Relevant bibliographies by topics / Researcher reflexivity

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Researcher reflexivity'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Researcher reflexivity"

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Dodgson, Joan E. "Reflexivity in Qualitative Research." Journal of Human Lactation 35, no. 2 (2019): 220–22. http://dx.doi.org/10.1177/0890334419830990.

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All qualitative research is contextual; it occurs within a specific time and place between two or more people. If a researcher clearly describes the contextual intersecting relationships between the participants and themselves (reflexivity), it not only increases the creditability of the findings but also deepens our understanding of the work. The issues surrounding the researchers’ reflexivity are many and complex; however, journal space for discussing them may be very limited. Therefore the researcher has the responsibility of succinctly and clearly addressing these issues, so the reader can evaluate the research. Some of the ways that researchers can address reflexivity are discussed.
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Fremlova, Lucie. "Non-Romani Researcher Positionality and Reflexivity." Critical Romani Studies 1, no. 2 (2019): 98–123. http://dx.doi.org/10.29098/crs.v1i2.25.

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This paper considers the positionality and reflexivity of nonRomani, ally-identified researchers vis-à-vis insider/outsider research by critically examining – or queer(y)ing – non-Romani researcher identity and the privilege that goes with it. On a theoretical level this can be facilitated by, for example, queer theoretical concepts and the concept of critical whiteness. Critical whiteness is “queer” by virtue of being counter/non/anti-normative in relation to whiteness as a social norm (whitenormativity). In practical terms, employing queer, feminist, and critical whiteness methodologies means that reflective and reflexive researchers conducting research “with,” “for,” and “on” Roma do not “have to be” Romani in order to participate inknowledge production on Romani communities. Nonetheless, it implicates their ability to critically examine their own privilege and challenge it accordingly, that is, not only academically but also politically and socially.
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Lian, Hongping. "Positionality and Power: Reflexivity in Negotiating the Relationship Between Land-Lost Farmers and the Local Government in China." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691986450. http://dx.doi.org/10.1177/1609406919864508.

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Reflexivity has gained a vital role in qualitative research. Distinct from the extant global literature that explores reflexivity conceptually or practically, gaps are found in China studies and the Chinese literature, where the discussion of reflexivity remains in the conceptual realm while falling short of practical terms. Doing reflexivity entails the self-reflection of the researcher as well as the reflection of the research participants. This article aims to deal with the following questions: What are the respective positions of the researcher and the research participants, and how do they relate to each other? How do such positions and their relatedness affect the research processes and products? Such are the issues of positionality and power. There are studies that focus on either positionality or power, respectively. What remains underdiscussed is the complexities incurred by the combination of positionality and power when the relationship between two distinct actors is concerned, especially in the Chinese context. To fill these gaps, this article focuses on the practice of reflexivity in a case study on the relationship between land-lost farmers and the local government in China. Specifically, the core questions regarding positionality and power—of myself and of the research participants—are discussed in terms of how to manage the role of the researcher, how to treat participants’ utterances, and how to manage the power relation between the researcher and the researched as well as the power relations in the field. A key finding is that being reflexive about positionality and power not only substantiates an understanding of China studies for global researchers but also situates the understanding of reflexivity, positionality, and power in a wider global framework, while highlighting the distinctiveness of the interrelated positionality and power in the Chinese context.
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Abrica, Elvira J. "Institutional Researcher Reflexivity: How IR Professionals Can Utilize Researcher Reflexivity in Qualitative Studies of Community College Students." Community College Journal of Research and Practice 43, no. 12 (2018): 880–90. http://dx.doi.org/10.1080/10668926.2018.1543060.

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Trzebiatowska, Marta. "When Reflexivity Is Not Enough." Fieldwork in Religion 5, no. 1 (2010): 78–96. http://dx.doi.org/10.1558/firn.v5i1.78.

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This article addresses the issues of reflexivity and emotional strain in fieldwork with religious populations. Undeniably, gaining access to, and forging relationships with, any social group is a challenging enterprise but the difficulty is particularly intensified when the researcher shares biographical characteristics with the researched. Based on two research projects with Polish nuns and Polish Catholic migrants, I explore the role of reflexivity in dealing with the emotional stress of fieldwork. I argue that although the lessons of feminist methodology have made fieldwork a collaborative and equal relationship between the researcher and the participants, when objective conditions in the field collide with the researcher’s cultural biography and dispositions, exercising reflexivity may not be sufficient to fix the problem.
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Cassell, Catherine, Laura Radcliffe, and Fatima Malik. "Participant Reflexivity in Organizational Research Design." Organizational Research Methods 23, no. 4 (2019): 750–73. http://dx.doi.org/10.1177/1094428119842640.

