Qualitative Inquiry, Activism, the Academy, and the Infinite Game: An Introduction to the Special Issue

Rodríguez-Dorans, Edgar; Murray, Fiona; Andrade, Marisa De; Wyatt, Jonathan; Stenhouse, Rosie

doi:10.1177/1940844721991079

Cited by 6 publications

(3 citation statements)

References 18 publications

(20 reference statements)

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“…A qualitative research requires the focus of the researcher in analyzing a context (Mannheimer et al, 2019). The context of qualitative research relates to academic practice, academic culture and academic work (Rodríguez-Dorans et al, 2021). Qualitative research aims to form criticism, according to experimental aspects and also review traditional aspects (Denzin, 2020).…”

Section: Methodsmentioning

confidence: 99%

Cultural Literacy in Teaching English for Guiding

Adijaya

2023

Mimb. Ilmu

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Cultural literacy is highly needed by those who deal with tourism area as the subject of the study. English for Guiding is one of the courses that belongs to Diploma 3 English of Ganesha University of Education and it deals with tourism. This study aims at discussing the need analysis of cultural literacy in teaching English for guiding in order to know about cultural components involved in the teaching process. This study is descriptive study which describe about the need of the students in cultural literacy. The data were gathered through questionnaires to gain the information about the cultural elements in cultural literacy that can support the students in learning English for Guiding and prepare them to become skillful in English proficiency as well as competent and knowledgable in contents. The data were gathered by using questionnaire in order to gain the information about the students’ need on the cultural literacy in lerning English for guiding. The finding shows that there are seven big cultural elements such as 1) symbols; 2) language; 3) norms; 4) rituals; 5) changing norms and belief; 6) values which provide the consideration of what is good and bad, desirable and undesirable; 7) artifacts. The implications of this research are hoped that in the future students will be able to be professional and competent through cultural literacyg.

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Section: Methodsmentioning

confidence: 99%

Cultural Literacy in Teaching English for Guiding

Adijaya

2023

Mimb. Ilmu

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“…Yet our text refuses passivity; and it resists despondency. Itweharnesses its inner and its collective force, to do the little things, the acts of activism (Madison, 2010), the 'Slow, Tiny, Acts of Resistance' (Harré et al, 2017; see also Rodríguez-Dorans et al, 2021). 'What is clear,' write Markham et al (2020, p. 8), 'is that qualitative research can continue to move in activist directions, to do research that matters for the communities we work in and with, and to do what we can to spark and enact better ethical futures'.…”

Section: What These Words Domentioning

confidence: 99%

‘Already Given Over’: Activism in Inquiry and in the World

Andrade

Fang

Murray

et al. 2021

International Review of Qualitative Research

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This is the second of two part-issues on qualitative inquiry as activism. The first focused upon activism and/in the academy (academic work, academic cultures, academic practices, etc.), and this second focuses upon activism in the processes of research itself and activism beyond the academy, in the world. Drawing upon Butler’s claim that we are always already, from the outset, ‘given over’ to the human, non-human and more-than-human other, we argue for qualitative research to do what it can to make the future different, better, more ethical.

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“…It is undeniable that we do find individual, institutional and informal (Johnson & Clarke, 2003; Dickson-Swift et al, 2007) strategies to support researchers’ ongoing challenging fieldwork. However, thinking with Rodríguez-Dorans et al (2021) and Harré et al (2017), life in the academy is still dominated by the ‘finite game’, a culture with set rules, expectations, procedures and processes. Which, among other things, as Holman Jones and Pruyn (2017) claim, undermines the affective investments of the researcher, along with the impact of this on the research process itself and the knowledge produced.…”

Section: Introductionmentioning

confidence: 99%

Autoethnography as a Debriefing Strategy: The Creative-Relational Foundations for a Transformative Ethico-Onto-Epistemology in the Academy

Tolmos,

Hannes,

de Andrade

2023

International Review of Qualitative Research

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Today’s qualitative research may take place in complicated ethnographic fields, which situate researchers near difficult experiences at an individual, community, environmental or political level. The current academic climate frequently ignores the emotional impact of doing research under challenging circumstances. The overarching culture in higher education is one that carries taboos around ‘what is’ and ‘what is not’ expected from the researcher. The general expectation is for researchers to ‘neutralize’ themselves from the research topic rather than personally relate to it. Under the cultural belief of sustaining ‘scholarly composure’ the affective and emotional impact of fieldwork is often left on the margins of recognition. This paper explores the value of autoethnography as a creative-relational approach to promote spaces in which researchers feel safe enough to process fieldwork experiences through debriefing sessions. This is a courageous effort that calls for a transformative ethico-onto-epistemological shift in the academy. One that opens-up ways of ‘knowing and being’ that are not entirely about an outcome-based pursuit but about growth and change that materializes through relationality.

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Qualitative Inquiry, Activism, the Academy, and the Infinite Game: An Introduction to the Special Issue

Cited by 6 publications

References 18 publications

Cultural Literacy in Teaching English for Guiding

Cultural Literacy in Teaching English for Guiding

‘Already Given Over’: Activism in Inquiry and in the World

Autoethnography as a Debriefing Strategy: The Creative-Relational Foundations for a Transformative Ethico-Onto-Epistemology in the Academy

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