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Journal articles on the topic 'Reflexive journal'
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Barry, Philippa, and Clare O'Callaghan. "Reflexive Journal Writing." Nordic Journal of Music Therapy 17, no. 1 (January 2008): 55–66. http://dx.doi.org/10.1080/08098130809478196.
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Tribe, John, Honggen Xiao, and Donna Chambers. "The reflexive journal: Inside the black box." Annals of Tourism Research 39, no. 1 (January 2012): 7–35. http://dx.doi.org/10.1016/j.annals.2011.11.001.
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Røkkum, Arne. "Headhunting as Reflexive Violence." Journal of Extreme Anthropology 2, no. 1 (March 19, 2018): 98–110. http://dx.doi.org/10.5617/jea.6089.
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This is a commentary article on existing anthropological views on headhunting practices. Its focus is an article by Mikkelsen (2017) in this journal, ‘Facehunting: Empathy, Masculinity and Violence among the Bugkalot.’ The commentary article sees value in Mikkelsen’s critical stance on the issue of extreme violence, such as headhunting not entailing a prior dehumanization of the victim. ‘Headhunting as Reflexive Violence’ addresses an issue of ‘selective empathy,’ and concludes that in light of the Bugkalot ethnography and impulsive headhunting, the discussion point could be one, following Persson and Savulescu (2017), of ‘reflexive empathy.’ The article argues that attention should be given to the material, plastic, and tonal practices celebrating and possibly even eliciting the kill. These might provide us with a rare window into the way cultural techniques can embellish violence.
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Segal, Edwin S. "The Journal: Teaching Reflexive Methodology on an Introductory Level." Anthropology & Education Quarterly 21, no. 2 (June 1990): 121–27. http://dx.doi.org/10.1525/aeq.1990.21.2.04x0251q.
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Alexandrache, Carmen. "Journal Reflexive, an Instrument for Student Preparation in the Teaching Profession." Procedia - Social and Behavioral Sciences 149 (September 2014): 20–24. http://dx.doi.org/10.1016/j.sbspro.2014.08.172.
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Cunliffe, Ann L., and Eugene Sadler-Smith. "Management Learning: The journal for critical, reflexive scholarship on organization and learning." Management Learning 46, no. 1 (January 30, 2015): 3–5. http://dx.doi.org/10.1177/1350507614562934.
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Václava, Kettnerová, Lopatková Markéta, and Panevová Jarmila. "An Interplay between Valency Information and Reflexivity." Prague Bulletin of Mathematical Linguistics 102, no. 1 (September 11, 2014): 105–26. http://dx.doi.org/10.2478/pralin-2014-0018.
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Abstract A language description based on a formally defined framework has many advantages: The possibility to check the inner consistency of the model as well as the possibility of comparison with other models or with pure descriptive approaches belong to its main priorities. Roland Wagner's contribution published in the last issue of this journal – focusing (among other ideas) on the role of Czech reflexives – presents several critical remarks concerning the Functional Generative Description. These remarks represent a good challenge for the authors developing this model to fill empirical gaps and to make clear some theoretical presuppositions concerning valency frames of verbs and their respective reflexive counterparts that are primarily addressed by Roland Wagner's critical survey.
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Smith, Brian A. "Ethical and Methodologic Benefits of Using a Reflexive Journal in Hermeneutic-Phenomenologic Research." Image: the Journal of Nursing Scholarship 31, no. 4 (December 1999): 359–63. http://dx.doi.org/10.1111/j.1547-5069.1999.tb00520.x.
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Nath, Nisha, Ethel Tungohan, and Megan Gaucher. "The Future of Canadian Political Science: Boundary Transgressions, Gender and Anti-Oppression Frameworks." Canadian Journal of Political Science 51, no. 3 (May 29, 2018): 619–42. http://dx.doi.org/10.1017/s0008423918000197.
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AbstractIn light of theCanadian Journal of Political Science(CJPS) self-reflexive “50thAnniversary” issue on the state of Canadian political science (CPS), this article maps the discipline's engagement with intersectional anti-oppression scholarship. Analyzing abstracts inCJPSand theCanadian Political Science Review,we argue while these journals—and mainstream CPS more generally—tackle questions of diversity, there remains a gap between conversations recognized in these particular forums and the incorporation of what we term an intersectional anti-oppression lens. In its deconstruction of systems of power and privilege, we explore analytic and pedagogical possibilities this lens presents for mainstream CPS.
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Howells, Valerie. "‘Une aventure spirituelle’: Bernano's Journal d'un curé de campagne as a Self-Reflexive Text." Nottingham French Studies 40, no. 2 (September 2001): 26–36. http://dx.doi.org/10.3366/nfs.2001-2.004.
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dos Santos, Maria de Fátima Oliveira, and Genival Veloso de França. "Bioethics and Anesthesia: A Reflexive Study of Reports Published in the Brazilian Journal of Anesthesiology." Brazilian Journal of Anesthesiology 61, no. 1 (January 2011): 121–27. http://dx.doi.org/10.1016/s0034-7094(11)70013-7.
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Moore, Allison. "‘I’ and ‘We’ Identities – an Eliasian Perspective on Lesbian and Gay Identities’." Sociological Research Online 15, no. 4 (November 2010): 47–54. http://dx.doi.org/10.5153/sro.2241.
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Lesbian and gay sociology has witnessed a reflexive turn in recent years, which emphasises choice, self-creation and self-determination in the formation of sexual identities. Individuals are involved in, what GIDDENS (1991) called, a ‘project of self’ or a ‘reflexive biography’, which allows them to engage in a dynamic and constantly evolving process of defining and re-defining their self-identity. Identity becomes fluid, fragmented and plastic. In a recent issue of this journal, Brian Heaphy argued that such accounts of lesbian and gay reflexivity are partial and fail to take account of the ways in which structural factors continue to limit one's choice narrative and he proposed a move towards a reflexive sociology, rather than a sociology of reflexivity. This article seeks to develop Heaphy's argument further and suggests that the limitation of theories of reflexivity lies in their inability to adequately account for the continued significance of collectivity, interdependency and human relations in shaping an individual's identity. Drawing on Norbert Elias’ figurational sociology, it will be argued that against a reflexive model of identity that privileges individualism, choice and creativity over collectivity and material constraints, there is a pressing need to revisit and re-establish our interdependent relationships with one another.
