Revisiting Peshkin: teaching reflexive practice through categorization

Abstract

PurposeQualitative research is well-established and widely adopted across a range of disciplines; however, there is little discussion of the teaching of qualitative research methods. What engagements there are primarily focus on methods rather than core concepts that inform ethical and effective use of those approaches. “Subjectivity” and “reflexivity” are pervasive concepts taken up in numerous textbooks, handbooks, and journal guidelines. But, despite being an expected and critical aspect of qualitative methodologies, few scholars consider how researchers might learn to engage with these necessary aspects effectively.Design/methodology/approachThis is a conceptual paper written from the authors' experiences teaching qualitative research to graduate students at the master's and doctoral levels.FindingsThis conceptual paper offers an andragogical discussion of how novice and student researchers might learn to consider the concepts of reflexivity and subjectivity. Additionally, it considers how the deep and critical reflection inherent in both subjectivity and reflexivity are valuable aspects in extending discussions and applications of qualitative research in various disciplines.Originality/valueThis paper offers a fresh and unique consideration of teaching novice researchers how to practice reflexivity and examine their subjectivities using the work of Alan Peshkin as a model.

Methods Despite or Without Content? Reflections on Teaching Qualitative Research

“…Students examine the experiences of scholar-practitioners in training (Herbert, 2010), as that is what each student is, in a project modeled after the methodology of a duoethnography (Bhattacharya, personal comunication, November 2020;Sawyer & Norris, 2012). Elizabeth's assumption is that this topic is one with which each student can connect and, at the same time, one that encourages students to practice reflexivity as a continual process necessary for all qualitative researchers (Pope & Shelton, 2023). Each student in the course holds the dual role of researcher and participant for another student in the course, which gives them experience with both identities involved in a qualitative research project.…”