Inquiry Into Moral Configurations

Gong, Susan Peterson

doi:10.4324/9780429488795-8

Cited by 5 publications

(3 citation statements)

References 1 publication

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“…Our analysis procedure followed Yanchar and Gong's (2019) approach for studying participation in practices, that has been used successfully in previous research of a similar nature (e.g., Matthews & Yanchar, 2018;McDonald & Michela, 2019). Our procedure included the following phases, carried out iteratively throughout the analysis process: (a) identify sections of interview transcripts that expressed how participants viewed their critique activities or themselves as critics; (b) develop a preliminary thematic structure based on interview keywords that reflected details of participants' experiences; (c) refine the initial structure by comparing/contrasting individual keywords, looking for relationships between keywords, merging similar keywords, etc.…”

Section: Discussionmentioning

confidence: 99%

“This Uncertain Space of Teaching:” How Design Studio Instructors Talk About Design Critiques Along with Themselves when Giving Critiques

McDonald

Michela²

2022

JoSoTL

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In this study we explored how design studio instructors depicted the design critique, themselves as people offering critiques, and what can be learned from their depictions about improving instructors’ abilities to offer critiques. To investigate these issues we conducted a case study of studio instructors from design programs at a university in the United States. Our data consisted of three semi-structured interviews and one class observation each with six instructors from different programs, organized into a thematic structure that revealed insights into participants’ self-interpretations. We found that our participants depicted critiques as being a complex challenge, often placing competing demands upon them that they were required to reconcile. They depicted themselves as meeting these challenges through their cultivation of four dispositions that helped them balance tensions they experienced. We report these challenges and dispositions using our participants own words as much as possible. We also discuss implications of these findings for helping studio instructors improve their ability to offer critiques; assistance should take into account the inescapable need instructors will face to balance challenges that arise during critiques, and should also help them cultivate affective dispositions that will help them successfully respond to critique situations.

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Section: Discussionmentioning

confidence: 99%

“This Uncertain Space of Teaching:” How Design Studio Instructors Talk About Design Critiques Along with Themselves when Giving Critiques

McDonald

Michela²

2022

JoSoTL

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“…In this way, our later interviews followed-up on topics discussed in earlier ones, seeking clarity and querying more deeply. Our strategy for analyzing all interviews involved the following activities (for more on this data analytic strategy, see Yanchar & Gong, 2019;Yanchar & Slife, 2017).…”

Section: Discussionmentioning

confidence: 99%

Question Asking and the Common Good: A Hermeneutic Investigation of Student Questioning in Moral Configurations of Classroom Practice

Gong

Yanchar

2019

QRE

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This qualitative study (based on a hermeneutic moral-realist interpretive frame (Yanchar & Slife, 2017)) explored question asking as it unfolded in the everyday practice of being a student in a graduate course on design thinking (with an emphasis on design in education). Findings are presented as four key tensions that occurred within the complex classroom setting under investigation: “theory and overlapping practices,” “convergence and divergence,” “participation and reticence,” and “give and take.” Overall, these thematized tensions point to a dynamic interplay between student agency and the common good of the class. These findings have significant implications for understanding student questioning experiences and the study of classroom interactions.

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“…To do so, we adopted a hermeneutic-phenomenological perspective designed to explore the lived meanings of practical involvement in practices of all types (work, school, family, community, etc. ; Yanchar & Gong, 2019; Yanchar & Slife, 2017). Our research strategy was based on an image of human action as contextually situated, concernfully engaged, temporal, relational, and agential.…”

Section: Phenomenological Subversionmentioning

confidence: 99%

Phenomenology as a subversive practice.

Yanchar

2023

The Humanistic Psychologist

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Phenomenology has long been a subversive force in the field of psychology, challenging traditional scholarship based on mechanistic and dualistic assumptions. By virtue of its emphasis on detailed examinations of first-person experience, in conjunction with critical analyses of traditional forms of theory and research, the phenomenological movement has provided a means for the disclosure of important aspects of lived experience. This article offers an overview of phenomenology as a subversive practice in psychology, presented in three parts: (a) a rationale for phenomenological research with a subversive thrust, (b) a scheme for categorizing the general ways in which phenomenological research has been subversive, and (c) suggestions regarding how phenomenological research practices may continue to evolve as a form of disciplinary subversion.

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Inquiry Into Moral Configurations

Cited by 5 publications

References 1 publication

“This Uncertain Space of Teaching:” How Design Studio Instructors Talk About Design Critiques Along with Themselves when Giving Critiques

“This Uncertain Space of Teaching:” How Design Studio Instructors Talk About Design Critiques Along with Themselves when Giving Critiques

Question Asking and the Common Good: A Hermeneutic Investigation of Student Questioning in Moral Configurations of Classroom Practice

Phenomenology as a subversive practice.

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