I turned to one of my students, Janet, to intervene. Janet: As a graduate student, I had spent a lot of time getting ready for the initial meeting with all the potential participants, and in the end I felt the evening went really well. We had prepared some information and exercises to clarify how to use photographs to convey ideas. We had even anticipated that we would spend a little time just going through the ins and outs of the digital cameras. It became clear almost immediately that we had underestimated our participants! Before long, they were teaching us about the creative uses of photography they were already familiar with. I felt a sense of excitement as the evening rolled on with a life of its own, and it was clear that the girls were keen to participate in the study. I think for me the uncertainties began to set in leading up to the first individual conversation. Who am I to expect her to open up to me? Why should she? What if she doesn't even show up? I could think of any number of very plausible reasons this whole thing could flop at this point. And then what? As I pulled up to the workplace of the first participant to pick her up for our research conversation, I reminded myself to just let go. This is not a process for me to control. It's not just research at this point; this is a human interaction. My only responsibility is to be AbstractQualitative research is continuously evolving and expanding as researchers seek methodologies that reflect the intersubjective nature of experience. Relational inquiry is an approach which considers the relationships (a) between researchers and participants, (b) among multiple dimensions of the participant's lived experience, and...
The current article articulates how the expectation of theoretical consistency can be constraining for qualitative researchers. The author considers the origins of the tradition of theoretical consistency, and suggests that postmodern research -particularly that which focuses on social justice -might in fact be served by considering possibilities that emerge from multiple theoretical perspectives. To illustrate the application and contribution of theoretical inconsistency, three concrete examples of how these ideas have been applied within qualitative studies are discussed. By pragmatically drawing connections across theoretical differences, it is hoped that researchers will engage critically with their own theoretical commitments and assumptions, thus opening themselves up to new possibilities and to new and creative ways of coming together.
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