1994
DOI: 10.3102/0013189x023008022
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Qualitative Research as Jazz

Abstract: A metaphor of qualitative research as jazz is developed to illuminate qualities embedded in processes of qualitative inquiry. The jazz metaphor creates a pathway for making explicit the tacit understandings that enable us to make our way as researchers without fully orchestrated scores. As jazz is guided by a deep structure of chord progressions and themes, qualitative inquiry is guided by epistemological principles, socially constructed values, inquiry focuses, and findings emerging through analytic methodolo… Show more

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Cited by 42 publications
(22 citation statements)
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“…When we met together, each of us talked through our lists, noting recurring patterns in our topics, how they could be grouped into broader themes and categories, and how these categories could be defined (Erlandson et al, 1993). In comparing qualitative research to jazz, Oldfather and West (1994) explained,"Through the improvisation of constant comparison, for example, new passages are played, one verse leading to the next, shaping and reshaping the music" (p. 24). Topics such as learning about teaching in general, learning about behavioral issues, frustrations of learning through trial and error, and learning through "hands-on" work, were combined into the preliminary category that we eventually called tutor learning, yet these categories were not finally determined until we had spent many hours reading and discussing the data among ourselves and our colleagues.…”
Section: Data Sources and Proceduresmentioning
confidence: 99%
“…When we met together, each of us talked through our lists, noting recurring patterns in our topics, how they could be grouped into broader themes and categories, and how these categories could be defined (Erlandson et al, 1993). In comparing qualitative research to jazz, Oldfather and West (1994) explained,"Through the improvisation of constant comparison, for example, new passages are played, one verse leading to the next, shaping and reshaping the music" (p. 24). Topics such as learning about teaching in general, learning about behavioral issues, frustrations of learning through trial and error, and learning through "hands-on" work, were combined into the preliminary category that we eventually called tutor learning, yet these categories were not finally determined until we had spent many hours reading and discussing the data among ourselves and our colleagues.…”
Section: Data Sources and Proceduresmentioning
confidence: 99%
“…Thus, as we conducted the analysis, we brought to the process a level of background knowledge unavailable to those working from a bank of others' data. Reading a research report, or even examining raw data, is not the same as being present in a research context (West & Oldfather, 1994). Direct engagement in interpretive research brings about a different quality of knowing.…”
Section: Situating Pooled Case Comparisonmentioning
confidence: 96%
“…If the researcher needs to invent, or piece together new tools or techniques, he or she will do so". Examples of inventive, mishmash patchwork as qualitative research include cinematic montage (Denzin, 2002), jazz (Oldfather and West 1994), swing (Spry 2010), torch singing (Holman Jones 2002), dance (Janesick 1998), poetry (Diversi 1998), and quilting (Flannery 2001). Along similar lines, Alim (2007) argued for an approach to hip-hop ethnography which echoed in "metaphoric" ethnographic fieldwork, e.g., "hiphopography" (Alim 2007: 163) ;Lashua and Fox (2007) referred to their ethnographic research making mash-ups of rap, metal, soundscape, country and traditional First Nations music as "remixology".…”
Section: "Moshography": the Use Of A Performative And Embodied Ethnogmentioning
confidence: 99%