Reflexivity in Practice: Developing a New Attitude as Part of Teaching and Engaging in Participatory Research and Development

The position taken in this article derives from a reflexive self-discovery of the assumptions underlying my teaching and conducting of social research over the years. Undoubtedly, as qualitative approaches continue to evolve in recognition of the plurality of persons, cultures, and ways of knowing,...

Full description

Saved in:
Bibliographic Details
Published inJournal of progressive human services Vol. 22; no. 1; pp. 68 - 83
Main Author Wint, Eleanor
Format Journal Article
LanguageEnglish
Published Taylor & Francis Group 01.01.2011
Subjects
Action Research
Attitudes
participatory development
participatory research
qualitative paradigm
reflexive
Reflexivity
social research
social work
Teachers
Teaching
Values
Online AccessGet full text

Cover

More Information
Summary:The position taken in this article derives from a reflexive self-discovery of the assumptions underlying my teaching and conducting of social research over the years. Undoubtedly, as qualitative approaches continue to evolve in recognition of the plurality of persons, cultures, and ways of knowing, participatory research and development will increasingly require of teachers and researchers new self-knowledge, sensitivities, and humility. Using my experiences as the context for discussion, the article examines existing definitions and the place of participatory research and development within the qualitative paradigm and posits that there is room for radical reflection on the value of inclusionary processes in both the teaching and practice of social research and development.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:1042-8232
1540-7616
DOI:10.1080/10428232.2010.523678