Collaborative Research Methodology Research Articles

The language of submission: a four-way duoethnography exploring translanguaging pedagogy with carceral students’ funds of knowledge and funds of identity

ABSTRACT Purpose Our purpose is to demonstrate that duoethnography can be both a collaborative research methodology and a pedagogical strategy for robust learning practices in secondary carceral settings. These settings are defined as those classrooms serving youth whose movement is limited by either being confined to a facility or being excluded from all other classrooms. This study explores our lived experiences, as a group of three carceral secondary school alumni and one teacher, of working together to connect funds of knowledge, funds of identity, and translanguaging to carceral classroom pedagogy. Design/methodology/approach This study is a four-way duoethnography that juxtaposes the perspectives of our multiple experiences of learning, development, and linguistic affordances. As duoethnographers, we compare and contrast our experience of one phenomenon: possible connections between pedagogy in carceral settings and the funds of knowledge, funds of identity, and translanguaging literature and approaches to education. Findings Our research reports on how we benefited from funds of knowledge, funds of identity, and translanguaging approaches. We reflect, as representatives of carceral students and their teachers, on how we, in turn, could contribute to these traditions. Finally, our work demonstrates and models the pedagogic potential of bringing these approaches together. Originality/value This study foregrounds the rarely heard voices of carceral students as we advance new approaches that connect the language of students’ communities to secondary classroom language goals and vice versa. In this way, our work helps ensure that student’s voice informs funds of knowledge, funds of identity, and translanguaging pedagogy innovation for carceral settings.

MEMORY IN ANALOG: ANALYZING THE IMPACTS OF RAPID URBAN GROWTH ON YOUTH

Denver, Colorado, has experienced rapid gentrification, impacting people of all ages. Photography was included as one part of a larger ethnographic exploration of how high school students in southwest Denver perceived and navigated the impacts of rapid urban growth. A collaborative research methodology that featured map making and photography were used to better understand loss of place, urban segregation, and transportation inequities experienced by students displaced as a result of the United States Financial Crisis of 2007-2009 and the subsequent gentrification of United States neighborhoods. I illustrate how creative practice, discussion, and action can contribute to a shared understanding of the effects of rapid urban growth on educational achievement and the importance of student voice in contesting urban policies that have led to segregation and the displacement of marginalized communities.