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Ingham, Esther. "The (physically) wounded healer: The impact of a physical disability on training and development as a counselling psychologist: A case study." European Journal of Counselling Psychology 7, no. 1 (August 17, 2018): 31–46. http://dx.doi.org/10.5964/ejcop.v7i1.131.
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This case study investigates how physical disability might impact on the therapeutic training and development of a counselling psychologist. Discourse analysis of extracts and quotations from the author’s own reflexive journal reveals some potential implications of a subtly discriminatory environment that perpetuates societal negativity towards the physically disabled. A limited level of understanding of the experience of physical disability amongst peers/colleagues is seen as a potential issue for the profession to address as an ethical obligation for ambassadors of social justice, possibly through specific disability training and reflexive practice. The archetype of the ‘wounded healer’ in the helping professions is an affirmative perspective by which to view physical disability in training. The physically disabled trainee is encouraged to commit to personal reflexive work to develop his/her understanding of the various possible implications of their physicality on relationships, be they personal or professional. This can ultimately prove the experience of physical disability to be a useful tool which, when used skillfully, has the capacity to increase relational depth in therapeutic relationships.
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Chang, Sophie Chien-Huey, and James Schaller. "Perspectives of Adolescents with Visual Impairments on Social Support from Their Parents." Journal of Visual Impairment & Blindness 94, no. 2 (February 2000): 69–84. http://dx.doi.org/10.1177/0145482x0009400202.
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This qualitative study investigated the perceptions of 12 adolescents with visual impairments on the social support they received from their parents. Data were generated from in-depth interviews, field notes, a reflexive journal, informal observations, and time lines of life events. Emerging themes illustrated processes by which participants received emotional, informational, and tangible support. The implications for the training of parents, rehabilitation counselors, and educators are provided.
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Przybylo, Ela. "Publishing Revolution: Publishing Praxis in the Classroom." Radical Teacher 115 (November 26, 2019): 39–47. http://dx.doi.org/10.5195/rt.2019.654.
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Drawing on queer and feminist Digital Humanities (DH) and Indigenous, antiracist, and intersectional approaches to publishing, this pedagogy piece reflects on a course designed and taught in Fall 2018 titled “Intersectional Feminist Journal Praxis.” Students read intersectional readings on publishing while creating their own journal through Open Journal Systems Software (OJS). Employing principles of collaboration and praxis, students worked in teams around specific tasks like a call for papers, peer review, copyediting, and introduction-writing while employing critical publishing practices such as remaining reflexive about, for example, accessibility and power inequalities in processes of knowledge production. Their end product was the publication of the first issue of the journal they themselves created by the name of Intersectional Apocalypse (https://journals.lib.sfu.ca/index.php/ifj). This piece discusses this pedagogical DH experiment, grounding it in histories of anti-oppressive publishing endeavors and in students’ own words and reflections on the course.
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Ciobotaru, Anca Doina, and Elena Carmen Antochi. "Sorana Țopa – Journal Pages." Theatrical Colloquia 9, no. 2 (December 1, 2019): 21–29. http://dx.doi.org/10.2478/tco-2019-0013.
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Abstract In the spring of 2017, we had the chance of receiving several unpublished documents from actress Sorana Ţopa’s personal archive. Recovered by Mrs. Lucreția Angheluţă from a dark cellar in Bucharest and generously given to us to help our doctoral research1, the handwritten notebooks and typed pages help to shed... light both on the actress’ personality and the image of an era. Here are some of the pages from the manuscript Journal, fragments through which one can better see Sorana Ţopa’s personality, her reflexive abilities, her capacity to scan the relation human – destiny – era. With the hope that, one day, the Journal will be published in its entirety, we hence begin a project of restitutio in integrum – which we find both natural and necessary in a time when values are being overthrown and those who strive to start an artistic (or other type of) career feel the increasingly inequitable fight with the pressures of the socio-economic system. Reading these pages, one understands that freedom of spirit cannot be crushed by any political regime, on one condition: being aware of the fact that “becoming an easy prey for these masters of pulling ideological strings would be proof of downright superficiality and gross immaturity”. And maybe there is something else to be understood: any of Thalia’s servants’ chances are based equally on talent and the reading of profound pieces of writing. Beyond the pages of the Journal, there is the... telling silence of doubt. “Your eyes, becoming more accurate, clearer, could reflect the entire deposit at once; that is, you could have a clear image of the entire process and of the most intimate structure of this self. And if the eyes are not completely open, completely untouched by any intervention of the wish to see clearly and also of those obscure reactions that automatically appear from memory, then of course the state of fog persists somewhere, springing from who knows what corners of the consciousness that have not yet been cleared.”
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Durepos, Gabrielle, Mairi Maclean, Rafael Alcadipani, and Stephen Cummings. "Historical reflections at the intersection of past and future: Celebrating 50 years of Management Learning." Management Learning 51, no. 1 (October 23, 2019): 3–16. http://dx.doi.org/10.1177/1350507619879603.
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Management Learning marks its 50th anniversary in 2020. The journal has a long history of publishing critical, reflexive scholarship on organizational learning and knowledge. This Special Issue is a forum to celebrate and build on this history through critical and reflective engagement with the past, present and future of management learning, knowledge and education. In particular, the Special Issue guest editors reflect on the future of Management Learning and outline the importance of learning from the history of and history in management learning, on reflexivity, on the archive and on the geopolitics of knowledge.
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Moreton-Robinson, Aileen, Maggie Walter, and David Singh. "Editorial." International Journal of Critical Indigenous Studies 6, no. 1 (January 1, 2013): 1. http://dx.doi.org/10.5204/ijcis.v6i1.104.
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This edition of the International Journal of Critical Indigenous Studies marks the tenth since the journal’s launch in 2008. During that time, over forty articles and eleven book reviews have been published, which is testament to the continuing upward trajectory of Critical Indigenous Studies. Although there continues to be an increasing range of areas of Indigenous research to which a critical focus is brought to bear, a consistent issue for many of the journal’s contributors has been the delineation and application of Indigenous methods and methodologies in social research. The present edition is no exception, with two articles focussing on Indigenous-centred research. The first, by Krystal Summers, reflexively explores the author’s experiences as an undergraduate student undertaking Indigenous-centred research in Peru. As an Indigenous First Nations woman, Summers was mindful that her research practice was faithful to the ethics and protocols outlined in her original project proposal. Her subsequent ‘journey of critical reflexive understanding and storytelling’ supports the proposition of current literature in Indigenous research methodologies that a properly critical Indigenous ethnography will naturally enjoin with Indigenous epistemologies and methodologies
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Mules, Warwick. "Mental States as Social Discourse." South Pacific Journal of Psychology 5 (1992): 45–49. http://dx.doi.org/10.1017/s025754340000153x.
