Separately Together: Working Reflexively as a Team

Siltanen, Janet; Willis, Alette; Scobie, Willow

doi:10.1080/13645570701622116

Cited by 48 publications

(49 citation statements)

References 26 publications

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“…This differs from literature regarding researchers using reflexivity in peer-based team work (Siltanen et al, 2007). The layers of reflexivity I consider as part of my methods are 'self-reflexivity', 'interpersonal reflexivity', and 'collective reflexivity', drawing particularly by the model outlined by Chiu (2006), though differing in theoretical analysis (she uses Bourdieu's concept of habitus, while I will situate each layer within the context of counter-colonialism).…”

Section: Multi-layered Reflexivitymentioning

confidence: 90%

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Research and Indigenous participation: critical reflexive methods

Nicholls

2009

International Journal of Social Research Methodology

196

187

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In response to the theories of empowerment and social justice, research involving Indigenous peoples often demands participatory and collaborative methodologies. Consequently, researchers need to engage with reflexive evaluation of collective and negotiated design, data collection and data analysis to consider inter-personal and collective dynamics during the research process. What this means for those attempting counter-colonial research is that we cannot rely on a singular application of reflexivity to situate knowledge. Additional political and relational layers of reflexivity are essential to critically evaluate empowerment and participation by working 'the spaces between' through reflection about collaboration. By exploring 'relationality' as a methodology, this paper discusses three layers of reflexivity (self-reflexivity, inter-personal reflexivity and collective reflexivity). This reflexive work entails resisting essentialist positions while also recognising difference within a collective. The result is the ability to see that the Self-Other hyphen both connects and distinguishes between us, in processes of collaborative counter-colonial research.

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Section: Multi-layered Reflexivitymentioning

confidence: 90%

“…This requires critical work that incorporates reflexivity between peers (Siltanen, Willis, & Scobie, 2007), acknowledging difference within a collective (McCorkel & Myers, 2003), and critically framing alterity while not creating rigid definitions of research process goals or participant homogeneity (Fawcett & Hearn, 2004, p. 209).…”

Section: Introductionmentioning

confidence: 99%

Research and Indigenous participation: critical reflexive methods

Nicholls

2009

International Journal of Social Research Methodology

196

187

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“…First, increased time, effort, and costs were required to coordinate and implement the team approach to qualitative interviews and directed content analysis. The team approach is time-consuming because all researchers are engaged in all aspects of the research process (Siltanen et al, 2008). Having four researchers engaged in coding lengthened our timelines for analysis.…”

Section: Challenges With the Qualitative Team Approach To Directed Comentioning

confidence: 99%

“…Group discussion can result in team reflexivity where members share their experiences, assumptions, and interpretations, dually enhancing intellectual rigour as well as team morale (Barry et al, 1999). This team-based reflexivity is termed working "separately together," where individuals work as a team to advance from separate perspectives to a common and collective understanding of a given concept (Siltanen, Willis, & Scobie, 2008). Our approach enabled team members to share individual impressions of the interviews, cross-check the coding of the data, and collectively refine the interview guide and coding scheme.…”

Section: Strengths Of the Qualitative Team Approach To Directed Contementioning

confidence: 99%

Using Qualitative Methods to Assess the Measurement Property of a New HIV Disability Questionnaire

O’Brien

Bereket

Swinton

et al. 2013

International Journal of Qualitative Methods

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The purpose of this article is to describe our experience using a qualitative team approach and predetermined theoretical framework to assess sensibility of a newly developed HIV disability questionnaire. Two interviewers conducted structured qualitative interviews with 22 adults living with HIV, asking participants how well the questionnaire characterized the disability they experienced living with HIV. Data collection and analysis occurred over six stages with four analysts who met throughout. Strengths of our approach included the ability to assess the sensibility of the questionnaire from the perspective of adults living with HIV, collect and analyze data across multiple sites, establish a systematic team analytical process, and enhance rigour through multiple coding, team reflexivity, and interviewer and analyst triangulation. Challenges included increased resources required to coordinate and implement this approach, differential recruitment rates, initial divergent analytical styles, and the potential to miss emerging codes given the structured nature of the analysis. This article offers a methodological process for researchers to use a qualitative team approach with directed content analysis to assess the sensibility of a new health status questionnaire.

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“…While recruiting them into a research project of mine might usefully model ways of doing research, the time available is not sufficient to enable them to become members of a research team engaged in reflexive research (on which, see Siltanen et al, 2008).…”

mentioning

confidence: 99%

Teaching Reflexivity: Undoing or Reinscribing Habits of Gender?

Bondi

2009

Journal of Geography in Higher Education

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This paper outlines an approach used in a course designed to teach reflexivity as a research skill and explores what kind of gender intervention such teaching might constitute. Although inspired by feminist debates about the complex power dynamics of research relationships, the course in question does not focus specifically on gender issues. Instead it draws attention to the complex, diverse and subtle negotiations that take place within research encounters, and explores how these might be analysed. Reflecting on this teaching, I suggest that it is double-edged, helping to unsettle or undo normative assumptions about gender but also contributing to processes of feminization in research practice through which habits of gender are reinscribed.

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Separately Together: Working Reflexively as a Team

Cited by 48 publications

References 26 publications

Research and Indigenous participation: critical reflexive methods

Research and Indigenous participation: critical reflexive methods

Using Qualitative Methods to Assess the Measurement Property of a New HIV Disability Questionnaire

Teaching Reflexivity: Undoing or Reinscribing Habits of Gender?

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