Sandra Shaffi
Within this presentation I will show how
reflexivity has supported me in my navigation through a critical incident
(Halquist and Musanti 2010) within my study. It demonstrates how I began to
make sense of data through a more critical scrutiny and interpretation in both
my data collection and analysis. As my study is essentially employing a
critical approach to the engagement and perceptions of student voice and
equality within the participation of such, I have shown reflexivity to be not
only a tool for ensuring that validity is addressed but also that the
emancipatory aims of the research are realised and communicated. In this way I
concur with McCabe and Holmes (2009), in their study on reflexivity from a
Foucauldian perspective, that to view reflexivity as merely a means of ensuring
validity in qualitative research somewhat limits the researcher’s ability to
highlight subtle changes that comprise emancipation.
I had reached a stage in my research when I
had become disillusioned with the findings of my study; there did not appear to
be any specific directions on which I could frame my discussions. I considered
this to be a ‘critical incident’ as described by Schon (1987) as a problematic
situation that presents itself as a unique case and promotes reflection. We are
reminded by Guillemin and Gillam (2004) that research invites an opportunity
for knowledge construction and it is whilst recognising this that I became
aware that I would use this critical incident as a stimulus for reflexive
practice and in order to do this.
This presentation shows how I utilised
reflexive practice to focus my data collection through further engagement with
literature, engaging with memo writing and following a decision trail in order
to map my journey throughout the research process. Further, I have shown how
goal setting has enabled me to progress in a more positive way which reflects
emancipatory actions seen as vital within qualitative research. Finally, I have
highlighted my intention to engage in an auto ethnographic approach whereby I
will apply my own personal narratives to locate myself within the research (Du
Preez 2008), and share my experiences in a bid to draw out knowledge which
reflects the perceptions and experiences of the participants.
References
Du Preez, J. (2008). Locating the researcher in the
research: Personal narrative and reflective practice. Reflective
Practice: International and Multidisciplinary Perspectives. 9 (4) 509-519
Guillemin,
M and Gillam, L. (2004) Ethics, reflexivity and critically important moments in
research. Qualitative Inquiry 10 (2)
261-280
Halquist,
D. and Musant, S. (2010) Critical
incidents and reflection: turning points that challenge the researcher and
create opportunities for knowing.
International Journal of Qualitative Studies in Education. 23 (4) 449-461
McCabe,
J.L. and Holmes, D. (2009) Reflexivity, critical qualitative research and
emancipation: A Foulcaudian perspective.
Journal of Advanced Nursing 1518-1526
Schon,
D.A. (1987) Educating the Reflective
Practitioner. San Francisco, CA: Jossey-Bass