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In a recent article published in this journal, Lea (1991) argues against psychological theory which proposes access to mental states through empirical investigation. His argument depends upon demonstrating certain logical flaws in the arguments of proponents of this kind of empiricism, thereby ruling their conclusions out of court. In response to Lea, I will show that empirical investigation of mental states is possible only when undertaken as a reflexive theoretical practice. Unlike Lea's argument which remains within the Cartesian/Kantian paradigm of a priori structures and categories, an argument based on reflexive theoretical practice takes account of the grounded conditions under which knowledge becomes validated in social settings, involving close attention to the status of language in context of use. I will show that certain elisions in Lea's argument, particularly in his invocation of Wittgenstein's work on language use, eliminates for him the possibility of dealing with language in this manner. Furthermore, I will also show in the course of undertaking the above tasks, that Lea's mode of augment is itself perfectly consistent with the form of apriori theorizing he wishes to reject.
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Eagles, Kimberley, and Bettina Callary. "Goal Setting in Masters Sport An Autoethnography of a Masters Kettlebell Athlete and Coach." Journal of Sport Pedagogy & Research 6, no. 3 (2020): 4–10. http://dx.doi.org/10.47863/rpar9358.
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The purpose of this paper is to describe the nuances of goal setting in coached Masters sport from the perspective of a Masters athlete (MA) who is also a Masters coach. Thus, this paper is an autoethnography of how the first author’s experience in goal setting plays out as a MA with an online coach, and as a coach, coaching other MAs in-person. Data were collected through a series of guided reflexive journal entries, prompted by follow up questions from the second author to create narrative visibility. Journal entries were analyzed to determine what, when, where, how, and why the first author uses goal setting. In Masters sport, goals are set using many of the same principles described in the literature from different sport contexts; however, this autoethnography indicates that it is important for goal setting to originate from the MA to account for individual motives, and then to be communicated with, negotiated by, and supported from the coach with an interdependent, adult-oriented approach.
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Holt, Nicholas L., and Andrew C. Sparkes. "An Ethnographic Study of Cohesiveness in a College Soccer Team Over a Season." Sport Psychologist 15, no. 3 (September 2001): 237–59. http://dx.doi.org/10.1123/tsp.15.3.237.
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Based on an ethnographic study of a collegiate soccer team over an eight-month season, the purpose of this paper is to identify and examine the factors that contributed to team cohesion. Data were collected via participant observation, formal and informal interviews, documentary sources, a field diary, and a reflexive journal. The description-analysis-interpretation approach recommended by Wolcott (1994) framed the data analysis. Four key themes that influenced cohesion were clear and meaningful roles, selfishness/personal sacrifices, communication, and team goals. The fluctuating nature of these themes are discussed in relation to the multidimensional heuristic for cohesion presented by Cota, Evans, Dion, Kilik, and Longman (1995).
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Smith-Doerr, Laurel. "Hidden Injustice and Anti-Science." Engaging Science, Technology, and Society 6 (January 8, 2020): 94. http://dx.doi.org/10.17351/ests2020.381.
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This essay responds to the five articles on Anti-Science in this journal issue by discussing a significant theme identified across all of them: hidden injustice. Some of the ways that injustice is hidden by organizational forces related to anti-science are identified. In response, the essay points to the need for empirical data on anti-science policies, a symmetric approach to anti-science contexts, and institutional analysis of anti-science power imbalances. Additionally, a reflexive question about whether anti-science analysis in STS leads the field toward racial justice is raised. The essay calls for further organizational level research with a critical STS lens to uncover hidden injustice.
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Johnson, Phil. "Evaluating qualitative research: past, present and future." Qualitative Research in Organizations and Management: An International Journal 10, no. 4 (December 7, 2015): 320–24. http://dx.doi.org/10.1108/qrom-07-2015-1303.
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Purpose – The purpose of this paper is to outline certain currents in the assessment of qualitative research management and organizational research and briefly position this journal in relation to these developments. Design/methodology/approach – The argument draws upon contemporary debates about criteriology and its relation to underlying knowledge-constituting philosophical commitments that may be sometimes unnoticed. Findings – The need for a more permissive, pluralistic and reflexive approach to research evaluation that accepts difference and heterogeneity in qualitative research. Practical implications – The need for greater reflexivity on the part of research anyone evaluating research. Originality/value – The paper is of value to those who are engaged in various aspects of qualitative research evaluation either in terms of being evaluated or in terms of undertaking the evaluations.
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Rodríguez-Vergara, Daniel. "A Systemic Functional Approach to the Passive Voice in English into Spanish Translation: Thematic Development in a Medical Research Article." Open Linguistics 3, no. 1 (January 26, 2017): 1–17. http://dx.doi.org/10.1515/opli-2017-0001.
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AbstractThe purpose of this study was to explore, from the perspective of Systemic Functional Grammar, how passive clauses in a medical research article were translated into Spanish, specifically if they were kept in the passive voice, were changed into the active voice, or were turned into some other structure, and if voice change in the translated version affected the original thematic development. The medical paper chosen for this study was originally written in English and published in an Anglophone journal; it was then translated into Spanish and published in a Mexican journal. Both the original and the translated article were analyzed in terms of Theme and Rheme; all of the instances of passive and active voice were quantified and compared. The results show that in some cases the original thematic patterns were modified in the translation due to the use of the reflexive passive in Spanish, which results in the fronting of the verb in the sentences, thereby causing a change of Themes in the paragraphs with respect to the original structure. This study contributes to our understanding of the function of passive constructions in English and Spanish and its relationship with thematic progression.
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King, Katherine, and Peter Hemming. "Exploring Multiple Religious Identities through Mixed Qualitative Methods." Fieldwork in Religion 7, no. 1 (December 14, 2012): 29–47. http://dx.doi.org/10.1558/firn.v7i1.29.