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Despite the considerable interest in researcher reflexivity within the organizational literature, little attention has been paid to participant reflexivity, here defined as the reflexive considerations of research participants that are stimulated by their involvement in research. Our argument is that engagement in the research process is a context where such reflexive thinking is likely to happen and that through certain methodological approaches, participants’ reflexive thinking becomes more conscious and therefore potentially accessible to the researcher. In identifying the participant reflexivity that emerged as part of a photo-elicitation study of work-life balance and conflict, we outline the kinds of reflexive dialogue that participants reported as being stimulated by involvement in the research and explore the link between emotion and reflexive practice. Hence our paper contributes to our understanding of qualitative research and reflexivity first by highlighting empirically the kinds of internal dialogue reported when participants engage in self-reflexivity as part of the research process; second, by outlining how we can access participant reflexivity methodologically, including through emotions; and third, by explicating the value for researchers in accessing participant reflexivity.
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Hiller, Amy J., and Danya F. Vears. "Reflexivity and the clinician-researcher: managing participant misconceptions." Qualitative Research Journal 16, no. 1 (2016): 13–25. http://dx.doi.org/10.1108/qrj-11-2014-0065.

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Purpose – It is increasingly common for health care clinicians to undertake qualitative research investigating an aspect of their own profession. Although the additional knowledge and perspective of a clinician might benefit the research, the professional background of the clinician-researcher can be a precipitator for confusion, similar to the therapeutic misconception occurring in quantitative clinical trials research. A significant challenge for the clinician-researcher is managing the misconceptions of participants and others about their role in the research process. The purpose of this paper is to outline these misconceptions and provide insight into how they might be avoided and managed through awareness and reflexivity. Design/methodology/approach – In this paper the authors draw on their experiences as clinician-researchers and memo writing data from their respective qualitative research projects to discuss participant misconceptions. Theories of reflexivity and ethics support the discussion. Findings – Potential misconceptions from participants include feeling obliged to participate, expecting to receive clinical care or feedback and believing they are being judged. This paper promotes reflexivity as a tool to pre-empt, prevent and manage participant misconceptions resulting from misunderstandings about the role of the clinician-researcher. Originality/value – Alerting clinician-researchers to potential misconceptions and providing examples of reflexive thinking in practice can assist researchers to increase the rigor of their qualitative research.
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Woods, Megan, Rob Macklin, and Gemma K. Lewis. "Researcher reflexivity: exploring the impacts of CAQDAS use." International Journal of Social Research Methodology 19, no. 4 (2015): 385–403. http://dx.doi.org/10.1080/13645579.2015.1023964.

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Carr, Melissa Louise. "Moments of Discomfort: Poststructuralist Reflexivity and Researcher Subjectivity." Academy of Management Proceedings 2021, no. 1 (2021): 15531. http://dx.doi.org/10.5465/ambpp.2021.15531abstract.

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Subramani, Supriya. "Practising reflexivity: Ethics, methodology and theory construction." Methodological Innovations 12, no. 2 (2019): 205979911986327. http://dx.doi.org/10.1177/2059799119863276.

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Reflexivity as a concept and practice is widely recognized and acknowledged in qualitative social science research. In this article, through an account of the ‘reflexive moments’ I encountered during my doctoral research, which employed critical theory perspective and constructivist grounded theory methodology, I elaborate how ethics, methodology and theory construction are intertwined. Further, I dwell on the significance of reflexivity, particularly in qualitative research analysing bioethics concepts. Through an account of the universal ethical principles that ‘I’, as a researcher, encounter, and a micro-analysis of the observed relationships that influence the theoretical construction and arguments developed, I explore the quandaries an ethics researcher undertaking a reflexive approach faces. I elucidate that reflexivity unveils – for both researcher and reader – how the researcher(s) arrive(s) at certain positions during the knowledge construction process. I conclude by stating that reflexivity demystifies the moral and epistemological stances of both the study and researcher(s).
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Dissertations / Theses on the topic "Researcher reflexivity"

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Harris, Magdalena National Centre in HIV Social Research Faculty of Arts &amp Social Sciences UNSW. "Negotiating the pull of the normal: embodied narratives of living with hepatitis C in New Zealand and Australia." Awarded By:University of New South Wales. National Centre in HIV Social Research, 2010. http://handle.unsw.edu.au/1959.4/44602.

