GPC Ten Years On: is self-reflexivity enough?

Kobayashi, Audrey

doi:10.1080/0966369032000153313

Cited by 131 publications

(81 citation statements)

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“…The research is also reflexive. Rather than succumb to 'queasiness around representing others', so that 'all we are left with is our claims to experiences' (Burman and Chantler 2004;Kobayashi 2003;Rose 1997), I sought to explore how my own experiences of moving helped me understand the ideas and experiences of people who are somewhat 'like me' but whose experiences differ in crucial ways.…”

Section: Interview Narrativesmentioning

confidence: 99%

Sense of home in a transnational social space: New Zealanders in London

Wiles

2007

Global Networks

106

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In this article, I explore the ways in which ‘middling’ migrant New Zealanders living in London and New Zealand discuss and identify with home. For these multi‐local individuals, the discursive and material aspects of New Zealand as home form a framework for their everyday life as migrants living in London. Interpretation of the interviews using thematic and narrative analyses works through a conceptualization of home, migration, and identity as interdependent, through three interrelated themes: the symbolic or political nature of home; the importance of family and familiarity for a sense of home; and the role of physical material objects and places. Participants in this study see New Zealand as their home, yet by being away from home they gain new perspectives on home. In London, they engage with or resist a collective imaginary of New Zealand as home that is both self‐perpetuated and externally imposed, and which both reveals and conceals ideas about individual and group identity and community. On returning from London, the idealistic and sometimes simplistic visions of New Zealand as home that structure their lives in London are often disrupted by the more complex yet more mundane version of home and self with which they are confronted.

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Section: Interview Narrativesmentioning

confidence: 99%

Sense of home in a transnational social space: New Zealanders in London

Wiles

2007

Global Networks

106

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“…In this regard, reflexive methods have the potential to enhance the research process though improved insight and self-discovery (England, 1994;Finlay, 2002;Fook, 1999;Kovach, 2009). Yet at the same time, critics of this method caution that reflexivity runs the risk of being self-indulgent and narcissistic if not done with the intent of applying one's knowledge to a greater good (Aveling, 2013;England, 1994;Kobayashi, 2003;Pillow, 2003). If it is not "tied to a larger agenda," preferably one that is "meant to change the world" (Kobayashi, 2003, p. 348), then reflexive methods run the risk of becoming nothing more than navel gazing.…”

Section: Indigenous Geographies and Reflexive Methodsmentioning

confidence: 99%

“…One example of these efforts is scholars' growing embrace of reflexive methods (Coombes et al, 2014;Kohl & McCutcheon, 2015). Informed by social constructionism and widely embraced within feminist scholarship (England, 1994;Kobayashi, 2003), reflexive methods are congruent with decolonizing and Indigenous inquiry through both their recognition of the politics of representation and their highly experiential and relational nature (Kovach, 2009). Finlay (2002 has defined reflexive approaches as:…”

Section: Indigenous Geographies and Reflexive Methodsmentioning

confidence: 99%

“…If it is not "tied to a larger agenda," preferably one that is "meant to change the world" (Kobayashi, 2003, p. 348), then reflexive methods run the risk of becoming nothing more than navel gazing. Sharing her growing dis-ease with reflexive practices, Kobayashi (2003) has asked: "Why the heck should I care about how a privileged, White graduate student felt when she went out into the world to discover oppression and marginalization?" (p. 348).…”

Section: Indigenous Geographies and Reflexive Methodsmentioning

confidence: 99%

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Indigenous Geographies: Research as Reconciliation

Graeme

Mandawe

2017

iipj

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Employing a reflexive and co-constructed narrative analysis, this article explores our experiences as a nonIndigenous doctoral student and a First Nations research assistant working together within the context of a community-based participatory Indigenous geography research project. Our findings revealed that within the research process there were experiences of conflict, and opportunities to reflect upon our identity and create meaningful relationships. While these experiences contributed to an improved research process, at a broader level, we suggest that they also represented our personal stories of reconciliation. In this article, we share these stories, specifically as they relate to reconciliatory processes of re-education and cultural regeneration. We conclude by proposing several policy recommendations to support research as a pathway to reconciliation in Canada.

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“…How we reflect is about how we produce knowledge (Kobayashi 2003) and is a precondition for encouraging the consumer to trust via one of these consumer trust types. A well-known model that describes different learning types is "loop" learning (Greenwood 1998).…”

Section: The Role Of Governance and Learning Typesmentioning

confidence: 99%

Can multicriteria assessment tools help build trust into organic products?

Freyer¹,

Bingen²,

Paxton³

2014

E&S

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ABSTRACT. In a continuously expanding, globalizing, and industrializing organic market, organic consumers confront increasing complexity in organic product representation, labeling, and information that challenges how they build trust in organic products. We present a conceptual framework to analyze how consumers might build and practice trust in the organic agrifood chain. We asked specifically about the role of multicriteria assessment tools (MCATs) for trust building. We identified three consumer trust types: uninformed trust in labels (type 1); informed trust in extensive information, control, and certification (type 2); and informed and engaged trust in forms of close farmer-consumer relationships (type 3). Three concepts of "reflexivity"-unreflective, reflective, selfreflective-are used to explain how these three consumer trust types are operating. We see MCATs as tools accepted and applied mainly by the informed and reflective type. We further examined how reflexivity about two aspects-ethics and systems thinking-in the context of the organic agrifood chain can affect how people trust. Hedonistic, materialistic-oriented consumers might not care about MCATs to deepen their trust in organic, while anthropocentric-oriented consumers were identified as those applying MCATs; ecocentric and holistic-oriented consumers perceive MCATs more as a confinement that limits their self-reflexive and holistic understanding of organic. Awareness of, and interest in, systems thinking by unreflective and uninformed consumer trust types is rather limited; any MCAT is therefore without relevance. The reflective and informed consumer trust type uses a bundle of systems thinking methodologies, and in this context, MCATs would serve as an orientation. The self-reflective, informed, and engaged consumer trust type applies systems theory to learn how to become independent and to better learn how to protect against power interventions; e.g., from industries into the local agrofood chain system. MCATs might play a role, however, would be seen critically because of the high degree of selfdetermination of this type. The unreflective consumer type will not ask for any governance process or related MCAT because they are not sensitized for any bottom-up processes in the agrofood chain. The reflective consumer, however, appreciates more transparency and participation, and would welcome in this context any MCAT that supports more voice for the consumer. The self-reflective consumer who asks for independence and full voice in creating the relation to farmers would at least develop their own MCAT in collaboration with the processors and farmers. Single, double, and triple loop learning are seen as the learning processes that take place when a consumer engages reflexively in the organic agrifood chain. The uninformed consumer type is a single loop learner not heavily interested in MCATs, while the informed is a double loop learner, where MCAT might be a useful tool, and the triple loop learner is seen as the consumer type being engaged in the...

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GPC Ten Years On: is self-reflexivity enough?

Cited by 131 publications

References 0 publications

Sense of home in a transnational social space: New Zealanders in London

Sense of home in a transnational social space: New Zealanders in London

Indigenous Geographies: Research as Reconciliation

Can multicriteria assessment tools help build trust into organic products?

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