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This article offers a reflexive account of the process of researching religious identity with young people, and considers how combining methods may enable young people to explore their own identities in different ways. Drawing upon three participant case studies it explores the public–private spectrum produced as part of discussion groups, semi-structured interviews and an innovative online e-Journal research activity. As participants moved through each stage of the research process, the way in which they represented their religious identities shifted as they encountered differing social environments, became more practised at telling their own lives, or had evolved their own perspectives over time. Employing mixed methods contributes a more nuanced understanding of the role of religion in young people’s lives yet also raises important ethical implications surrounding participant confidentiality in research.
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Purdy, Laura G., and Robyn L. Jones. "Choppy Waters: Elite Rowers’ Perceptions of Coaching." Sociology of Sport Journal 28, no. 3 (September 2011): 329–46. http://dx.doi.org/10.1123/ssj.28.3.329.
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The aim of this study was to examine the relationship between elite rowers and their coaches. We were particularly interested in how the rowers constructed and negotiated the interactions and pedagogical actions of the coaches. Drawing upon participant observation and the principal researcher’s reflexive journal, data were collected over a five-month period while ten rowers participated in a preparatory training camp for subsequent selection to compete at upcoming major events. The data were analyzed inductively (Rubin & Rubin, 1995). The findings demonstrate the importance of social expectations within the coaching context. Such expectations have to be at least partially met if the coaching “contract” is to be honored (Jones, 2009). Not doing so, puts at risk the respect of athletes, without which coaches simply cannot operate (Potrac, Jones & Armour, 2002).
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Cordeiro, Pedro, Victor E. C. Ortuño, Maria Paula Paixão, and João Marôco. "Reading a Scientific Paper for Psychology and the Social Sciences: A Critical Guide." Psychology, Community & Health 4, no. 3 (November 27, 2015): 114–22. http://dx.doi.org/10.5964/pch.v4i3.136.
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AimA critical review of a journal article is a comprehensive evaluation of the article content, formal structure and methodological approach. Success in this task requires students to develop analytic and reflexive skills as pre-requisites to identify key research question(s), relevant findings and main conclusions reached. Critical skills are also an important aspect of a student’s academic and future professional life, yet this has been a largely overlooked component of academic training. This paper aims to provide undergraduate students with a simple and straightforward set of guidelines for reading, analysing and interpreting research articles. Content, structure and common mistakes in research papers are addressed, along with the most relevant standards for review.ConclusionWith this reference guide we hope students will be able to more thoroughly analyse and critically discuss the strengths and weaknesses of a research article.
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Cunningham, George B. "Creating and Sustaining Workplace Cultures Supportive of LGBT Employees in College Athletics." Journal of Sport Management 29, no. 4 (July 2015): 426–42. http://dx.doi.org/10.1123/jsm.2014-0135.
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The purpose of this study was to understand (a) how participants conceptualized lesbian, gay, bisexual, and transgender (LGBT) inclusiveness in their athletic departments, (b) the antecedents of such workplace environments, and (c) the outcomes associated with inclusion. To do so, the author conducted a collective case study of two college athletic departments located in the U.S. Northeast. Data sources included individual interviews with coaches and administrators (n = 17), a reflexive journal, websites, university materials, and external publications. Participants described the athletic departments as characterized by community and cohesion, respect and inclusion, and success oriented. Various antecedents contributed to these workplace environments, including those at the individual level, leader behaviors, inclusive organizational policies, and macro-level influences. Finally, while some negative outcomes were identified, LGBT inclusion was predominantly associated with a host of positive outcomes for the employees, athletes, and organizations as a whole.
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Sanders, Phoebe, Ross Wadey, Melissa Day, and Stacy Winter. "Narratives of Recovery Over the First Year After Major Lower Limb Loss." Qualitative Health Research 30, no. 13 (June 20, 2020): 2049–63. http://dx.doi.org/10.1177/1049732320925794.
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The objectives of this research were to extend previous research by exploring the psychosocial experiences of patients over the first year after major lower limb amputation (MLLA) and identify implications for rehabilitation practice. This research took place at a United Kingdom–based National Health Service–operated prosthetic rehabilitation center. Thirty patients were recruited who had experienced MLLA within the last year and were undertaking prosthetic rehabilitation. Data were collected through semi-structured narrative interviews, observation, and a reflexive journal and analyzed using dialogical narrative analysis. The concept of well-being was used to map patients’ recovery trajectories, and five narrative typologies were identified: accelerated decline, adaptation, illusory cure, muddling along, and projection. This article advances knowledge by opening up new possibilities for anticipating patients’ future needs through the stories they are telling in the present and provides the basis for additional resources supporting psychosocial recovery.
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Beuthin, Rosanne. "Cultivating Compassion: The Practice Experience of a Medical Assistance in Dying Coordinator in Canada." Qualitative Health Research 28, no. 11 (August 13, 2018): 1679–91. http://dx.doi.org/10.1177/1049732318788850.
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Accessing medical assistance in dying (MAiD) became legal in Canada in June, 2016. This marks a unique time in our history, as eligible persons can now opt for an assisted death and health care professionals can be involved without criminal repercussion. I used an autoethnographic approach to explore and describe my experience of implementing and coordinating a new MAiD program in a local health authority. Part I is a self-reflexive narrative based on journal entries about my immersion in this practice role over a 6 month period. In Part II, I share five emergent storylines: coming to the role (the calling), embodiment (becoming the face of), immersion in clinical practice, interactions with those seeking MAiD, and self survival (sense making). The created story and storylines shine a light on new ethical practice realities, enhance understanding about MAiD as it continues to unfold, and hopefully inspire human centered, compassionate care.
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Shahin, Saif. "News Framing as Identity Performance." Journal of Communication Inquiry 39, no. 4 (March 23, 2015): 338–56. http://dx.doi.org/10.1177/0196859915575740.
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This study examines how two publications with a common religious affiliation—“Muslim/Islamic”—but different racial affiliations—“indigenous/Black” and “immigrant/Arab”—frame news events. It develops two interrelated ideas. First, identity is not simply an “individual level” but also a higher, “organizational level” of influence on news. Second, news organizations perform their identities in how they frame news. Comparative frame analysis reveals that identity performance, even at the organizational level, is context sensitive. The two publications, Muslim Journal and Islamic Horizons, use similar news frames when their shared religious identity is salient, but framing diverges in contexts where their differing racial identities become active. Racial identities also color how these publications construct and relate to “America.” Conceptualizing news organizations as reflexive actors with fluid identities and news frames as the contextual identity performance of these actors allows us to see how news media simultaneously reflect and reproduce social reality.