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Hepatitis C is known as the ??silent epidemic??. Globally 170 million people live with chronic hepatitis C, yet it receives little policy, media or public attention. In developed countries the blood-borne virus is primarily transmitted through illicit drug injecting practices, aiding its silenced and stigmatised status. In this thesis I uncover some of these silences by exploring the narratives of forty people living with hepatitis C in New Zealand and Australia. My status as a person living with hepatitis C informed all aspects of this research project; I therefore also include my own experiences, foregrounding researcher reflexivity and the co-constructed nature of the interview process. My aims are both practical and theoretical. On a practical level I explore the experiences of people living with hepatitis C in order to inform recommendations for policy, research and practice, while also working to elucidate and employ an approach that allows for an analysis of the ill body as a lived experiencing agent, located in a substantive web of connections whereby discourse, corporeality and sociality, inform and mediate one another. To this end I employ a ??political phenomenology?? influenced by phenomenological and poststructuralist theoretical approaches. The central, previously under-researched, issues that arose in participants?? narratives structure the chapter outline, with results chapters focusing on participants?? experiences of diagnosis, living with hepatitis C, stigma, support group membership, alcohol use, and hepatitis C treatment. For many participants, it was found that living with hepatitis C was a liminal experience where distinctions between what it was to be healthy or ill were not clear-cut. Indeed, many of the participants?? narratives exposed the inadequacy of Western binary categorisations to speak to their experiences of living with hepatitis C. Throughout this thesis it can be seen that the meanings that participants ascribed to health, illness, and their hepatitis C were fluid and contextual, informed by the interplay of corporeality and discourse. From this interplay comes the ability to speak into the gaps of dominant discourses, creating the potential for the disruption, or subtle realignment, of normative ways of knowing.
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Adame, Alexandra L. "Negotiating Discourses: How Survivor-Therapists Construe Their Dialogical Identities." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1263579790.

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Schofield, Sally. "Group art therapy for people with Parkinson's : a qualitative study." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/group-art-therapy-for-people-with-parkinsons-a-qualitative-study(1e37dc4c-34cd-4636-b324-6f5d563e95f8).html.

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This thesis explores the effects of art-making in group art therapy sessions for people affected by Parkinson's Disease. It examines their experience of self through active engagement with art materials. It also draws on the experience of family caregivers and of professionals providing other therapeutic support for these patients. The research methodology is based on feminist, post-structuralist epistemological thought, situating the research as a political, reality-altering endeavour shaped by, and interpreted through, the researcher's particular ideological lens. The thesis emphasises the importance of developing a critical overview of the research context and considering how dominant discourses have shaped both the individual patient's experience of Parkinson's and the service approach to ways of improving their quality of life. A medical model is viewed as determining a narrow understanding and experience of the condition. Broadening the focus of the work to attend to how Parkinson's is culturally and socially embedded provides new understandings of its effects on patients and their wider needs. The research design has a strong participatory component drawing on the support of a consultancy group of six people affected by Parkinson's and three family caregivers, all seen as experts through their personal experience of the condition. The researcher defines her position as researcher-near using her background as artist, art therapist and her experience of working with people affected by Parkinson's at the research site. The research design is inspired by group art therapy practice, and takes research as praxis for theory building. Social science qualitative interviewing was used with four focus groups, and in ten semi-structured individual interviews which involved participant selected examples of their group therapy artwork. Nine audio-recordings of group art therapy sessions were collected. The researcher used art-making throughout the research process to create visual researcher diaries, and 'response' art as a way of exploring the material gathered for analysis. Besides providing an opportunity to consider the role of visual expression to complement verbal, this English language thesis uses data collected in Spanish and Catalan. Translation across languages (spoken, written and visual) and cultures became a method through which to consider interpretation, explore nuances and question assumptions. The dilemmas faced in translation enhanced researcher reflexivity and facilitated exploration of the space between art and language. This thesis offers an understanding of the potential contribution of group art therapy within six themes: 'Self-construction and discovery'; 'Material action'; 'Aesthetic group movement'; 'New perspectives'; 'Artwork as legacy'; and 'Physical transformation of issues'. These themes support the view that group art therapy acted as a catalyst for well-being and better functioning for participants, and that it can be modelled as a continuous process of embodied enquiry for those affected by Parkinson's. The triangular therapeutic relationship is explored and the terms 'creator' - 'artwork' - 'audience' are proposed to recognise the flexibility in the art-maker's position between creator and audience of their artwork. That artwork is conceptualised as an active meaning generator in the group art therapeutic encounter and the artistic intersubjective matrix is explored in relation to therapeutic factors specific to group art therapy. Implications for working with other related chronic, life changing conditions are elaborated.
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Adame, Alexandra L. "Negotiating discourses how survivor-therapists construe their dialogical identities /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1263579790.

