Methodologies I like
Research should be interesting, right?
Here’s my little short list of interesting methodologies, because research should be fun, ya know?
Metalogue
IPA
Autoethnography
Q-methodology
Czuy and Hogarth quoted through a metalogic discussion, that “Staller (2007) stated a main advantage of metalogue allows for increased transparency, where ideas develop actively, are revealed in time, but not hidden within the abstract confines of the "intellectual atmosphere" (p. 155).” (Czuy & Hogarth, 2019, pp.6). This jives rather neatly with IPA, and Charest’s (2019) use of Romano’s ‘Multigenre research project’ (Pp.30):
“A multigenre paper arises from research, experience, and imagination. It is not an uninterrupted, expository monologue nor a seamless narrative nor a collection of poems. A multigenre paper is composed of many genres and subgenres, each piece self-contained, making a point of its own, yet connected by theme or topic and sometimes by language, images, and content. In addition to many genres, a multigenre paper may also contain many voices, not just the author's. (pp. i-xi)”
Which may be a way for academics to explore process with English teachers, though it’s unclear to me if this is relevant directly to research production practice.
IPA is a good way to bring forth the voices of silenced group, but the positionality remains the same: researcher and research participant.
Autoethnography has long appealed, after following Deb Neolicky’s work (2019, 2020a; 2020b), I’ve found this style of writing most natural for the pracademic approach (Hollweck & Doucet, 2020). Netolicky’s writing brings forth her voice and her role forcefully, showing the way that they inform her work, and her research and vice versa. So much so, that we adopted it within our own writing (Kolber and Heggart, 2022) when contributing to a special edition on the topic of pracademia within education.
Q-methodology is a new one, or old now, as Olivier Elzingre talked me through the basics in a really compelling way. Just don’t ask me to explain how it works, because it’s complicated, but an interesting way to explore survey data and look for correlations in a mixed methods manner.
If you’re the type to be reading and using different methodologies in research, which ones do you reckon are worth a look?
References
Charest, B. (2019). Navigating the shores: Troubling
notions of the teacher as researcher. The International Journal of Critical Pedagogy, 10(2).
Czuy, K., & Hogarth, M. (2019). Circling the square: Indigenizing the dissertation. Emerging Perspectives: Interdisciplinary Graduate Research in Education and Psychology, 3(1), 1-16.
Kolber, S., & Heggart, K. (2022). Education focused pracademics on twitter: building democratic fora. Journal of Professional Capital and Community, 7(1), 26-44.
Hollweck, T., & Doucet, A. (2020). Pracademics in the pandemic: pedagogies and professionalism. Journal of Professional Capital and Community.
Netolicky, D. M. (2019), Transformational professional learning: What, why and how?. Independent Education, 50(1), 32.
Netolicky, D.M. (2020a), School leadership during a pandemic: navigating tensions. Journal of Professional Capital and Community.
Netolicky (2020b), Being, becoming and questioning the school leader An autoethnographic exploration of a woman in the middle. Within, Niesche, R., & Heffernan, A. (Eds.). (2020). Theorising Identity and Subjectivity in Educational Leadership Research. Routledge.
Romano, Tom. Blending Genre, Altering Style: Writing Multigenre Papers. Portsmouth, NH: Boynton/ Cook Publishers, 2000.
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