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Grek, Sotiria, and Paolo Landri. "Editorial: Education in Europe and the COVID-19 Pandemic." European Educational Research Journal 20, no. 4 (July 2021): 393–402. http://dx.doi.org/10.1177/14749041211024781.
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Although the global Covid-19 pandemic is still affecting our lives enormously, we know that a new era of deep reflection about ‘normality’, our planet and our existence on it has also begun. The ‘Education in Europe and the Covid-19 Pandemic’ double Special Issue intends to be part of this reflexive discussion about the post-pandemic European education policy and research space. This is a space shaped continuously by crises and opportunities, by utopias of a shared progressive and liberal education for all, but also the dystopias of nationalism, populism, climate destruction and now a global health emergency. This editorial offers an overview of the current crisis context and of the articles; further, it positions the journal within the post-pandemic research and policy debate about how to understand the impact of the pandemic on the changing forms of education and its enduring inequalities.
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Adji, Alberta Natasia. "The fragmentation of the writing self: Using dialogic reflection to explore the writing process of an autobiographical novel." Journal of Writing in Creative Practice 14, no. 2 (September 1, 2021): 143–59. http://dx.doi.org/10.1386/jwcp_00019_1.
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In this article, the author-researcher presents three intertwined texts: excerpts from an autobiographical novel, extracts from a reflexive journal written during the writing of that novel, as well as a theorized account and analysis of the overarching creative process. These texts talk to each other as a form of intertextuality in the similar way that the three generations of a Chinese Indonesian family depicted in the novel interact with one another and present differing perspectives and fresh insights. The issues of the writer’s inner voices and multiplicity of the self feature prominently in this work, the result of a deep and critical engagement with the author-researcher’s creative writing and reflective thinking processes. Together, these three interrelated texts capture and explore multiple perspectives interacting during the writing process while at the same time present how the self and sites of meaning-making can be constructed through writing.
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Kelly, Michael. "Le regard de l’étranger: What French cultural studies brings to French cultural history." French Cultural Studies 25, no. 3-4 (August 2014): 253–61. http://dx.doi.org/10.1177/0957155814543894.
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French cultural studies cast a stranger’s gaze over French cultural history. This article analyses the distinctive character of French cultural studies through the work of the journal French Cultural Studies over 25 years. It sets this work in the context of the academic community it serves and the finalities it pursues, in order to identify the distinctive contributions it has made to the study of French cultural history. It particularly suggests that French Cultural Studies has been able to work across disciplinary boundaries that are less easy to cross in the academic communities in France. This has enabled it to use a range of perspectives and methodologies that enable it to cast fresh light on many areas of French culture and understand them in their broader social context. It also suggests that the self-reflexive stranger’s gaze may offer a paradigm for research in cultural history and in the humanities more generally.
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Roberts, Joanne, and Christoph Dörrenbächer. "Renewing the call for critical perspectives on international business." critical perspectives on international business 12, no. 1 (March 7, 2016): 2–21. http://dx.doi.org/10.1108/cpoib-12-2015-0057.
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Purpose – This paper aims to reflect on the future of critical perspectives on international business (cpoib) by considering some key developments in the international business (IB) context since the Journal’s launch in 2005. The Journal’s mission and scope is refreshed in light of these developments. Changes to the editorial team and editorial advisory board are also announced. Design/methodology/approach – A review of some of the key developments in the IB context provides the background and justification for a revised editorial mission and scope. Findings – Given changes in the IB environment, the need for a journal that takes a critically reflexive view on the activities of IB and issues of relevance to IB is found to be of increasing importance. This finding underlines the need for scholars to undertake empirical and conceptual studies that adopt critical perspectives to identify IB practices that are detrimental to stakeholders broadly defined and to offer alternatives. Originality/value – This is the first effort to reassess and renew cpoib’s mission and scope in the light of the changes in the IB context since the Journal’s launch in 2005.
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Bassett, Keith. "Postmodernism and the Crisis of the Intellectual: Reflections on Reflexivity, Universities, and the Scientific Field." Environment and Planning D: Society and Space 14, no. 5 (October 1996): 507–27. http://dx.doi.org/10.1068/d140507.
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In this paper the author takes up the issue of the social responsibilities of academics, raised in recent articles in this journal, through a discussion of the crises facing contemporary intellectuals. The paper begins with a plea for a reflexive sociology of intellectuals, and after a brief review of early debates on the role of intellectuals, the author concentrates on Gouldner's grand vision of intellectuals as a ‘flawed universal class’. In the next section the forces that have undermined such grand visions in the past few decades, precipitating the current crises, are discussed. The author then categorises a range of positions that have been recently developed to justify some continuing role for intellectuals as a social category in contemporary society. This discussion leads on to a focus on the work of Bourdieu, which seems to the author to offer the most productive framework for thinking about these issues. But in the last section he raises a number of problems that might be tackled through the incorporation of some feminist approaches.
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Mythen, Gabe. "Ulrich Beck: E-Special Introduction." Theory, Culture & Society 37, no. 7-8 (June 15, 2020): 383–409. http://dx.doi.org/10.1177/0263276420912178.
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This e-special issue of Theory, Culture & Society showcases work published in the journal by and about the late German sociologist Ulrich Beck (1944–2015). Beck became known as a pioneering and inventive thinker, continuously engaged in a quest to capture the essence of the modern age, whilst simultaneously wrestling with the upcoming horizons of the future. During his career, he was responsible for developing some of the defining sociological concepts of the late 20th and early 21st century, including risk, reflexive modernization, individualization and cosmopolitanism. He published many articles in Theory, Culture & Society, inspiring acolytes to mobilize his ideas and provoking critics to dispute them. Complementing articles written by Beck, this collection also includes critical commentaries, applications of his work, a selection of interviews and several reflective pieces which consider his legacy. The key aspiration of this special issue is to encourage contemplation on both the richness and the range of Ulrich Beck’s academic contribution. The contents stimulate reflection on the intricacies of Beck’s method of inquiry and flag up ways in which his work can influence the future trajectory of social theory.
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Schlee, Günther. "Inter-ethnic clan identities, ethnicity, centrisms and biases; a response to Paul Spencer." Africa 63, no. 4 (October 1993): 591–600. http://dx.doi.org/10.2307/1161008.
