Abstract
Collaborative interdisciplinary research is on the rise but can be difficult and daunting. There is much to learn by studying the inner workings of collaboration, to the potential benefit of both science and technology studies (STS) and those who collaborate. We have been studying the inner workings of a collaborative interdisciplinary team using formative accompanying research (FAR). Assuming multiple insider-outsider vantage points implied adopting dynamic positionality in relation to the team. In this article, we outline an approach to navigating positionality based on these research experiences. Navigation is aided by identifying learning orientations to a collaborative team, to learn about, with or for the team; and by adopting practices and principles to balance i) observation and participation; ii) curiosity and care; and iii) impartiality and investment. We illustrate what we have learned so far, demonstrating how to apply these navigating instruments so that the skilful use of FAR positionality can advance the understanding and practice of collaborative interdisciplinary research.
Highlights
The proliferation of collaborative interdisciplinary research is well documented (e.g. Klein 2015; Stokols 2014)
We developed and implemented formative accompanying research (FAR), operating on the assumption that being on the inside offers a deep vantage point to experience the inner workings, while explanations about the mechanisms of such collaborations benefit from the distance afforded by moving further away
The distinctiveness of FAR lies in its dynamic positionality, which emerges from its characteristic movement between learning about, with and for a collaborative research team
Summary
The proliferation of collaborative interdisciplinary research is well documented (e.g. Klein 2015; Stokols 2014). The distinctiveness of FAR lies in its dynamic positionality, which emerges from its characteristic movement between learning about, with and for a collaborative research team.
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