Enabling Reflexivity in a Mentoring Relationship

Chawla, Devika; Rawlins, William K.

doi:10.1177/1077800404269420

Cited by 16 publications

(6 citation statements)

References 5 publications

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“…4. At least in the central European context; for the United States, see, for example, Denzin (1997); Davies et al (2004); and Chawla and Rawlins (2004). 5.…”

Section: Declaration Of Conflicting Interestsmentioning

confidence: 99%

Introduction to the Special Issue

Kuehner

Ploder

Langer

2016

Qualitative Inquiry

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This special issue is devoted to reflexivity as an epistemic tool in qualitative research. We suggest a distinction between epistemically weak and epistemically strong reflexivity and present examples for strongly reflexive research from the German-speaking countries and the United Kingdom. The issue pursues three major goals: First, it provides a vocabulary to deepen the discussion about the epistemic dimensions of reflexivity. Second, it intervenes in hegemonic discourses on the “threat of subjectivity” and shows that approaches often perceived as “more subjective” and therefore less valid use, in fact, an epistemically stronger concept of reflexivity. Third, it offers insight into some innovative areas of strongly reflexive research in Europe. A comparison of these methodologies shows that the use of reflexivity as an epistemic tool is compatible with a wide range of approaches.

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“…4. At least in the central European context; for the United States, see, for example, Denzin (1997); Davies et al (2004); and Chawla and Rawlins (2004). 5.…”

Section: Declaration Of Conflicting Interestsmentioning

confidence: 99%

Introduction to the Special Issue

Kuehner

Ploder

Langer

2016

Qualitative Inquiry

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“…Cette production, par exemple dans une démarche incluant deux chercheurs, n'est donc pas le vécu du premier chercheur ni celui du deuxième. (Subedi & Rhee, 2008), tout comme il peut être un amalgame de construits individuels mis en contraste les uns avec les autres dans une même production, qu'elle soit écrite ou verbale (Chawla & Rawlins, 2004 …”

Section: Autoethnographie Collaborative Et Théorisation Enracinéeunclassified

Les données autoethnographiques comme base à une théorisation des pratiques pédagogiques dans l’enseignement des approches inductives

Champagne-Poirier

2016

approchesind

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Cet article se veut le rendu d’un projet de recherche autoethnographique mené selon les principes épistémologiques et méthodologiques de la théorisation enracinée et visant à produire un modèle pédagogique optimisant l’enseignement des méthodes de recherche inductives. En présentant l’analyse de notre vécu d’enseignement en tant que source de données empiriques, nous retraçons les étapes ayant mené à la production d’une structure permettant une prise en compte adaptée des différents processus cognitifs, bagages expérientiels et niveaux de compétences des apprenants. Il se dégage de cette analyse théorisante une incitation à maintenir une cohérence entre les apprentissages prescrits et la pédagogie mobilisée. Sans toutefois aborder cet enjeu de façon extensive, l’article se conclut par une mise en relief des similitudes entre les fondements des approches inductives et ceux de la pédagogie inductive

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“…Because of this strangeness, we said different things in different ways and we used an emotional tone to express the ideas in a direct and personal way. For us, then the poetic form did allow us to have a different kind of discussion and opened up a space for reflexivity (see Chawla & Rawlins, 2004, for another interesting example of this).…”

Section: Thinking Through the Poeticmentioning

confidence: 99%

Disturbing the Divide

Fitzpatrick

2014

Qualitative Inquiry

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In this article, we share our use of poetry as a research supervision tool. We are not only colleagues but are also in a student–supervisor relationship. Early on in the PhD process, we began writing poems to each other on email as a way of communicating aspects of our research ideas that we felt were not able to be expressed in prose. We found that this use of poetry enabled a direct emotional engagement with the work and ideas we were forming. At the same time, we shaped our writing activities as a form of resistance, indulging in a form of anti-neoliberal critique. Crucially, however, we found that poetry also allowed us to form a closer relationship because it required both of us to be open and vulnerable. We didn’t allow time to write and edit the poems but emailed them as soon as they were written.

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Enabling Reflexivity in a Mentoring Relationship

Cited by 16 publications

References 5 publications

Introduction to the Special Issue

Introduction to the Special Issue

Les données autoethnographiques comme base à une théorisation des pratiques pédagogiques dans l’enseignement des approches inductives

Disturbing the Divide

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