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Neden, Jeanette. "Reflexivity dialogues : an inquiry into how reflexivity is constructed in family therapy education." Thesis, Northumbria University, 2012. http://nrl.northumbria.ac.uk/8771/.

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Reflexivity has had a long standing presence in professional education and therapy practice. In family therapy our knowledge about reflexivity has largely been produced through its application in practice. This is reflected in its multiple forms, described in the literature as therapeutic reflexivity, self reflexivity, relational reflexivity, group reflexivity, reflexive loops, recursiveness, self- reflection, self-awareness, reflexive competence, personal development, organizational reflexivity and cultural reflexivity. The practice context for conceptualising reflexivity fixes taken for granted knowledge as theory. This research constructs a history of reflexivity which draws upon narratives from diverse contexts across time and relationships, and weaves these together to examine discourses of influence which have led educationalists, practitioners, researchers and authors to construct reflexivity in many different ways. The influence and implications of these reflexivity discourses for practice and education are explored using a social constructionist approach to knowledge creation. A reflexive research design and methodology generates relational and dialogical contexts for constructing new knowledge about reflexivity and at the same time makes the processes of constructing this reflexive mode transparent. The question: ‘How is reflexivity constructed in family therapy education?’ is examined within a collaborative community constituted between educators and students. As we coordinate our polyvocality, episodes of transcendent storytelling and transformative dialogical moments are distinguished in which new knowledge emerges between participants. Using CMM heuristics, these transformative episodes are laminated to make visible the dialogical process of knowledge production. Different ‘forms’ of reflexivity are reconstructed as artefacts of conversations in relational contexts over time, shifting the discourse from looking at multiple reflexivity ‘forms’ towards ‘reflexive looking’. ‘Reflexive Dialogues’ transform positioning and offer new horizons which scaffold resourcefulness, including transfering relational practices from therapy to research and education. ‘Reflexive Dialogues’ transform hierarchical power and colonizing knowledge creation in research, therapy and education and invite empowering and collaborative relationships in which we produce knowledge together. ‘Reflexive looking’ affords theoretical pluralism and local coordination of multiple reflexivity discourses. This produces new knowledge and transforms relationships through scaffolding connected learning, engaged pedagogy and coordination of horizons between research, practice and educational communities.
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Scott, William R. "Reflecting team supervision (RTS) : reflexivity in therapy, supervision and research /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-10022007-145326/.

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Leibowitz, Brenda, Vivienne Bozalek, Jean Farmer, et al. "Collaborative research in contexts of inequality: the role of social reflexivity." Springer Netherlands, 2017. http://hdl.handle.net/10962/66634.

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publisher version<br>This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants’ home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.
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McIntosh, Paul. "Metaphor and symbolism : an action research approach to reflexivity in nurse education." Thesis, University of East Anglia, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430595.

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Marks, Nicola J. "Opening up spaces for reflexivity? : scientists' discourses about stem cell research and public engagement." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/2690.

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This thesis starts with what the House of Lords Third Report (2000) has identified as a “crisis of trust” between science and society. It explores ways of addressing this crisis by examining stem cell researchers’ discourses about their work and public engagement, and suggests ways of improving scientists’ engagement with publics. My journey from natural to social sciences started with an in-depth critical analysis of constructive (or critical) perspectives on public understanding of science (e.g. Irwin and Wynne). This highlighted the importance of investigating scientific institutions and scientists, and their embedded assumptions about publics, engagement and science. My research expands upon the limited empirical research on this topic and draws upon data from interviews and discussions with 54 stem cell researchers (of different levels of seniority and field of research, in Australia and the UK). Using informants’ discourse as a “topic” and a “resource” (Gilbert and Mulkay), the thesis explores in detail the strategic and socially contingent definitions and boundaries (Gieryn) in stem cell research (SCR). Analysis of the empirical material develops four main themes. Firstly, the language and conceptual fluidity of SCR is emphasised and shown to enable scientists to conduct “boundary-work” in a variety of ways. Secondly, discourses and performances of (un)certainty are examined to highlight a diversity of socially contingent identities SCR professionals can draw upon. This examination draws on MacKenzie’s “certainty trough” but also improves it by problematising the concept of “distance from knowledge production”. Thirdly, scientists’ expressions of trust and ambivalence are analysed as interactions with particular “expert systems” such as processes of informed consent, commercialisation or legislation in conditions of increased globalisation. By highlighting hermeneutic aspects of trust, this analysis is sharpened and shows that there are elements of “counter-modernity” as well as “reflexive modernisation” in SCR. It is argued that, to further explore the reflexive potential of stem cell professionals’ critiques of their work, these need to be further discussed in public. The forth and final theme focuses more specifically on engagement. Stem cell researchers’ accounts are shown to construct and perform publics, scientists and engagement – and thus “scientific citizenship” – in a variety of ways. This variety can be made sense of by reflecting on conceptions of expertise, democracy, and power. This enables the development of six “ideal-types” of engagement that can be used heuristically to study performances of citizenship. The thesis concludes by discussing its main contributions to knowledge. It highlights how social scientists can encourage greater “interpretative reflexivity” (Lynch) on the part of scientists; this can, in turn, lead to improved science-public relations.
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Horowitz, Ava Denise. "'A good old argument' : the discursive construction of family and research through argumentation." Thesis, Loughborough University, 1996. https://dspace.lboro.ac.uk/2134/32526.