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In 1985 I had the opportunity to publish an article with the title ‘Inter-ethnic clan identities among Cushitic-speaking pastoralists’ in this journal. The same year I submitted a book on the same topic as a Habilitation thesis to the University of Bayreuth and I. M. Lewis expressed interest in publishing it in the IAI series. The publication was delayed until 1989, partly because of disagreement with a reader who suggested that I cut out parts which I regarded as central to my argument while inviting me to expand on marginal aspects. The book did not and does not fit the standard pattern for an anthropological monograph in the British tradition, and local lore about ‘how things are done’ sometimes seems to prevent people from tracing the internal logic of an unfamiliar and somewhat complex argument. An adequate analysis of the working of identity processes and micro-cultures in this field of scholarship would require an auto-reflexive effort of anthropology, an effort no less than the one which was necessary for disentangling the web of inter-ethnic clan relationships among the Cushitic-speaking camel herders of northern Kenya.
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Crăciunescu, Pompiliu. "An Immobile Nomad: “the Peasant from the Danube”." Human and Social Studies 7, no. 3 (October 1, 2018): 69–79. http://dx.doi.org/10.2478/hssr-2018-0025.
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Abstract European writer of Romanian origin, Vintila Horia (1915-1992) - Goncourt Prize in 1960 for the novel Dieu est né enexil - was a truly awakened consciousness of his time. Wherever he was - in Bucharest or Florence, Buenos Aires or Paris, Rome or Madrid - this “polyglot nomad” (Jean-François-Malherbe) never left the unyielding values of the spirit and of knowledge. His work of literary epistemology, hisnovelistic creation - fed by exile, love and by the divine -, as well as the Journal d’un paysan du Danube (1966), stand as testimony. Focal point of my approach, this text sheds light on the metaphysical realm of a way of thinking in which the undivided man (a double-faced reality: big infinity /small infinity) and the man to come are one and the same. Since for the exiled VintilaHoria,”the peasant from the Danube” is “celui dans lequel ce qui fut rencontre celui qui sera, dans un espace-temps non-euclidien”, and his journal emphasizes this “rediscovery”, in spite of the dark times of history; an encounter in, through and beyond the broken grounds of science, art and philosophy, but nevertheless, deeply anchored in philosophy, art and science. Apparently, rediscovery and isolation of the same proportion; in fact, we are talking about an anagnorisis: the inner man and the outer man have never separated, despite the “microbial fauna of Kali Yuga” (“la faunemicrobienne du Kali Yuga”). “Nomade polyglotte” through his evolution, a result of flawless reflexive stability, Vintila Horia proves himself to be, at the same time, animmobile nomad; “the peasant from the Danube” is the plenary expression of this unusual simultaneity.
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Penz, Kelly, and Wendy Duggleby. "Harmonizing hope: A grounded theory study of the experience of hope of registered nurses who provide palliative care in community settings." Palliative and Supportive Care 9, no. 3 (August 15, 2011): 281–94. http://dx.doi.org/10.1017/s147895151100023x.
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AbstractObjective:The purpose of this study was to explore the hope experience of registered nurses (RNs) who provide palliative care services in community settings. The specific aims of the study were to (1) describe their hope experience, (2) develop a reflexive understanding of the processes of their hope, and (3) construct a substantive theory of hope of palliative care RNs.Methods:Using constructivist grounded theory methodology, purposeful theoretical sampling was used to enroll 14 practicing community palliative care RNs in the study. Twenty-seven open-ended telephone interviews were conducted and nine daily journal entries on hope were copied. Interviews and journals were transcribed verbatim and analyzed using Charmaz's grounded theory approach.Results:Participants described their hope as a positive state of being involving a perseverant and realistic understanding of future possibilities. Their hope sustained and motivated them, and helped them to strive to provide high-quality care. The main concern for participants was keeping their hope when faced with work life challenges and contrasting viewpoints (i.e., when their hopes differed from the hopes of others around them). They dealt with this through harmonizing their hope by the processes of “looking both ways,” “connecting with others,” “seeing the bigger picture,” and “trying to make a difference.” Their experience of hope was defined within the social context of their work and lives.Significance of results:The results of this study suggest that hope is very important to palliative care RNs, in that it helps them to persevere and sustains them when faced with work life challenges in their practice. This study also highlights the need for continued research in this area as there appears to be a lack of evidence on the meaning of hope for healthcare professionals, and, in particular, understanding hope in the context of palliative and end-of-life care delivery.
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Daniels, Nicola, Patricia Gillen, Karen Casson, and Iseult Wilson. "STEER: Factors to Consider When Designing Online Focus Groups Using Audiovisual Technology in Health Research." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691988578. http://dx.doi.org/10.1177/1609406919885786.
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Technological advancements and ease of Internet accessibility have made using Internet-based audiovisual software a viable option for researchers conducting focus groups. Online platforms overcome any geographical limitations placed on sampling by the location of potential participants and so enhance opportunities for real-time discussions and data collection in groups that otherwise might not be feasible. Although researchers have been adopting Internet-based options for some time, empirical evaluations and published examples of focus groups conducted using audiovisual technology are sparse. It therefore cannot yet be established whether conducting focus groups in this way can truly mirror face-to-face discussions in achieving the authentic interaction to generate data. We use our experiences to add to the developing body of literature by analyzing our critical reflections on how procedural aspects had the potential to influence the data we collected using audiovisual technology to conduct synchronous focus groups. As part of a mixed methods study, we chose to conduct focus groups in this way to access geographically dispersed populations and to enhance sample variation. We conducted eight online focus groups using audiovisual technology with both academic researchers and health-care practitioners across the four regions of the United Kingdom. A reflexive journal was completed throughout the planning, conduct and analysis of the focus groups. Content analysis of journal entries was carried out to identify procedural factors that had the potential to affect the data collected during this study. Five themes were identified ( Stability of group numbers, Technology, Environment, Evaluation, and Recruitment), incorporating several categories of issues for consideration. Combined with the reflections of the researcher and published experiences of others, suggested actions to minimize any potential impacts of issues which could affect interactions are presented to assist others who are contemplating this method of data collection.
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Peggs, Kay. "Which Pension?: Women, Risk and Pension Choice." Sociological Review 48, no. 3 (August 2000): 349–64. http://dx.doi.org/10.1111/1467-954x.00220.
