Bringing My Creative Self to the Fore: Accounts of a Reflexive Research Endeavour

Abstract

This 'writing-story' explores how reflexive and embedded methodologies may be conducive to the adoption of creative forms of expressing knowledge gained through research experiences. A sample of my attempt to break some of the traditional boundaries of the academic prose is provided: firstly, through the discussion of the centrality of reflexivity to the development of my attempt to provide an intersubjective narrative of my study; secondly, by showing the style of narrative I chose to use in my research reporting, one which involved the use of photographs to create ambience and stimulate the readers' engagement with the context of my research.

Experiences of commodified nature: Performances and narratives of nature-based tourists on Stewart Island, New Zealand

“…The photographs used in the latter sections of this article provide an affective context for the reader based on a reflexive and creative methodological approach. A full discussion of this affective narrative can be found in Reis [2011).…”

Beyond the scorecard diplomacy: From soft power rankings to critical inductive geography

“…Committing to a continuous dialog that allows a co-construction of knowledge (Reis, 2011: 4), interdisciplinary project “Deep Mapping” emerged across several research units and laboratories at the University of Melbourne. It was developed through multiple consultations with colleagues from the Digital Studio, Research Unit in Public Cultures from the School of Culture and Communication and Spatial @Melbourne from the School of Engineering as well as with experts from the Social and Cultural Informatics Platform and the Australian Urban Research Infrastructure Network (AURIN) (Grincheva, 2020).…”

Embedding the clinician-researcher pharmacist in healthcare

“…70 "Constantly engage in reflexivity by journaling and paying attention to reactions, experiences, emotions, and in the end, to be able to articulate the pathways that led to interpretations." 70,71 "Practitioners have a large workload to achieve their frontline duties and are usually too busy and often ill trained to conduct rigorous research." 69 "Conventional linear models of evidence transfer do not seem to adequately reflect real differences in the ways in which people from academia and the health service think about evidence, the nature of their training, and the complex process of management decision making."…”