Accounting for – and owning up to – the messiness in cross-cultural/linguistic qualitative research: toward methodological reflexivity in South America’s Internet cafés

Rubinstein‐Ávila, Eliane

doi:10.1080/09518398.2012.736642

Cited by 16 publications

(14 citation statements)

References 36 publications

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“…In all cases, the teacher-participants willingly answered questions presented in English as their understanding of verbal English exceeded their ability to answer all questions. Throughout the study, we remained cognisant of Rubinstein-Ávila’s (2013) suggestion that researchers conducting studies in international settings ought to be actively present and always critical of the limitation of one’s hermeneutic horizons (Gadamer, 2004).…”

Section: Critical Incident Technique In Education For Equitable Health Outcomes – the Promise Of School Health And Physical Educationmentioning

confidence: 99%

“…The implication is that the interview responses in languages other than English had to be translated for the English-only speaking researchers so that they were also able to code and analyse this part of the data. We recognise both the primacy of language afforded by one’s first language and also the epistemological and ontological questions of how language reflects knowledge and understanding that might not be as accessible in a second language or lost in the translation (Gadamer, 2004; Rubinstein-Ávila, 2013). Reflexively, we are still ‘weighing up’ the advantages of minimising the volume of transcript translation for our English-only researchers by conducting some interviews in Sweden in English against the limitations of responding in a second language.…”

Section: A Self-reflexive Look At Education For Equitable Health Outcomes – the Promise Of School Health And Physical Educationmentioning

confidence: 99%

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Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology

Philpot

Smith

Gerdin

et al. 2020

European Physical Education Review

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In this paper, we describe and reflect on the Critical Incident Technique (CIT) methodology used to explore how secondary school health and physical education (HPE) teachers address social justice in their teaching practice. The paper is informed by data generated as part of an ongoing three-year international research project involving eight physical education teacher education (PETE) researchers from three different countries. One of the general aims of the project was to develop teaching strategies to assist HPE teachers to refine and develop their practices so that they may become more inclusive and engaging for all students, thus helping contribute to more equitable educational outcomes. The specific aim of this paper is twofold: to describe the methodological framework of the research project and, secondly, to reflect on the challenges encountered in the research process along with the limitations and further potential of this research approach. We argue that the use of CIT methodology has allowed us to document rich descriptions of examples of teaching for social justice and to identify teacher practices that resonate with critical perspectives, or what we have come to call ‘social justice pedagogies’. We conclude by asserting that our use of CIT methodology in this project serves as a political quest to reaffirm the social justice agenda in HPE practice through providing teachers with examples of social justice pedagogies. It is not an attempt to espouse a one-size-fits-all social justice model for HPE since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.

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Section: Critical Incident Technique In Education For Equitable Health Outcomes – the Promise Of School Health And Physical Educationmentioning

confidence: 99%

Section: A Self-reflexive Look At Education For Equitable Health Outcomes – the Promise Of School Health And Physical Educationmentioning

confidence: 99%

Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology

Philpot

Smith

Gerdin

et al. 2020

European Physical Education Review

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“…For example, Rubinstein-Avila (2013) problematized the challenges raised in cross-cultural/linguistic qualitative inquiry in her own work as a U.S.-based scholar conducting research in South America. Based on her own experience, researchers, particularly those in international settings, should be cognizant of their own hermeneutic horizon, which "includes their past and present, professional, community and person experiences" (Rubinstein-Avila, 2013, p. 1047. Furthermore, one's hermeneutic horizon is dynamic and by being exposed to individuals from different cultural and linguistic backgrounds, researchers' knowledge and experiences are enhanced, which increases one's "proficiencies and historical consciousness" (Nguyen as cited in Rubinstein-Ávila, 2013).…”

Section: Reflexivity In International Researchmentioning

confidence: 99%

Reflexivity in International Contexts: Implications for U.S. Doctoral Students International Research Preparation

Yao

Vital

2018

IJDS

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Aim/Purpose: Learning to conduct research, including considerations for concepts such as reflexivity, is a key component of doctoral student preparation in higher education. Yet limited attention is given to doctoral student training for conducting international research, particularly in understanding researcher reflexivity within international contexts. Background: Incorporating reflexive practices in one’s scholarship is of particular importance because international research often includes U.S.-based researchers working with cultural groups and contexts that are very different from them. Thus, we examined the following: how do novice U.S. trained researchers understand the role of their reflexivity in qualitative international research? Methodology: We utilized qualitative inquiry to answer the study’s research question. In-depth, semi-structured interviews were conducted with 22 participants representing 11 higher education doctoral programs in the United States. Contribution: This study provides insight on how U.S. doctoral students reflect on their researcher reflexivity as emerging international researchers utilizing three types of reflexivity as outlined by the conceptual perspectives that frame this study: introspection, social critique, and discursive deconstruction Findings: Most participants believed that self-reflection is a critical component of reflexivity in international research. Several participants demonstrated an awareness of the privilege and power they bring to their international research based on their identities as Western-trained researchers. Participants utilized different forms of self-reflection when collecting, analyzing, and interpreting their data in order to ensure that the voices of their participants were appropriately represented in their research Recommendations for Practitioners: Our recommendations for graduate preparation programs include helping doctoral students to understand reflexivity as both a research concept and an applied practice in international context. Recommendation for Researchers: We recommend that novice researchers learn how to incorporate reflexive practices when conducting research because as emerging scholars they can have a better sense of how who they are and how they think about research influences their research activities. Impact on Society: Implications from this study affect Western-based education programs that seek to internationalize curriculum and research priorities. Future Research: In terms of next steps, we recommend research that explores how faculty train doctoral students to participate in the global contexts of educational research.

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“…Members of the interdisciplinary collaboration feel ownership for the team, its direction and decision, and feel accountability to each other' (p. 11). Several researchers (Elliott, 1988;Goldstein, 2000;Johnston, 1990;Rubinstein-Ávila, 2013) have explored the benefits and challenges choosing this pathway, offering cautionary advice around editorial dominance, lack of clarity around knowledge assumptions, the additional time required and the necessity of creating and sustaining a trusting relationship. Turning to one particular example that highlighted the importance of attending to process issues, three faculty members engaged in collaborative research (Paulus, Woodside, & Ziegler, 2008) examined their own manner of working together, described as 'meaning making' , as they sought to understand how they engaged in their particular research study and ultimately made collaborative decisions each step of way: their theoretical framework, the scope of literature review, their research methodology, data analysis and, finally, their interpretation of data in order to shed some light on the particular phenomenon they were studying.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Stepping out: collaborative research across disciplines

Groen

Hyland-Russell

2016

International Journal of Qualitative Studies in Education

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Accounting for – and owning up to – the messiness in cross-cultural/linguistic qualitative research: toward methodological reflexivity in South America’s Internet cafés

Cited by 16 publications

References 36 publications

Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology

Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology

Reflexivity in International Contexts: Implications for U.S. Doctoral Students International Research Preparation

Stepping out: collaborative research across disciplines

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