Locating the researcher in the research: personal narrative and reflective practice

Preez, Jan du

doi:10.1080/14623940802431499

Cited by 31 publications

(11 citation statements)

References 32 publications

(29 reference statements)

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“…to generate our reflective narratives. This is similar to what is understood as autoethnography in research (du Preez, 2008). Our inquiry was a means of making evident the practice arrangements which constituted our practice of collaborative research.…”

Section: Methods Of Reflective Narrativementioning

confidence: 66%

Articulating the Practice Architectures of Collaborative Research Practice

Pennanen

Bristol²,

Wilkinson

et al. 2016

Exploring Education and Professional Practice

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This chapter explores a collaborative practice of comparative data analysis through the researching activities of four researchers from Australia and Finland. We interrogate the ontological and empirical reality we experienced while engaged in a practice of analysing narrative data on mentoring. In this chapter, we are not reporting on the outcomes of our analysis of mentoring practice; instead we focus on our collaborative engagement, articulating the practice architectures of our research practice. This collaborative research practice was pre-figured by: 1) philosophical traditions instituted through a theory of practice architectures; and 2) normalised practices of researching mentoring, narrative data analysis, and research collaborations. By examining these preconditions we are attempting to understand the multifaceted space of research collaboration and the practice architectures of our collaborative research practice.

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Section: Methods Of Reflective Narrativementioning

confidence: 66%

Articulating the Practice Architectures of Collaborative Research Practice

Pennanen

Bristol²,

Wilkinson

et al. 2016

Exploring Education and Professional Practice

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show abstract

“…As practitioners and educators, the use of reflective practice in allowing for a consideration of our own experiences is well-established. As Du Preez (2008) suggests, understanding and articulating the narrative of our own, specific experiences with collaboration allows us to draw learnings from them, and these can be considered within a broader institutional context (Boud 2009). As such, informed by our reflections on our own processes and experiences, and from the literature regarding experiences of collaboration, it is possible to identify three key models of 'collaborating up'.…”

Section: 'Collaborating Up': Models Of Working Togethermentioning

confidence: 99%

Collaborating upwards: writing across hierarchical boundaries

Ellison

Batty

2020

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As a practice, collaborative writing between students and supervisors is hardly new and can be considered common in STEM disciplines. This has not always been the case in the creative arts, where there are different expectations around authorship and, as in other contexts, potentially deeper considerations of power and authority. In this article, we examine modes of collaborative writing practice in the creative arts, with a particular focus on writing across hierarchical boundaries in research training scenarios. Using screenwriting practice as a context for this discussion, and informed by our own reflective practice, we identify a number of collaborative writing 'modes' (which we have named 'take the lead', 'share the load', and 'learn the ropes') and offer possible strategies for those writing across hierarchical relationships and boundaries. This is important for understanding what might otherwise become an assumed, misunderstood or, worse, predatory practice that disempowers students and unfairly advantages supervisors. As part of our exploration, we draw on our experiences of running cohort-based, collaborative research opportunities in creative disciplines. Reflecting on our experiences in regard to our own collaborations allows us to examine how these structures have enabled students to find their own agency within these collaborative spaces.

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“…There are many approaches to recording reflections such as personal narratives like autoethnography (Langhout, 2006;Du Preez, 2008) and autobiographical (Du Preez, 2008). We did not use either of those forms rather we decided to use our personal perspectives with and without gang experience and our responses to our own retrospective interview.…”

Section: How We Gathered Our Reflectionsmentioning

confidence: 99%

Is Participatory Research Compatible with Graduate Research? Reflections From Three Stakeholders

Armstrong¹

2012

GJCPP

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Graduate programs aim to train future researchers and practitioners in the values, skills and tools of their trade. This paper reports on the experiences of a graduate student, a youth co-researcher and a faculty supervisor while conducting thesis research within a community psychology master's degree program. In a program that values research, action and social justice we reflect on our struggles to exemplify these values throughout the thesis process while complying with departmental norms and institutional constraints. We begin by summarizing the research project and how the co-researchers became involved. Next each of us (the coauthors) provides our reflections on processes that occurred while conducting a participatory research project with attention to how it impacted us individually, each other and the research itself.

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Locating the researcher in the research: personal narrative and reflective practice

Cited by 31 publications

References 32 publications

Articulating the Practice Architectures of Collaborative Research Practice

Articulating the Practice Architectures of Collaborative Research Practice

Collaborating upwards: writing across hierarchical boundaries

Is Participatory Research Compatible with Graduate Research? Reflections From Three Stakeholders

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