Transformative Research and Ethics

Mertens, Donna M.; Holmes, Heidi M.; Harris, Raychelle

doi:10.4135/9781483348971.n6

Cited by 90 publications

(137 citation statements)

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“…First, although AJCP has long published work drawing on feminist and critical theory perspectives, the number of such submissions (other than to Special Issues) is relatively low, despite the prominence of this work at SCRA Biennial Conferences. I encourage authors to consider AJCP a welcome outlet for scholarly work in these areas, and in particular, submissions that adopt epistemologies and methods characteristic of feminist research (Campbell & Wasco, 2000;Hesse-Biber, 2012;Riger, 1992) or critical inquiry (Mertens, 2009;Nelson & Prilleltensky, 2010;Teo, 2015).…”

Section: Updated Journal Descriptionmentioning

confidence: 99%

New Opportunities

Tebes¹

2016

American J of Comm Psychol

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Section: Updated Journal Descriptionmentioning

confidence: 99%

New Opportunities

Tebes¹

2016

American J of Comm Psychol

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“…This is a qualitative study in a transformative paradigm (Mertens, 2009), using an autoethnographic methodology to explore the aspects of self that play a role in my creative practice. Ellis (2004) and Holman Jones (2005) provided a very clear definition of what autoethnography is: "Autoethnography is an approach to research and writing that seeks to describe and systematically analyze .…”

Section: Methodsmentioning

confidence: 99%

Examining aspects of self in the creative design process: towards pedagogic implications

Beer

2016

Educ. res. soc. change.

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I am a practising jewellery designer and artist who lectures at a university of technology in South Africa. The aim of this study was to deepen my understanding of my own creative design process so that I can better facilitate my students' creative development. I used the little-c (everyday creativity) definition of creativity as a framework for analysing work that I exhibited in a self-study research exhibition. By analysing the space in which I worked and the objects I produced, I looked to see how aspects of self manifested within the process of producing creative artefacts. This was a qualitative study in a transformative paradigm, using autoethnography as methodology. The analysis was done by conducting an autoethnographic interview with myself, and then analysing the responses. To ensure trustworthiness, I show several images of my creative work in situ. I also use a convention of nested text boxes to show the relationship between my reflections and meta-reflections. The study produced several key realisations that could leverage pedagogical implications: the creative process is not linear, serendipity can be harnessed, play should be encouraged, and personal experience can be incorporated in the creative design process. Autoethnographic research into my own creative design process made visible the richness of personal histories and local contexts as resources for learning and teaching about creativity and, more broadly, as resources for social change.

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“…Some evaluation frameworks, notably empowerment, transformative, and collaborative ones (Fetterman & Wandersman, 2005;Mertens, 2009;O'Sullivan, 2004) place particular emphasis on ensuring collective input of multiple stakeholders at various stages of an evaluation process. Evaluators utilizing qualitative forms of data collection, such as focus groups, also need strong group facilitation skills.…”

Section: Case Example: Evaluation Of a World Café Conversation About mentioning

confidence: 99%