Data representation with a dramatic difference: negotiating the methodological tensions and contradictions in qualitative inquiry. Confessions of a budding playwright …

Mifsud, Denise

doi:10.1080/09518398.2016.1174902

Cited by 10 publications

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References 39 publications

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“…In previous work (Mifsud, 2016), I problematize a researcher's negotiation of the methodological tensions and contradictions in qualitative inquiry encountered in constructing knowledge differently by wrestling with three main concerns that are: (a) the incomplete nature of representation; (b) a problematization of the conceptualization of validity extolling the reductionist view of knowledge and data; (c) an acknowledgement of the importance of textuality while recognizing writing both as a process and product of the inquiry. In my vehement avoidance of the use of traditional post-positivistic representation formats, I attempt to situate the educational leadership narratives presented in this volume within Lather's (2013) framework for different kinds of qualitative research.…”

Section: The Methodological Terrain Of Qualitative Inquirymentioning

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Educational Leadership Research and Creative Analytic Practices: A Critical Mapping of Theoretical and Methodological Terrains?

Mifsud

2021

Educational Leadership Theory

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This introduction aims to set the context for the subsequent chapters that draw on narrative methodologies and creative analytic practices, while employing distinct theoretical frameworks, to document and deconstruct the concept of educational leadership within various education settings originating from diverse global environments. It argues the case for the new 'theory turn' in educational leadership scholarship, thus calling for the problematization of educational leadership discourses. Moreover, it debates the relevance of narrative and creative analytic practices for the analysis and representation of critical educational leadership scholarship. This acts as a prelude to explorations of educational leaders' mundane practices, and perceptions, that enable a textured reading of educational leadership with various layers. This creates a space for the various writers to map the diverse ways in which leadership discourses are received, translated, and enacted at the practitioner level within the constraints of local and global policy.

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Section: The Methodological Terrain Of Qualitative Inquirymentioning

confidence: 99%

Educational Leadership Research and Creative Analytic Practices: A Critical Mapping of Theoretical and Methodological Terrains?

Mifsud

2021

Educational Leadership Theory

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TENACI-SHE: An Artistic Representation of the Lived Experiences of Undergraduate Black Women in STEM

Morton¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Within the qualitative research, scholars critiqued the process undertaken to transform data into disseminated findings-representations of the data based on the analyses used and interpretations developed. Such critiques focus on navigating and negotiating methodologicalepistemological tensions that exist as a result of the authors' positioning and research agenda (Kuntz, 2010;Mifsud, 2016;Tierney, 2002). These tensions, often philosophically based, involve moral, ethical, and theoretical struggles scholars endure. Ethical and moral struggles manifest due to personal bouts with servicing marginalized and stigmatized populations without reifying deficit orientations (Prosser, 2009). Theoretical struggles manifest as scholars attempt to integrate or overlay frameworks with the data without misrepresenting the phenomena articulated by their participants (Kuntz, 2010).Such methodological-epistemological-theoretical contentions are well documented within scholarship pertaining to Black women. Given their unique social positioning as a result of their identity-where issues pertaining to race privileged Black men and issues related to gender favored white women-Black women conceptualized theoretical-methodological framings (e.g., Intersectionality, womanism) based on epistemology situated within their lived experiences (see Collins, 2000; Collins & Blige, 2016; Crenshaw, 1989; hooks, 1981). Challenges associated with research Black women increase when investigations of their interactions and engagements occur with dominant cultural context such as science, technology, engineering, and mathematics (STEM). STEM disciplines perpetuate hegemonic, white-middle class male cultural norms and practices that function to alienate and marginalize Black women (Johnson, 2007;Wong, 2015).These experiences promote the development of dissociated identities with STEM (Carlone &

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Conclusion: The Process of Becoming a Woman Professor and Unbecoming Gender Equality: A Female Drama of Resistance

Mifsud

2019

Palgrave Studies in Gender and Education

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Data representation with a dramatic difference: negotiating the methodological tensions and contradictions in qualitative inquiry. Confessions of a budding playwright …

Cited by 10 publications

References 39 publications

Educational Leadership Research and Creative Analytic Practices: A Critical Mapping of Theoretical and Methodological Terrains?

Educational Leadership Research and Creative Analytic Practices: A Critical Mapping of Theoretical and Methodological Terrains?

TENACI-SHE: An Artistic Representation of the Lived Experiences of Undergraduate Black Women in STEM

Conclusion: The Process of Becoming a Woman Professor and Unbecoming Gender Equality: A Female Drama of Resistance

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