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This thesis utilises Discourse Analysis to explore argumentation as a discursive tool in the construction of social life. Focusing upon family argumentation, an indepth empirical analysis is performed upon the single case study of the researcher's own family. Discourse Analysis has traditionally assumed that argumentation is generally avoided by speakers. In this thesis, the enthusiastic, creative, and sociable pursuit of argument is highlighted. Disagreement and argument are seen to initiate topics and topic change and to impassion interaction. Furthermore, sociable argument is celebrated for its conflict-handling abilities.
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Books on the topic "Researcher reflexivity"

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Lumsden, Karen, and Aaron Winter, eds. Reflexivity in Criminological Research. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137379405.

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Marsico, Giuseppina, and Ruggero Andrisano Ruggieri. Reflexivity and psychology. Information Age Pub. Inc., 2016.

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Perils, pitfalls and reflexivity in qualitative research in education. Oxford University Press, 2010.

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Allan, Helen T., and Anne Arber, eds. Emotions and Reflexivity in Health & Social Care Field Research. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-65503-1.

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1961-, White Susan, ed. Practising reflexivity in health and welfare: Making knowledge. Open University, 2000.

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Bragesjö, Fredrik. Praktiserad reflexivitet: En vetenskapsteoretisk studie av forskningspolitisk forskning och vetenskapssociologi. Institutionen för idéhistoria och vetenskapsteori, Göteborgs universitet, 2004.

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Martin-Jones, Marilyn, and Ildegrada da Costa Cabral. The Critical Ethnographic Turn in Research on Language Policy and Planning. Edited by James W. Tollefson and Miguel Pérez-Milans. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190458898.013.3.

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This chapter traces the genealogy of the critical ethnographic turn in research on language policy and planning (LPP). The first part of the chapter shows how different strands of ethnographic research contributed to this intellectual movement, eventually moving us beyond the divide between “micro” and “macro.” Here, we consider the specific contributions of research in the ethnography of communication, interactional sociolinguistics, linguistic anthropology, critical sociolinguistic ethnography, and the ethnography of language policy. The second part of the chapter focuses on the particular advantages that accrue from adopting critical ethnographic approaches. Here, bringing ontological and epistemological perspectives into the frame and highlighting the need for researcher reflexivity, we consider critical ethnography as a way of seeing, as a way of looking and of building knowledge, and, lastly, as a way of being as a researcher.
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Lumsden, Karen. Reflexivity. Taylor & Francis Group, 2020.

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Reflexivity. Sage Publications, 2007.

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Reflexivity. Sage Publications, 2003.

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Book chapters on the topic "Researcher reflexivity"

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Corlett, Sandra, and Sharon Mavin. "Reflexivity and Researcher Positionality." In The SAGE Handbook of Qualitative Business and Management Research Methods: History and Traditions. SAGE Publications Ltd, 2018. http://dx.doi.org/10.4135/9781526430212.n23.

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Kallio, Alexis Anja. "Doing Dirty Work: Listening for Ignorance Among the Ruins of Reflexivity in Music Education Research." In The Politics of Diversity in Music Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_5.

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AbstractRecent research in music education has emphasized the importance of reflexive approaches in unsettling the concept of a neutral, objective researcher and critically considered the ways in which cultural others are represented in research texts. Seen to enhance both the rigor and ethical dimensions of research practice, reflexivity has emerged as a hegemonic virtue, highlighting the inherently political aspects of research practice. In this chapter, I interrogate the politics of inquiry involved in reflexive research, considering the ways in which reflexivity may afford the researcher methodological power and hinder relational and responsible work. Reflexivity is thus positioned as a ruin: perpetually reaffirming the benevolence of the already-privileged researcher while doing little to disrupt the structures that keep such privileges at the center of academic practice. However, rather than abandoning such practices altogether, I suggest that reflexivity might be better considered as a way to listen for ignorance and direct attention toward ontological or epistemological difference. In this way, reflexivity serves as an invitation to engage in the politics of diversity through the transformation of researchers themselves.
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Harding, Christopher. "Cartel Biographies: The Researcher as Storyteller and the Preservation of the Research Wilderness on the Inside of the Subject." In Reflexivity and Criminal Justice. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-54642-5_12.

