Critical Approach to Reflexivity in Grounded Theory

A problem with the popular desire to legitimate one’s research through the inclusion of reflexivity is its increasingly uncritical adoption and practice, with most researchers failing to define their understandings, specific positions, and approaches. Considering the relative recentness with which reflexivity has been explicitly described in the context of grounded theory, guidance for incorporating it within this research approach is currently in the early stages. In this article, we illustrate a three-stage approach used in a grounded theory study of how parents of children with autism navigate intervention. Within this approach, different understandings of reflexivity are first explored and mapped, a methodologically consistent position that includes the aspects of reflexivity one will address is specified, and reflexivity-related observations are generated and ultimately reported. According to the position specified, we reflexively account for multiple researcher influences, including on methodological decisions, participant interactions and data collection, analysis, writing, and influence of the research on the researcher. We hope this illustrated approach may serve both as a potential model for how researchers can critically design and implement their own context-specific approach to reflexivity, and as a stimulus for further methodological discussion of how to incorporate reflexivity into grounded theory research

'Does he look like a Paki?' an exploration of 'whiteness', positionality and reflexivity in inter-racial sports research1851)

This article reflects on fieldwork with white and British Asian cricketers which explored the construction, maintenance and contestation of racialised identities in the sport of cricket. It addresses my experiences of gaining access to and working alongside both communities, particularly as I negotiated insecurities over the suitability of my own identity(ies), the normalisation of ‘whiteness’ and the constant awareness of my insider and outsiderness within different contexts. I draw on personal experiences and fieldnotes to argue that one’s insider or outsider status is never certain; rather it is filled with dissonance and ambiguity, is an ongoing performance and is always in a state of flux. I provide evidence to show how white researchers (of sport) are, at times, culpable of reinforcing dominant racial discourses rather than challenging them. I conclude by arguing that if sociologists of sport are to establish a methodological framework for researching ‘race’ and its intersections, more scholars need to engage with the relationships between self and other and the self-as-other; more freely exploring the nature of reflexivity, and how doing reflexivity presents opportunities to connect with people across (and in spite of) cultural divides

Tracking the reflexivity of the (dis)engaged citizen: some methodological reflections

The relationship between governments and citizens in many contemporary democracies is haunted by uncertainty and sociologists face the task of listening effectively to citizens’ own reflections on this uncertain relationship. This article reflects on the qualitative methodology of a recently completed UK project which used a combination of diary and multiple interviews/ focus groups to track over a fieldwork period of up to a year citizens’ reflections on their relationship to a public world and the contribution to this of their media consumption. In particular, the article considers how the project’s multiple methods enabled multiple angles on the inevitable artificiality and performative dimension of the diary process, resulting in rich data on people’s complex reflections on the uncertain position of the contemporary citizen

Autopilot? A reflexive review of the piloting process in qualitative e-research

Purpose: This paper examines an oft-neglected aspect of qualitative research practice – conducting a pilot – using the innovative approach of ‘e-research’ to generate both practical and methodological insights. Approach: Using the authors’ ‘e-research’ pilot as a reflexive case study, key methodological issues are critically reviewed. This review is set in a broader context of the qualitative methods literature in which piloting appears largely as an implicit practice. Using a new and emerging approach (‘e-research’) provides a prompt to review our ‘autopilot’ tendencies and offers a new lens for analysing research practice. Findings: We find that despite an initial focus on ‘practical’ aspects of data collection within our ‘e-research’, the pilot opened up a range of areas for further consideration. We review research ethics, collaborative research practices and data management issues specifically for e-research but also reflect more broadly on potential implications for piloting within other research designs. Practical implications: We aim to offer both practical and methodological insights for qualitative researchers, whatever their methodological orientation, so that they might develop approaches for piloting that are appropriate to their own research endeavours. More specifically, we offer tentative guidance to those venturing into the emerging area of ‘e-research’. Value: This paper offers insight into an oft-ignored aspect of qualitative research, whilst also engaging in emerging area of methodological interest

The challenges of participatory research with 'tech-savvy' youth

This paper focuses on participatory research and how it can be understood and employed when researching children and youth. The aim of this paper is to provide a theoretically and empirically grounded discussion of participatory research methodologies with respect to investigating the dynamic and evolving phenomenon of young people growing up in networked societies. Initially, we review the nature of participatory research and how other researchers have endeavoured to involve young people (children and youth) in their research projects. Our review of these approaches aims to elucidate what we see as recurring and emerging issues with respect to the methodological design of involving young people as co-researchers. In the light of these issues and in keeping with our aim, we offer a case study of our own research project that seeks to understand the ways in which high school students use new media and network ICT systems (Internet, mobile phone applications, social networking sites) to construct identities, form social relations, and engage in creative practices as part of their everyday lives. The article concludes by offering an assessment of our tripartite model of participatory research that may benefit other researchers who share a similar interest in youth and new media

Explorations in feminist participant-led research: Conducting focus group discussion with polyamorous women

This paper addresses the methodology used in research centring on a group of polyamorous women. It outlines the methodological processes of participant led research and highlights some key ethical and epistemological considerations. The research centred on a focus group discussion. Participants were involved in every stage of the research and the researcher / researched relationship was understood as one of collaboration. Participants had ownership of the research process in terms of generating discussion questions, facilitating the focus group discussion, and analysing the transcript. Their reflections on this process are also incorporated in this article. The paper focuses in particular on issues of accountability in participant led research and on reflexivity when researchers are part of the group they are researchin