Teaching Qualitative Research as Transgressive Practices

Hsiung, Ping-Chun

doi:10.1177/1077800415617204

Cited by 31 publications

(40 citation statements)

References 41 publications

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“…To date insufficient attention has been paid to the pedagogy of advanced methodological learning in the social sciences and in particular to holistic learning experiences across different kinds of methods and disciplines over a sustained period. As the teaching, learning and doing of research are so interdependent (Hsiung 2016), it is imperative that we understand how research methods learning happens in planned and unplanned ways and to do so in dialogue with the perspectives of students. This paper has addressed these issues, and in doing so has shown that doctoral and early career researchers engage with a range of opportunities and endure a mix of emotions during their methods learning journeys, particularly valuing and reflecting on their own and peers' authentic experience of applying methods.…”

Section: Discussionmentioning

confidence: 99%

Student perspectives on learning research methods in the social sciences

Nind

Holmes

Insenga

et al. 2019

Teaching in Higher Education

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This paper addresses the perspectives of students of social science research methods from a UK study of their holistic experience of learning during two years of their postgraduate research training/ early careers as researchers. Unusually the ten participants span diverse institutions and disciplines and three became co-authors. The study used a diary circle combining online diary method with face-to-face focus groups to generate dialogue. Data were analysed narratively and thematically to produce two individual learning journeys and a synthesis of common experiences. Findings show the active, experiential learning of the participants alongside salient themes of difficulty and struggle. This leads to discussion of the emotional dimensions of methods learning and implications for teaching. The iterative role of the diary circle in the learning journey is also examined. The paper argues that teachers and supervisors should attend more carefully to the social, emotional, active and reflective nature of methods learning.

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Section: Discussionmentioning

confidence: 99%

Student perspectives on learning research methods in the social sciences

Nind

Holmes

Insenga

et al. 2019

Teaching in Higher Education

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“…For example, some scholars have discussed how the uncritical adoption of qualitative research from the West can be challenged by focusing on rich local descriptions (Chen, 2016;Flick & Röhnsch, 2014;Hsiung, 2016;von Unger, 2016). Some researchers have shown how to resist the homogenizing force of globalization by conducting qualitative research; by teaching qualitative research methodologies in China (Chen, 2016), Germany (von Unger, 2016), and Hawaii (Kaomea, 2016); and by sharing research experiences in different contexts.…”

Section: Introductionmentioning

confidence: 99%

Becoming a Qualitative Researcher with a Postcolonial Sensibility in South Korea

Jung¹,

Kim²

2018

International Review of Qualitative Research

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It seems that qualitative research has spread worldwide as a new research method beyond the Western world. Despite the fact that qualitative research in South Korea developed not only quantitatively but also qualitatively, there has not been enough effort to find out how the South Korean researcher grows into a qualitative researcher compared with the Western researcher. In this article, we try to approach the experience of becoming a qualitative researcher in South Korea with an autoethnography method. As a result, the experience and process of becoming a qualitative researcher in South Korea can be considered in three themes: learning qualitative research skills though field work, learning writing skills, and cultivating a postcolonial sensibility. This article can provide not only a new perspective on qualitative research and the process of becoming a qualitative researcher in South Korea but also a postcolonial perspective by conceptualizing that.

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“…Broadly, the interest for employing critical perspectives in qualitative research for transformative purposes has been articulated by various scholars, such as Denzin, Lincoln, Giardina, Tuhiwai Smith, and Hsiung, among others, in recent years (see Cannella et al, 2015;Denzin & Giardina, 2009;Hsiung, 2016;Johnson & Parry, 2015;Meyer & Paraíso, 2012). Yet, as Cannella and Lincoln (2009) point out, the utilization of critical perspectives to orient research does not ensure social transformation.…”

Section: Introductionmentioning

confidence: 99%

Reclaiming the Potential of Transformative Scholarship to Enable Social Justice

Farías

Rudman

Magalhães

et al. 2017

International Journal of Qualitative Methods

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Scholars within critical qualitative inquiry and health sciences are becoming increasingly interested in transformative scholarship as a means to pursue greater justice in society. However, transformative scholarship has been taken up within frameworks that given a lack of consistent alignment with the critical paradigm seem to fall short in this intention. This article aims to reclaim transformative scholarship as an epistemological and methodological space that transforms and challenges the social order, situating social justice at the forefront of inquiry. The article begins by addressing the call for work toward social justice within critical qualitative inquiry. Subsequently, Creswell and Mertens' frameworks are analyzed as examples of transformative scholarship that has distanced itself from its critical roots. Based on this analysis, we raise three problematics to illustrate the dangers of this distancing. We conclude by proposing to reframe transformative scholarship within the critical paradigm to (re)connect it to political stances and values.

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Teaching Qualitative Research as Transgressive Practices

Cited by 31 publications

References 41 publications

Student perspectives on learning research methods in the social sciences

Student perspectives on learning research methods in the social sciences

Becoming a Qualitative Researcher with a Postcolonial Sensibility in South Korea

Reclaiming the Potential of Transformative Scholarship to Enable Social Justice

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