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Hollis, Meghan E. "Accessing the Experiences of Female and Minority Police Officers: Observations from an Ethnographic Researcher." In Reflexivity in Criminological Research. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137379405_12.

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Griffiths, Clare E. "Researching ‘Hidden Populations’: Reflections of a Quantitative Researcher in Understanding ‘Established’ and ‘Immigrant’ Groups’ Perceptions of Crime and Social (Dis)Order." In Reflexivity in Criminological Research. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137379405_14.

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Søderberg, Anne-Marie. "Reflexive Chapter: Towards Greater Methodological Awareness and Researcher Reflexivity." In The SAGE Handbook of Contemporary Cross-Cultural Management. SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781529714340.n14.

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Arber, Anne. "Managing the Dual Identity: Practitioner and Researcher." In Emotions and Reflexivity in Health & Social Care Field Research. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65503-1_4.

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Mochizuki, Naoko. "Researcher Reflexivity in an Ethnographic Study on Academic Literacy Development." In Academic Literacy Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_11.

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Sugiura, Lisa. "Engaging with Incels: Reflexivity, Identity and the Female Cybercrime Ethnographic Researcher." In Researching Cybercrimes. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74837-1_24.

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Kenny, Ailbhe. "Body Politics: Positioning the Pregnant Researcher Amongst Asylum Seekers." In The Politics of Diversity in Music Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_3.

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AbstractResearcher positionality has gained increased attention in recent years, and music education is following suit. Carrying out research that addresses diversity in music education demands a high level of reflexivity and a problematising of one’s own position as researcher. This chapter offers critical insights into the complexity of such a positioning and how research practices might reflect, confirm and/or disrupt the existing ‘body politic’ that our bodies signify. Researcher positionality is here examined in terms of pregnancy within a research project based at an asylum seeker accommodation centre. Applying a Butlerian lens to the examination, the chapter uncovers how the researcher’s pregnant body was ‘performed’ and became the main focus of ‘recognition’ amongst the people encountered at the centre. These processes of ‘performing’ and being ‘recognised’ as a ‘pregnant researcher’ manifested in various ways such as gaining access, credibility, trust, relationships, ethical considerations and power. Thus, the chapter opens a space to reflect critically on researcher positionality and specifically its influence on the research process in sites that seek to understand diversity in music education.
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Conference papers on the topic "Researcher reflexivity"

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"Mirror, Mirror on the Wall…Through Storytelling to Reflexivity." In 19th European Conference on Research Methods. ACPIL, 2020. http://dx.doi.org/10.34190/erm.20.028.

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Radulescu, Camelia. "EXPLORING THE CONNECTION BETWEEN REFLEXIVITY AND EMOTIONAL INTELLIGENCE IN ITE." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0934.

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Zhang, Hong-mei. "The Project Team Reflexivity's Effects on Team Performance." In 3d International Conference on Applied Social Science Research (ICASSR 2015). Atlantis Press, 2016. http://dx.doi.org/10.2991/icassr-15.2016.13.

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Van den Berg, Carolien, and Belinda Verster. "Design principles for interdisciplinary collaborative learning through social, digital innovation." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13092.

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As academics, we are acutely aware of our responsibility in the design of our teaching and learning environment to instil principles of ethics, sustainability, agency and social justice. We are at the crossroad between the commodification of knowledge versus learning that steeped in well-being and innovative socio-ecological and or socio-technical transitions. These complexities prompted a Design-Based Research (DBR) project that commenced in 2020 to test and refine design principles that can facilitate an interdisciplinary, collaborative learning environment that exposes students to future challenges foregrounded in social justice perspectives of local voice, collaboration and co-design. A conceptual model informed by four pedagogical propositions of relationality, reflexivity, responsiveness and recognition is stipulated and nine design principles derived from these propositions are proposed. The overall purpose of this DBR project is to situate the student within a multifaceted learning experience that mimics the complexities associated with an interdisciplinary collaborative learning environment steeped in contemporary societal problems within a specific societal context. The ultimate aim of this project is to shift from interdisciplinary to transdisciplinary collaboration to explore a holistic approach to complex societal problems.
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Yadav, Shyam Sundar Prasad. "Vanishing Landlordism in Madhes, Nepal: Missing an Opportunity for Development of Capitalism." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.13-3.

