Research as Relationship

Ceglowski, Deborah

doi:10.1177/107780040000600106

Cited by 50 publications

(32 citation statements)

References 14 publications

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“…It would be naive to assume that autobiographical "I" statements are unproblematically connected to the author's lived experiences; readers take up narrated texts, and not the lived experiences of the author. And yet, the author and narrator are all too often considered interchangeable in reflexive narratives -the first person narrator discloses particular traits that are attributable to the author (Ceglowski, 2002;Ellis & Bochner, 2000). The reader is meant to believe that she or he has unfettered access to the thoughts and intentions of the author (Behar, 2003).…”

Section: The Author/narrator Distinctionmentioning

confidence: 97%

“…Our narrative practices conjure particular versions of the "self" -be it the self of the researcher or the research participant. The reflexive researcher, claims Deborah Ceglowski (2002), assumes a "relational or connective notion of the self" (p. 15) for whom knowing is an intimate caring relation through which self and other fuse. Like Ceglowski, reflexive researchers often craft narratives that draw on the humanist notions of an authentic and transparent self that is capable of disclosing its inner truths.…”

Section: Tentative Closurementioning

confidence: 99%

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Research Fictions: Arts-Informed Narratives That Disrupt the Authority of the Text

Freitas

2007

Interchange

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In this paper I examine the dilemma faced by reflexive narrative inquirers who write in the first-person "I" while advocating for a postmodern reading of the "self." This paper asks the question: How can the reflexive educational researcher craft a research narrative that, on the one hand, strives for self-presence, while on the other hand, denies the transparency of language? I discuss current post-structuralist critiques of educational research rhetoric, and extend the critique to narrative research, suggesting that an arts-informed approach to narrative allows researchers to disrupt the authority of their text. I explore the use of a specific fictionalizing technique -the unreliable narrator -to assist readers in critically deciphering reflexive research narratives.

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Section: The Author/narrator Distinctionmentioning

confidence: 97%

Section: Tentative Closurementioning

confidence: 99%

Research Fictions: Arts-Informed Narratives That Disrupt the Authority of the Text

Freitas

2007

Interchange

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“…Individual research interviews (Fontana & Frey, 2005;Kvale, 1996Kvale, , 2006 between one of us and each of the four VTFs formed the first layer of the research process. The complexities of multiple relationships in research (see, e.g., Ceglowski, 2002;Ellis, 2007) were inherent in a situation where we interviewed our former colleagues, and where the power relation was shaped by the institutional arrangements of the university, amongst other considerations.…”

Section: Research Processmentioning

confidence: 99%

Counsellors becoming counsellor educators: a New Zealand example

Crocket

Kotzé

2012

British Journal of Guidance & Counselling

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The international literature on adjunct faculty in higher education, including professional education, does not yet cover counsellor education in particular, although many programmes rely on the teaching services of experienced practitioners in adjunct faculty positions. This article reports on a small, exploratory study conducted with adjunct faculty members appointed to oneyear, full time fellowships in the counsellor education programme in which the authors are full time academics. The study identifies the mutual benefits of this practice, to the practitioners who teach as adjunct faculty and to the counsellor education programme. It also identifies areas that are problematic. In view both of the identified benefits and the difficulties experienced, the authors discuss their responsibilities as permanent academic staff to the practitioners who teach as adjunct faculty. The authors suggest that programmes benefit from the ethic of hospitality that adjunct faculty can offer and invite academic staff to bring (un)conditional hospitality to the collegial relationship in counsellor education.

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“…She explored three aspects of her relationships with her participants: (a) relationships among the researcher's multiple community relationships, (b) relationships with mentors, and (c) relationships with the staff and children of the center. Ceglowski (2002) stated that "these relationships do not follow a smooth path; rather, they shift over time and from one moment to the next based on the context at hand" (p. 7).…”

Section: Gendered Power and Politicsmentioning

confidence: 99%

“…In other words, it is challenging to deal with these relationships and their accompanying emotions. Ceglowski (2002) also acknowledged this challenge: "I hold onto my fragile sense of control and plow ahead, often aimlessly" (p. 12). Third, the EI framework suggests the need for social competence, the understanding and negotiation across gender, class, and racial issues.…”

Section: Gendered Power and Politicsmentioning

confidence: 99%

Emotional Intelligence and the Qualitative Researcher

Collins

Cooper

2014

International Journal of Qualitative Methods

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In this conceptual article, we explore the idea of refining the role of the researcher. Using emotional intelligence as a framework, we synthesize methodological writing about the role of the researcher and ways to enhance the connection between humans in qualitative research. Emotional intelligence can strengthen the ability to connect with participants, skillfully listen during the interview process, and more clearly understand the lifeworlds participants articulate. Keywords: role of the researcher, emotional intelligenceInternational Journal of Qualitative Methods 2014, 13 89 In the course of writing about the fundamentalist Christian school and community, I stumbled upon (and over) the angular contours of my own strong feelings.-from The Color of Strangers, The Color of Friends (Peshkin, 1991, p. 4) In the quotation above, Peshkin (1991) names a common element that accompanies most qualitative researchers on their research journeys: strong feelings. Peshkin claims that a central aspect of these strong feelings was the fact that he is Jewish. Like many researchers, his strong feelings caused him to stumble, and hopefully to reflect on the source of these feelings, as well as the ways in which they impacted his fieldwork. "As a result," Peshkin (1991) claims, "I was alerted to the necessity of being mindful-throughout, not at the end of, my inquiry-of what sentiments and values were being evoked" (p. 4). As a seasoned researcher, Peshkin was able to be mindful; he reflected on the source of his emotions throughout the research process. Yet, many novice researchers either deny their feelings or struggle to identify those feelings about their research and then are lost in their efforts to grapple with these feelings once they are uncovered. Awareness (being mindful) is but the first step in the process of reflecting on how strong feelings might impact or illuminate the fieldwork of qualitative research. In therapy, one has a professional (the therapist) to guide you as you sort through strong feelings. Not so in qualitative research. In fact, graduate courses do little to address feelings evoked through the research process and how to handle them. Behar (1996) found anthropological inquiry to be:Loss, mourning, the longing for memory, the desire to enter into the world around you and having no idea how to do it, the fear of observing too coldly or too distractedly or too raggedly, the rage of cowardice, the insight that is always arriving late, as defiant hindsight, a sense of the utter uselessness of writing anything and yet the burning desire to write something. (p. 3) Behar (1996) concluded her initial thoughts about this kind of inquiry by reflecting that this is not the anthropology being taught in our colleges and universities, and regretfully noting that "It doesn't sound like the stuff of which Ph.D.'s are made" (p. 3).Face to face social interaction is the most regularly experienced social reality. The core of social and personal being rests in immediate contact with other humans. Howev...

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Research as Relationship

Cited by 50 publications

References 14 publications

Research Fictions: Arts-Informed Narratives That Disrupt the Authority of the Text

Research Fictions: Arts-Informed Narratives That Disrupt the Authority of the Text

Counsellors becoming counsellor educators: a New Zealand example

Emotional Intelligence and the Qualitative Researcher

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