Separately Together:Working Reflexively as a Team

Discussions of reflexivity tend to ignore issues of practice, and those addressing practice are likely to presume a sole researcher. In this paper, we respond to the need for attention to reflexive practice in qualitative research teams. Drawing on our experience of working 'separately together', we identify reflexivity as an embedded feature of team-based research. We discuss how reflexivity can be used as a collective interpretive resource in the construction of the research subject/object, and we highlight reflexive possibilities unique to team-based research. We include in the article a presentation of the orientations and research practices that supported our reflexive teamwork

Evidence-based policy as reflexive practice.

The call for evidence-based policy is often accompanied by rather uncritical references to the success of evidence-based medicine, leading to often

Reflexive Learning and Performative Failure

In this paper we emphasize the importance of context for student learning. Based on reflective logs and interview data, we explore how students learn outside of the classroom as they undertake an experiential dissertation project. We identify three different forms of reflexive learning and critique, all triggered by some form of performative failure; scholarly critique, engaged critique and engaged action. Drawing on Butler’s theory of performativity we illustrate how reflexivity is not purely the action of any individual student, rather it is a practice that is co-created within a certain context. As such, we contest individualistic understandings of reflexivity and encourage a careful consideration of the places students and managers are encouraged to be reflexive

Remembering Lee Ann in South Africa: Meta-data and reflexive research practice

Lee Ann Fujii and I became fast friends, colleagues, and disciplinary comrades soon after we met at the 2004 Institute for Qualitative and Multi-Method Research (IQMR). IQMR presentations and workshops sparked fourteen years of conversation about the discipline, our positionality with respect to the discipline and research participants, methodologies, the “field,” and much more. Lee Ann made me laugh and encouraged me to think harder as we talked over coffee and chocolate at home in Oakland, New York, Washington, DC, Indianapolis, and Toronto; met up at APSA annual meetings; and practiced yoga together

Ethical beginnings: Reflexive questioning in designing child sexuality research

Counselling young children referred for sexualised behaviour can challenge therapists’ ideas about childhood and sexuality. This area of practice is complex and sensitive, and calls upon collaboration with a range of significant adults in children's lives. Purpose: This paper examines a researcher's process of movement from counselling practice into qualitative research practice, and the use of reflexive questioning to explore ethical issues within the study. Design: Shaped by social constructionist ideas and discourse theory, ethical questions are outlined within the design stage of a doctoral research project on sexuality in children's lives in Aotearoa New Zealand. Limitations: This paper explores ethics in the design of a current study: there are no results or conclusions

Conversation analysis, practitioner based research, reflexivity and reflective practice: Some exploratory remarks.

During the course of this paper we intend to explore some possibilities that relate to ethnomethodology, conversation analysis, reflexive practice and practitioner based research. We intend to explore the way in which conversation analysis may facilitate some objectives and goals of reflexive practice and practitioner based research within professional practice. In order to fulfil this objective, this paper will discuss and describe the methodological approach of conversation analysis, explore the principles of reflexive practice and practitioner based research and consider the extent to which conversation analysis may be used as a means of fulfilling the aims of these inter-related projects within professional settings

Self-reflexive videogames: observations and corollaries on virtual worlds as philosophical artifacts

Self-reflexive videogames are videogames designed to materialize critical and/or satirical perspectives on the ways in which videogames themselves are designed, played, sold, manipulated, experienced, and understood as social objects. This essay focuses on the use of virtual worlds as mediators, and in particular on the use of videogames to guide and encourage reflections on technical, interactive, and thematic conventions in videogame design and development. Structurally, it is composed of two interconnected parts: 1) In the first part of this essay, I will discuss NECESSARY EVIL (Gualeni et al., 2013), an experimental videogame that I designed as a self-reflexive virtual artifact. With the objective of clarifying the philosophical aspirations of self-reflexive videogames – and in order to understand how those aspirations can be practically pursued – I will dissect and examine the design decisions that contributed to the qualities of NECESSARY EVIL as an example of “playable philosophy”. 2) Taking off from the perspectives on self-reflexive videogames offered in the first part of the essay, the second half will focus on virtual worlds as viable mediators of philosophical thought more in general. In this section, I will argue that, both through the practice of game design and through the interactive experiences of virtual worlds, twenty-first century philosophers have the possibility to challenge the often-unquestioned understanding of written discourse as the only context in which philosophical thought can emerge and be developed

Reflexivity and the institutional entrepreneur: a historical exploration

This article sets the idea of the `institutional entrepreneur' in the context of the `autonomous reflexive' as developed in the work of Margaret Archer. It argues that the latter notion provides a helpful approach to the issue of agency that has bedevilled the new institutionalist project. A detailed account, using the lens supplied by the notion of the autonomous reflexive, is given of the formation of Sir Andrew Barclay Walker, a pioneer of directly managed public houses. The article suggests that Walker used taken-for-granted practice, transferred from elsewhere, to develop his managerial systems. The importance of aspects of Walker's Scottish background, such as education and church governance, is stressed. The account of agency supplied by Archer is seen to be a conception of agency that can inform the debate over the nature of institutional entrepreneurship