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This paper investigates women's perceptions of choice and risk in the field of pensions. It extends on a paper published in a recent edition of this journal in which Alan Aldridge applied Pierre Bourdieu's notions of cultural capital and habitus to the field of personal finance. Since the late 1980s the marketisation of pensions has resulted in an expansion of pension options. According to Anthony Giddens the expansion of choice is one of the positive aspects of living in a ‘risk society'. However, the expansion of pension choice has passed pension risks onto consumers. Using qualitative interviews this paper investigates the perceptions of 45 employed women aged 40–59 of the risks associated with choosing a pension. At the theoretical level the paper seeks to demonstrate the need to qualify notions of reflexive decision-making put forward by Giddens by emphasising the role of habitual action in decision-making, as put forward by Bourdieu. The paper shows that material circumstances, cultural capital, extent and quality of pension information and habitus affect perceptions of pension choice and pension risks. The paper concludes that the expansion of pension choice has been, in many ways, negative rather than positive and thus is likely to lead to increasing poverty among many women in later life.
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Cusack, Cheryl, Benita Cohen, Javier Mignone, Mariette J. Chartier, and Zana Lutfiyya. "Reorienting Public Health Nurses’ Practice With a Professional Practice Model." Canadian Journal of Nursing Research 49, no. 1 (January 4, 2017): 16–27. http://dx.doi.org/10.1177/0844562116686003.
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Purpose Documents articulating public health nurses’ (PHNs’) roles, including Canadian standards and competencies, depict a broad focus working at multiple levels to improve population outcomes through the promotion of health equity. Conversely, Canadian experts depict a looming crisis, based on the rising disconnect between daily activities and ideal practice. While perfectly positioned, PHNs’ skills and abilities are under-utilized and largely invisible. The intention of this study was to develop a model to support the full scope of equity-focused PHN practice. Method A participatory action research approach was used. Qualitative data were gathered using semistructured interview guides during audio-recorded meetings. The data were coded into central themes using content analysis and constant comparison. A researcher reflexive journal and field notes were kept. A significant feature was full participant involvement. Results The outcome was a professional practice model to reframe the PHN role to focus on population health and equity. The model was imperative in promoting full scope of practice, dealing with workload pressures, and describing PHNs’ value within the organization and broader health system. Conclusion Professional practice models hold promise as frameworks to depict autonomous practice activities, situated within organizations and healthcare systems, and underpinned by nursing knowledge.
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Kockel, Ulrich, and Elisabeth Timm. "Editorial." Anthropological Journal of European Cultures 27, no. 1 (March 1, 2018): vii—x. http://dx.doi.org/10.3167/ajec.2018.270101.
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About a year ago – some of us had just met at the Göttingen congress of the International Society for Ethnology and Folklore (SIEF) and discussed the idea of a Festschrift for her ninetieth birthday – we heard of the sudden death of Ina-Maria Greverus, founder-editor of this journal. In his contribution to the twenty-fifth anniversary issue of AJEC, Ullrich Kockel had recounted how the founders of AJEC had ‘set out to bridge the various real and imagined gulfs between disciplines and approaches’ and how ‘successive editorial teams have, in different ways, tried to continue that original project while negotiating contemporary pressures’, noting that ‘[a]long the way, the founding spirit may sometimes have appeared ousted by the hegemonic criteria of academic respectability’ but proved resilient in the face of such pressures (Kockel 2012: 58). With this in mind, the editorial board discussed the idea of a special issue featuring contributions by members of the board past and present as well as others whose paths had crossed with Ina-Maria’s, and we decided to issue an ‘open-format’ call, encouraging a variety of reflexive, reminiscent, or otherwise discursive engagement with Ina-Maria, her work, and her influence – both academic and personal – on so many of us, of her own as well as of younger generations.
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Melvin-Koushki, Matthew. "Taḥqīq vs. Taqlīd in the Renaissances of Western Early Modernity." Philological Encounters 3, no. 1-2 (April 23, 2018): 193–249. http://dx.doi.org/10.1163/24519197-12340041.
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Abstract This essay reviews a major new study of European Renaissance Arabist-humanist philology as it was actually practiced, humanist neoclassicizing anti-Arabism notwithstanding. While definitive and philologically magisterial, that study nevertheless falls prey structurally and conceptually to the very eurocentrism whose ideological-textual genesis it chronicles. Situating it within the comparative global early modern philologies framework that has now been proposed in the volume World Philology and the present journal is a necessary remedy—but only a partial one; for that framework too still obscures the multiplicity of specifically genetically Western early modernities, thus hobbling comparative history of philology. I therefore propose a new framework appropriate to the study of Greco-Arabo-Persian and Greco-Arabo-Latin as the two parallel and equally powerful philosophical-philological trajectories that together defined early modern Western—i.e., Hellenic-Abrahamic, Islamo-Judeo-Christian, west of South India—intellectual history: taḥqīq vs. taqlīd, progressivism vs. declinism. But a broadened and more balanced analytical framework alone cannot save philology, much less Western civilization, from the throes of its current existential crisis: for we philologists of the Euro-American academy are fevered too by the cosmological ill that is reflexive scientistic materialism. As antidote, I prescribe a progressivist, postmodern return to early modern Western deconstructive-reconstructive cosmic philology as prerequisite for the discipline’s survival, and perhaps even triumph, in the teeth of totalitarian colonialist-capitalist modernity.
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Wilson, Annabelle. "Addressing Uncomfortable Issues: Reflexivity as a Tool for Culturally Safe Practice in Aboriginal and Torres Strait Islander Health." Australian Journal of Indigenous Education 43, no. 2 (November 10, 2014): 218–30. http://dx.doi.org/10.1017/jie.2014.24.
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It is well recognised that research with Aboriginal communities needs to be ethical, meaningful and useful, in a way that is defined by communities themselves. This article provides an example of how reflexivity, from a number of positions and paradigms, can be used to undertake such research. I used a reflexive journal to document and critically assess the challenges and discomfort I experienced while undertaking research with Aboriginal communities, including uncertainty and feeling in the minority. Reflexivity allowed me to experience a number of key learnings, including: the importance of relationships; the importance of time, transparency and trust in relationships; reciprocity; the importance of listening; a partnership approach; and the impact of Aboriginal culture and past experience. The way in which I redefined my success as a researcher is also explored. In using reflexivity I reached new levels of understanding about myself, which enabled me to alter my practice and therefore change the experiences of those I was working with, ideally towards experiences that were perceived as culturally safe. Using reflexivity also enabled me to identify my position as a White researcher and centralise the needs and perspectives of Aboriginal people in my research. The purpose of this article is to present my own journey, as well as start a dialogue and provide a framework for how others might use reflexivity to become a culturally safe health professional or researcher and centralise the needs and perspectives of Aboriginal people in research and practice.