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This research examines the misinterpretation of feudalism and its protective qualities over families in Madhes with large amounts of land. The misinterpretation of feuds between families invited mistreatment, and as a result, the Nepali state imposed land-reform program policies in 1964, more so due to pressure by the communist movement. This pushed the feudal farmers into poverty. The study highlights historical ways of failure of development of organic capitalism in Madhes. Contemporary work in Marxism, especially in Madhes, tends to focus on interpretation, and understanding of feudalism/landlordism among communist leaders, scholars, workers and activists. Marxist discourses and precepts have reflexively impeded the development of capitalism in Madhes. This paper thus highlights the interactions of Marxist discourse and the issues among Madhesi families in Nepal.
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Paul Kawalek, John. "Pedagogy and Process in 'Organisational Problem-Solving'." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2984.

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This paper outlines a case study in which a management development learning process was tightly coupled to organisational change and development objectives. The case discusses how a research and consulting team came together to develop highly reflexive pedagogy to support the work of internal managers who were organised into teams (‘learning sets’ of sorts, but which came to be known as 'ThinkTanks'). These were to undertake ‘organisational problem solving’, which involved the integration of various inquiring activities. These learning sets had as their objective, to help members become catalysts of organisational change and performance improvement within a large organisation, applying the inquiring principles. In order to structure the discourse amongst learning set members, a range of principles and constructs were used. Central to these was a form of process modelling, (termed ‘models of teleological human process’). These were carefully introduced to learning set members, and were used to provide a ‘basis for a discourse’ amongst set members about problematic organisational processes and how to change them. These were based on system theory, in a particular form, in which models were used as a component of inquiry into current and future processes, rather than to 'specify' a given process, in an absolute sense. The inquiring activities were facilitated by 'Set Advisers', whose role it was to keep the set focused on learning outcomes, and to encourage critical reflexivity in the process. Thus members were encouraged to 'think about the way they were thinking about action', which gave a much more dynamic intellectual basis for the learning set's activities. It also enabled a rich analytical discourse, in which members were expected to justify their perceptions rather than make assertions, or 'defend assertions'. The researchers were genuinely surprised by the way the set members were able to undertake this, and indeed, on reflection, how set members felt 'liberated' by the approach taken.
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Druzhinina, Valeriya. "The Empirical Analysis of Occupational Reflection of Police Officers." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-33.

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One of the most pressing issues in contemporary psychology is the study and analysis of the reflective aspects of the performance of police officers. This article deals with the theoretical and empirical aspects of psychological cognition of the stated topic regarding the example of future officers of investigative units of the Ministry of Internal Affairs of Russia. Different approaches to understanding occupational reflections were listed. Within the scope of this study, the authors share the view that occupational reflection is one of the structural components of the I-concept of an investigative officer. To comprehensively study the stated topic, the auhors addressed the types of problems faced by an investigative officer, and defined the contribution of occupational reflection to the proper fulfillment of duties. The aim of the study is to empirically identify the revelation of features of parameters of occupational reflection of police officers. The author summarises the results of an empirical study in a sample of students in an educational organisation of the Russian Mi nistry of Internal Affairs system. The occupational reflection technique (V.D. Shadrikov, S.S. Kurginyan) was employed. Mann-Whitney non-parametric U-test methods were used to process the results and analyse them statistically, using SPSS for Windows v.19. Male fifth-year students have been proven to lack the skills responsible for defining motives and objectives of professional activity. The range of significance of the overall level of reflexivity in both groups falls short of the norm. The results of the research will be used for the development of the author’s programme for the development of police officers’ performance reflection as well as for the comprehensive study of the image of the profession in the structure of the I-concept of the investigators of the Russian MIA system.
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Putilova, Olesya, Olga Vindeker, and Tat’yana Smorkalova. "A Study into Psychological Mindedness in Relation to Different Types of Reflection." In Russian Man and Power in the Context of Dramatic Changes in Today’s World, the 21st Russian scientific-practical conference (with international participation) (Yekaterinburg, April 12–13, 2019). Liberal Arts University – University for Humanities, Yekaterinburg, 2019. http://dx.doi.org/10.35853/ufh-rmp-2019-sp06.