Resistance Comes First: Pirate TV as Postmedia Activism

Resistance Comes First:Pirate TV as Postmedia Activism Joseph Sannicandro (bio) HACKED TRANSMISSIONS: TECHNOLOGY AND CONNECTIVE ACTIVISM IN ITALY BY ALESSANDRA RENZI University of Minnesota Press, 2020 HACKED TRANSMISSIONS: TECHNOLOGY AND CONNECTIVE ACTIVISM IN ITALY BY ALESSANDRA RENZI University of Minnesota Press, 2020 A brash "self-made" billionaire with no previous political experience is elected to the nation's highest office, buoyed by a rising tide of populism. Sophisticated manipulation of the media stokes xenophobia and resentment toward elites. The chattering classes decry declining press freedom and the hyperpolarization of society, while supporters seem happy to toss a monkey wrench into national politics as usual. While this farce may now be familiar to American readers, the tragedy began for Italians in 1994, when Silvio Berlusconi first took office as prime minister. Berlusconi continued to dominate Italian politics through 2011 and whose specter still hangs over Italy even now, always seemingly one clever joke and a smile away from the news cycle. More important than Forza Italia, the center-right political party he founded prior to his first election, is Berlusconi's control of Mediaset, Italy's largest mass media company. The Economist calculated that, while in office, Berlusconi had "wielded influence over some 90% of Italy's broadcast media," the primary source of news for a majority of Italians.1 Berlusconi took advantage of the media liberalization that followed the widespread popularity of pirate radio during the 1970s, epitomizing the appropriation of resistance that would characterize his political career. But the politicization of the media in Italy certainly [End Page 194] did not begin with Berlusconi's conflicts of interest. Already in 1967, Umberto Eco recognized that "a country belongs to the person who controls communications,"2 and Italian activists have never ceased to make media production a prime terrain of contestation.3 In Hacked Transmissions, Alessandra Renzi provides a timely reflection on how activists challenged Berlusconi's media dominance. Through an immersive and historically thorough (auto)ethnography, Renzi explores the case of Telestreet, a decentralized network of pirate micro-TV stations that turned television into a collaborative epistemological practice with those marginalized by the media—not "representing" everyday life but incubating and organizing resistance through connective practices of coproduction. Renzi's genealogy of Telestreet finds its roots in the pirate radio movement of the 1970s, stretching through twenty-first-century digital television and social media. Telestreet intentionally describes its practice as connective rather than collective, making for a clever means of continuity that downplays what could otherwise become a technologically deterministic narrative. Renzi's intervention is not guided by the novelty of new media, but she instead carefully emphasizes "how people come together, work together, and change with technology" (4). The interrogation of connectivity extends to the study's method, as well as to its form. Hacked Transmissions "lays out a collaborative research methodology that puts processes of subjectivation at the center and attends to an ethics of connection and care" (2). One might not be surprised to find such language in an ethnography drawing upon fifteen years of participation, yet the conditions of activist research present unique challenges that necessitate such deep imbrication. Hacked Transmissions consists of an introduction, eight article-length chapters, and a short epilogue, a perhaps unconventional structure linked by what Renzi terms a "social movement energetics" (14). Coursing through multiple terrains of struggle, this focus on energy offers Renzi a way into the narrative that centers on neither specific individuals nor technologies. Renzi makes significant theoretical and methodological contributions to the study of activist media, while those not already predisposed to Continental philosophy will still find much of interest in her qualitative research. Her method of co-research benefits from the use of anecdote, personal stories, and a plethora of heterogeneous voices. The history of Telestreet's transformation from [End Page 195] "Indymedia-style to social-media-based production" has many commonalities to the experiences of other transnational media activists, while bringing to bear the unique contributions of Italian theory to the study of media, which Renzi articulates as connective activism, composition, and hacking (4). Many have argued that Italy is a political laboratory whose developments often anticipate those elsewhere in Europe and beyond...

Different readings and evoked conversations

In this dialogic piece we insist on the value of keeping alive critical debates about how academic knowledge is  produced, when it comes to understanding the  complexities involved in laying bare the impact of socioeconomic and sociocultural differences crossing  borders and contexts. The climate for conversations about difference is constructed and moved by sentiments like rage, shame, guilt, and resentment but also connectedness and shared excitement. Human conversations across difference involve risk-taking but also engagement, evocation and inspiration. Here we make a humble intent to do so, taking as a point of departure our participation in a symposium held to launch Christina Hee Pedersen’s book Collaborative Research Methodologies (2021). We use collaborative writing as a method of inquiry to explore how our understandings of concepts like intersectionality, social in- and exclusion, social justice and different knowledge forms represent a challenge to academic subjects within a pronounced audit culture, fi lled with competition and unequal employment conditions. We argue that explorative conversations are pivotal to cultivate feminist, anti-racist and decolonial pockets of critical, collaborative research and teaching practices.

White, Brown, mad, fat, male and female academics: a duoethnography challenging our experiences of deficit identities

PurposeThe authors are two social work academics working in a UK Higher Education Institute. Social work is underpinned by principles of anti-oppressive practice which leads to challenge discrimination and stigmatisation. The authors explored experiences of deficit imposed by others' perceptions of the physical and ethnic appearance and mental health status. The authors consider how these features influence how the authors locate themselves within the wider contexts of academic spaces in higher education institutions (HEI).Design/methodology/approachUsing duoethnography, a collaborative research methodology, the authors recorded reflections on their experiences for five months and met weekly to discuss their material. This process enabled them to engage in dialogic narrative through collaborative writing using both structured and unstructured reflections. The authors analysed the reflections using thematic data analysis.FindingsFour themes were generated that led to understanding how the authors could challenge oppression. The oppression became visible as the authors reflected on the common experiences of deficit. The understanding of other's oppression as well as the authors’ own became clearer as the unconscious experiences became conscious. The authors began to locate the experiences of being both privileged and oppressed in the wider social context of the HE. Finally, the authors recognised how the “deficit” identities could transform into strengths.Originality/valueThis personal journey of two academics reflecting on how they are paradoxically both privileged and yet oppressed challenges other professionals to honestly explore how they themselves can occupy both roles and become allies in confronting discrimination in all its forms.