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Ryabchuk, Anastasiya. "Handicapped Class Analysis in Post-Soviet Ukraine, and a Push for Revision." East European Politics and Societies: and Cultures 29, no. 3 (August 2015): 685–97. http://dx.doi.org/10.1177/0888325415606521.
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Class analysis has never gone out of fashion in Ukraine, but it has been conducted in ways that limit its effectiveness and ability to make sense of the world. It is marked by four aspects inherited from Soviet times: a focus on large-scale surveys offering only surface presentations of findings, a gradational rather than relational orientation to class, unwillingness to engage with subjective experiences of class, and a tendency towards functional legitimation of the existing order. Data showing significant transformation of social structure and high levels of inequality tend to be presented with little consideration of its meaning for people’s lives. The absence of serious theoretical reflection, deep ethnographic analysis, or studies of class relations and power constitute significant handicaps for Ukrainian sociology. A recently created group of young sociologists gathered around the journal and website Commons/Spilne has been seeking to overcome these limitations. Embracing “public sociology’s” aim of producing reflexive knowledge for academic and non-academic audiences alike, this new milieu, with its creators trained in western universities and engaged with Marxist social science and left-wing politics, has explored topics such as changing relations in work, the informal economy, independent unions, labor mobilization, and ethnographic study of workers’ life-worlds. Pressing work still needs to be done on the oligarchical business class, middle-class activists, class politics across regions, and the Maidan events of 2014 and the conflicts and violence that have followed.
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Alonso-Belmonte, Isabel. "THE USE OF EVALUATIVE LANGUAGE IN EFL TEACHERS’ REFLECTIVE JOURNAL WRITING: A CORPUS BASED STUDY." Elia, no. 20 (2020): 47–76. http://dx.doi.org/10.12795/elia.2020.i20.03.
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This article presents a computer-assisted discourse analysis of the main topics and evaluative parameters used by student teachers of English as a Foreign Language (EFL) in their reflective journals. By applying Bednarek’s parameter-based approach to the study of evaluation, 329 reflective journals (aprox. 90,000 words) were analyzed by using the UAM Corpus Tool. The correlation of three sources of data – topic analysis, evaluative parameters and keywords – allowed to uncover the most typical evaluative language choices made by EFL student teachers in their reflective journals and their overall evaluation of their training process during their practicum studies. Results show that most journal entries pivot around the figure of the secondary student of EFL and that student teachers feel confident enough as to explicitly assess products, performances, and human behavior along the emotivity and the expectedness parameters. Findings are discussed in relation to the development of the EFL student teachers’ professional teaching identity and on the contextual factors that promote it or hinder it.
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Grandy, Gina, Ruth Simpson, and Sharon Mavin. "What we can learn from de-valued and marginalised work/research." Qualitative Research in Organizations and Management: An International Journal 10, no. 4 (December 7, 2015): 344–49. http://dx.doi.org/10.1108/qrom-07-2015-1310.
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Purpose – The purpose of this paper is to reflect on how QROM has become an outlet that gives voice to de-valued and marginalised work/research and those who undertake it. The authors present an overview of the research published in the journal over the past ten years that has provided rich accounts of hidden and marginalised groups and experiences. The authors also summarise the unique contributions of the research covered in the special issue the authors co-edited on doing dirty research using qualitative methodologies: lesson from stigmatized occupations (volume 9, issue 3). Design/methodology/approach – The authors adopt a literature review approach identifying key pieces covered in QROM that surface various forms of qualitative methods employed to illuminate the everyday practices of “Other” occupations, individuals and groups; experiences situated outside of the mainstream and often hidden, devalued and stigmatised as a result. Findings – The authors conclude that the articles published in QROM have demonstrated that in-context understandings are critically important. Such studies offer insights that are both unique and transferable to other settings. A number of invisible or hidden issues come to light in studying marginalised work/ers such as: the hidden texts, ambiguities and ambivalence which mark the experiences of those marginalised; that stigmatised work/research is embodied, emotional and reflexive; and, that expectations of reciprocity and insider-outsider complexities make the research experience rich, but sometimes uncomfortable. Originality/value – The authors review the research published in QROM over the past ten years that contributes to understandings of work, research and experiences of those who are often de-valued, silenced and marginalised in mainstream business and management studies.
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Grima-Farrell, Christine. "Mentoring pathways to enhancing the personal and professional development of pre-service teachers." International Journal of Mentoring and Coaching in Education 4, no. 4 (December 7, 2015): 255–68. http://dx.doi.org/10.1108/ijmce-07-2015-0020.
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Purpose – The purpose of this paper is to examine the critical features and outcomes of an Australian collaborative university- and school-based immersion project for mentoring final year pre-service primary teachers in the area of special education as they embed theory and practice in inclusive classrooms for a full year, to respond to diverse student needs. Design/methodology/approach – Using a three-year qualitative study design, data were gathered through pre surveys and post surveys, two one-to-one semi-structured interviews, and reflexive journal entries. Analysis using triangulation of data sources and inter-rater reliability was employed to reach consensus on the key themes. Findings – Findings suggest that mentors proved critical to reducing pre-service teacher anxieties and to enhancing their personal and professional knowledge, confidence and skills as they differentiated instruction and assessment techniques to cater for students with a diverse range of abilities. Research limitations/implications – This research suggests that maintaining the balance of theory and practice through genuine extended school engagement experiences provided opportunities for collaborative connections on multiple levels across the school. This mentoring pathway enhanced and reinforced pre-service teachers’ professional capacity, confidence and employability potential. Limitations such as small sample size and lack of secondary school representation must be noted. Originality/value – This work identified the importance of the unique features of a mentoring programme within a university-school partnership, including the benefits of a full-year immersion experience, financial reward, responsibility, empowerment and enhanced employability status of final year pre-service teachers as they transition to classroom teachers. This paper provides useful insights for researchers, practitioners and teacher education policy developers.