Learning from Dumbledore's Pensieve: metaphor as an aid in teaching reflexivity in qualitative research

Abstract

A B S T R A C T This article suggests that the Pensieve -a magical instrument featured prominently in the Harry Potter books -is a useful metaphor for teaching qualitative researchers about reflexivity. Teaching naturalistic forms of inquiry poses many challenges. Drawing upon their experiences as teachers and students of qualitative research, the authors examine how a reflexive journal can serve as a much needed repository for a qualitative researcher's memories and reflections. The authors suggest that by documenting the researcher's perspective over time, the Pensieve can aid in the development of reflexivity by providing a space for metacognitive reflection on the research process, and creating an opportunity to engage others in the interpretation of data. K E Y W O R D S : epistemology, metaphor, reflexivity, researcher as instrument, teaching qualitative research A R T I C L E 299Learning from Dumbledore's Pensieve: metaphor as an aid in teaching reflexivity in qualitative research 1

Recording the Personal: The Benefits in Maintaining Research Diaries for Documenting the Emotional and Practical Challenges of Fieldwork in Unfamiliar Settings

“…Detailing thoughts on the data collected provides an important insight into how the research questions informing the project have developed and perhaps changed over time. It is this point that has led Engin (2011), citing Gerstl-Pepin and Patrizio, to assert that, “The journal can act as a catalyst for discussion which leads to ‘epistemological awareness’ (Gerstl-Pepin & Patrizio, 2009, p. 300) as the diary writer realises how their own knowledge is created” (p. 297). Therefore, recording in the research diaries how the work has inevitably changed over time allows researchers to develop a clearer understanding of their thought processes and how these in turn have helped shape the direction of the study.…”

Research Diary: A Tool for Scaffolding

“…How then can research diaries support novice researchers? In the context of a qualitative research course, Gerstl-Pepin and Patrizio (2009) write of a research diary acting as a repository for personal reflection. Students taking a course in research methods were encouraged to keep a diary as they carried out some initial research.…”

“…A journal serves as an anchor for these thoughts, feelings and decisions. They argue that the journal can then act as a catalyst for discussion which leads to “epistemological awareness” (Gerstl-Pepin & Patrizio, 2009, p.300) as the diary writer realizes how their own knowledge is created. Within a socio-cultural framework, the study of knowledge construction is scaffolded by the journal.…”

“…“Personal agency is an important part of qualitative inquiries and the ‘meta-data’ generated by the researcher offer valuable insights into the project” (Dornyei, 2007, p.160). The research diary also gives more validity and credibility to the data because a reflective journal, along with member checks and triangulation, provided scaffolding tools (Gerstl-Pepin & Patrizio, 2009) to support my work. My research diary became a narrative of my research journey (Gibbs, 2007), with its highs and lows.…”

Experiential learning, community engagement, and student experience: Undergraduate field school course in rural British Columbia

“…Fieldwork, by its very nature, can lead to deep learning because it brings together cognitive, emotive, and sensual appreciation for the world (Hope ). There are, however, differences in how students become reflexive (Gerstl‐Pepin and Patrizio ), because each learner is unique and complex (Gredler ). A strategy that may be applied in addressing these differences is having students begin to write reflectively from the start of the course (Park ), particularly while in the classroom portion.…”