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The paper describes the results of the empirical study into psychological mindedness in relation to different types of reflection. The relevance of the paper is determined by the necessity to explore such human psychological characteristics that contribute to successful adaptation in the world of information abundance, uncertainty and inconsistency. The consistency between tolerance towards uncertainty and openness to change, on the one hand, and an interest in subjective experiences (own and others’ experiences), interest in internal processes, on the other, was called psychological mindedness. Initially, this concept was used in the framework of a clinical approach due to the necessity to examine the psychological factors of group and individual therapy effectiveness. Later it became clear that psychological mindedness could be a reliable predictor of an individual’s success in different lines of work. In Russia, this construct is under-researched. That is why this given study aimed to collect empirical data on the linkage between psychological mindedness and the highest adaptive type of reflection on a sample of Russian testees. The sample consisted of 149 respondents aged 18 – 65. Methods exploited in the study included Psychological Mindedness Scale by H. R. Conte (adapted by M. A. Novikova and T. V. Kornilova) and Differential Test of Reflexivity by D. A. Leont’ev, et al. The obtained data have confirmed the hypothesis of a connection between psychological mindedness and the systemic reflection. A positive correlation between one of the aspects of psychological mindedness – an interest in the sphere of subjective experiences – and introspection and quasi-reflection was found. Introspection as one of ineffective forms of reflection is negatively linked to the most important parameter of psychological mindedness – subjective availability of experiences for comprehension and analysis. In the course of correlation analysis the specificity of interrelations between psychological mindedness and types of reflection in women, men and mixed-age groups was revealed. The obtained data allow for clarifying the concept of psychological mindedness and differentially carrying out further studies on mixed-age and gender groups.
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Petryaeva, Olga V., and Irina O. Loginova. "FEATURES OF DOCTORS LIFE-WORLD STABILITY DURING THE PANDEMIC COVID-19." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact001.

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Statement of the problem. The article formulates the problem and purpose of a study focused on identifying the characteristics of the doctors life-world stability during the pandemic associated with COVID-19. The problem of this study is due to the contradiction between the desire of people for stability, certainty, the ability to control their lives and the circumstances and conditions of the pandemic regime that limit people in such aspirations and opportunities. Purpose of the article: to recognize the characteristics of the doctors life-world stability during the pandemic associated with COVID-19. Methodology (materials and methods). The research methodology was composed of systemic anthropological psychology, which allows a person’s living space to be considered as his (human) not linear, but multivariate future. At the same time, it becomes possible to consider the processes of self-fulfillment in space and time (chronotope), that is, in a life scan that has not yet taken place, but which a person is a part of. The methodological potential of systemic anthropological psychology in conjunction with the conceptual foundations of the theory of life self-fulfillment allows us to consider the human life-world stability as an opportunity for life self-realization of the project of one’s life. This project just makes up such a characteristic of a person that can manifest itself precisely in the processes of life’s self-fulfillment. In order to maintain the chronotopic logic of human life in the context of this study, we used the author's methodology “Study of the human life-world stability” (Loginova, 2012). The total sample size was 78 doctors: 58 - doctor on duty; 20 - attending doctor. Research results. For the first time, data were obtained on the characteristics of the doctors life-world stability during the pandemic associated with COVID-19. The specifics of changing the time mode of events, the emotional background, the continuity of personal history and the decrease in reflexivity are key. According to the above parameters, significant differences were found in the indicators before the events associated with the special epidemiological regime of the pandemic caused by COVID-19 and during the pandemic. Conclusions in accordance with the purpose of the article. The materials presented will allow psychologists to take these results into account when working with doctors who have particularly experienced the period of the pandemic associated with COVID-19, keeping these parameters in focus as targets for psychological assistance. The obtained data actualizes the need to develop special psychological support programs when leaving the special epidemiological regime of a pandemic.
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Reports on the topic "Researcher reflexivity"

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Yaremchuk, Olesya. TRAVEL ANTHROPOLOGY IN JOURNALISM: HISTORY AND PRACTICAL METHODS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11069.

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Our study’s main object is travel anthropology, the branch of science that studies the history and nature of man, socio-cultural space, social relations, and structures by gathering information during short and long journeys. The publication aims to research the theoretical foundations and genesis of travel anthropology, outline its fundamental principles, and highlight interaction with related sciences. The article’s defining objectives are the analysis of the synthesis of fundamental research approaches in travel anthropology and their implementation in journalism. When we analyze what methods are used by modern authors, also called «cultural observers», we can return to the localization strategy, namely the centering of the culture around a particular place, village, or another spatial object. It is about the participants-observers and how the workplace is limited in space and time and the broader concept of fieldwork. Some disciplinary practices are confused with today’s complex, interactive cultural conjunctures, leading us to think of a laboratory of controlled observations. Indeed, disciplinary approaches have changed since Malinowski’s time. Based on the experience of fieldwork of Svitlana Aleksievich, Katarzyna Kwiatkowska-Moskalewicz, or Malgorzata Reimer, we can conclude that in modern journalism, where the tools of travel anthropology are used, the practical methods of complexity, reflexivity, principles of openness, and semiotics are decisive. Their authors implement both for stable localization and for a prevailing transition.
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