The Self as Data: A Qualitative Methodology

Arnold, Josie

doi:10.5539/jedp.v1n1p65

Cited by 21 publications

(21 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It embraces the messiness and complexity of human life. It recognizes the false distance we often impose as researchers between ourselves and our data [17]. Writing about the self also concedes all claims to 'fact' in writing.…”

Section: Methodsmentioning

confidence: 99%

“…Writing and identity: Arnold [17] suggests that all academic writing is at some level, autobiographical. Academic writing also involves developing academic identities through participating in disciplinary discourses.…”

Section: Methodsmentioning

confidence: 99%

“…Messiness and complexity: Using the 'self' as methodology and as data allows us to "explore ourselves in the process of exploring ideas, practices, and scholarly questions" so as to engage in academic practice [17] (p. 65). This post-modern perspective of research and methodology brings to the surface the fragmented nature of knowing in a discursive world that is socially constructed.…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Academic Publishing: Making the Implicit Explicit

Badenhorst

2016

Publications

View full text Add to dashboard Cite

For doctoral students, publishing in peer-reviewed journals is a task many face with anxiety and trepidation. The world of publishing, from choosing a journal, negotiating with editors and navigating reviewers' responses is a bewildering place. Looking in from the outside, it seems that successful and productive academic writers have knowledge that is inaccessible to novice scholars. While there is a growing literature on writing for scholarly publication, many of these publications promote writing and publishing as a straightforward activity that anyone can achieve if they follow the rules. We argue that the specific and situated contexts in which academic writers negotiate publishing practices is more complicated and messy. In this paper, we attempt to make explicit our publishing processes to highlight the complex nature of publishing. We use autoethnographic narratives to provide discussion points and insights into the challenges of publishing peer reviewed articles. One narrative is by a doctoral student at the beginning of her publishing career, who expresses her desires, concerns and anxieties about writing for publication. The other narrative focuses on the publishing practices of a more experienced academic writer. Both are international scholars working in the Canadian context. The purpose of this paper is to explore academic publishing through the juxtaposition of these two narratives to make explicit some of the more implicit processes. Four themes emerge from these narratives. To publish successfully, academic writers need: (1) to be discourse analysts; (2) to have a critical competence; (3) to have writing fluency; and (4) to be emotionally intelligent.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Academic Publishing: Making the Implicit Explicit

Badenhorst

2016

Publications

View full text Add to dashboard Cite

show abstract

“…It is presented, as I said earlier, as métissage (Chambers et al, 2008). This presentation understands the social positioning of the researcher/ narrator in the study and allows his implicitness in the processes of synthesizing, analyzing, and narrating to be part of the data (Arnold, 2011;Richardson, 1990;Sandelowski, 2000). It seeks to understand the participants and their situations and social learning through their own words and perspectives (Hitchcock & Hughes, 1993).…”

Section: Methods and Formmentioning

confidence: 99%

Community and Individuality

Andrew

2014

Sage Open

View full text Add to dashboard Cite

How should lecturers teaching postgraduate creative writing in an online master of arts build and maintain e-community to support and socialize learners? The study proposes that such programs need to attend to writers' investments in developing identities while promoting socialization and sense of belonging. Grounded in literature on communities of practice, imagined community, and identity, the study draws on social constructivist and poststructuralist insights and contributes to the relatively unexplored area of pedagogy for teaching writing online. The study uses qualitative descriptive analysis to narrate themes from two datasets in the form of a métissage. Data from lecturer-e-moderators and students indicate that strategic e-moderation encourages collaboration and maximizes pedagogical potential in forums. Strategic e-moderation builds a sense of community by fostering critical friendships. The study emphasizes the need for e-moderators to develop participants' investments in working in communities. The study reveals that although postgraduate writing students come to value learning via critical friendships and communities, they also demand particularized feedback from e-moderators and peers. Findings suggest that students need to develop writing identities and voices can be met by a pedagogical approach that harnesses the potential of community while offering response to individual development. The study concludes that pedagogies of community in teaching writing online need to benefit both collectively and individually. This works when writers apply discipline-specific literacies and professional skills in critiquing peer texts, while responding to feedback from their community of practice, facilitated by e-moderators.

show abstract

“…A different but parallel theme in the literature is the interplay between self-study and teachers' professional learning (see also Arnold 2011). The cornerstone of this interplay is teachers using the resources and techniques of critical self-reflection to generate, renew and sustain their capacity-building and development as professionals -or, as synthesized by Samaras and Roberts (2011, p. 42), "In self-study teachers critically examine their actions and the context of those actions as a way of developing a more consciously driven mode of professional activity, as contrasted with action based on habit, tradition, or impulse".…”

Section: Literature Reviewmentioning

confidence: 99%

Dry Stone Walls, Black Stumps and the Mobilisation of Professional Learning: Rural Places and Spaces and Teachers’ Self-Study Strategies in Ireland and Australia

Kenny

Harreveld

Danaher

2016

Self-Study of Teaching and Teacher Education Practices

View full text Add to dashboard Cite

In very different ways, dry stone walls and black stumps evoke sets of images and meanings ascribed to living in the rural areas of Ireland and Australia respectively. For the purposes of this chapter, they highlight as well the challenges and opportunities in professional learning encountered by teachers working in rural educational settings. To be successful, these teachers need to engage in effective self-study calibrated to the distinctive contexts of theirwork. Yet we argue that self-study must also take account of the politicised character of the places and spaces of current rural life. Throughout, our purpose is to examine how this then speaks back to a teacher education constituency against the backdrop of wider socioeconomic developments helping to frame the work of teachers and teacher educators in both countries.Deploying a comparative, exploratory case study research design, the chapter analyzes selected critical self-reflections of teachers in rural educational settings in Ireland and Australia. Data are generated through the three authors' collaborative autoethnographic accounts of their own respective rural teaching experiences. The analysis is framed by the French theorist Michel de Certeau's enduringly significant distinction between places and spaces. The key finding is both the need for, and the potential diversity of, rural teachers' successful self-study strategies if their professional learning is to be sustainable and possibly transformative for themselves, their students and their communities.

show abstract

The Self as Data: A Qualitative Methodology

Cited by 21 publications

References 15 publications

Academic Publishing: Making the Implicit Explicit

Academic Publishing: Making the Implicit Explicit

Community and Individuality

Dry Stone Walls, Black Stumps and the Mobilisation of Professional Learning: Rural Places and Spaces and Teachers’ Self-Study Strategies in Ireland and Australia

Contact Info

Product

Resources

About