Exploring experiences of loneliness among Canadian long-term care residents during the COVID-19 pandemic: A qualitative study.

The COVID-19 pandemic has significant impact on long-term care (LTC) residents' health and well-being. This study investigated resident experiences of loneliness during the COVID-19 pandemic in Canadian LTC homes to offer lessons learned and implications. 15 residents and 16 staff members were recruited from two large urban Canadian LTC homes with large outbreaks and fatalities. We used a telepresence robot to conduct one-on-one semi-structured interviews with participants remotely. We applied the Collaborative Action Research (CAR) methodology and report the early phase of CAR focused on collecting data and reporting findings to inform actions for change. Thematic analysis was performed to identify themes. Four themes were identified. The first two themes characterise what commonly generated feelings of loneliness amongst residents, including (1) social isolation and missing their family and friends and (2) feeling hopeless and grieving for lives lost. The second two themes describe what helped residents alleviate loneliness, including (3) social support and (4) creating opportunities for recreation and promoting positivity. Residents living in LTC experienced significant social isolation and grief during the pandemic that resulted in loneliness and other negative health consequences. Promoting meaningful connection, safe recreational activities and a positive atmosphere in LTC homes during the pandemic may help mitigate residents' experiences of loneliness due to social isolation and/or grief and enhance their quality of life.

Construction waste – causes and solution: action research

The aim of this study was to identify the primary causes of construction waste and the most effective methods for reducing them. In the collaborative action research methodology, a questionnaire was used as a tool. Data from participants were analysed statistically using multiple regressions and descriptive statistics (percentage, mean and t-test). Responses were collected from various stakeholders from the construction industry having different expertise and work experience and spread across all of India. The primary causes of construction waste have been identified as being during material ordering, transit damage, negligent frame of mind of the working team, wrong work methodologies and improper work planning. Preparation of an appropriate waste management plan at the start and periodic review of the same by senior management; use of building certification methods; correct handing and return of leftover material from the site; a trained workforce at the site; and proper work methodologies are seen as being the most effective waste reduction techniques. Multiple regressions revealed that respondent work roles, experience and type of project were substantial positive factors that influence reducing waste management at the project site.

The Beekeeper of Aleppo: a transnational collaboration

ABSTRACT This article situates the adaptation of literature for the stage as a collaborative artistic practice and critical research methodology. We describe our experience of co-writing a play based on Christy Lefteri’s award-winning novel The Beekeeper of Aleppo (2019). As playwrights based in London and California, respectively, with life experiences rooted in Syria, the United Kingdom, and the United States, our collaborative process pushes against the borders of geography and our own identities. We share a belief in the power of theater for social change, and a desire to make visible the effects of inhumane immigration systems on refugees and asylum-seekers.

Doing Duoethnography: Addressing Essential Methodological Questions

Duoethnography is a collaborative research methodology that invites researchers to serve as sites of inquiry. Through juxtaposition, the voices of each researcher are made explicit, working in tandem to untangle and disrupt meanings about a particular social phenomenon. We gravitate to duoethnography for its evocative power and the opportunity this methodology provides to engage in meaningful self-study in the presence of another. Yet, we grapple with methodological issues related to the unseen and unspoken enactments of the methodology. This article makes transparent the process of engaging in duoethnography by modeling its polyvocal dialogic nature while simultaneously addressing five essential questions about this collaborative research methodology. In this article, we retrace our collective journey engaging in duoethnography over the past 10 years, reflecting upon how our understanding and engagement with the methodology has shifted and expanded with each new inquiry. We make visible what is often invisible in the process of doing duoethnography, explicitly discussing our process for beginning and concluding a duoethnography, addressing what constitutes duoethnographic data, and the importance of cultivating a trustworthy and safe dialogical space. This article contributes to the existing methodological literature on duoethnography and further substantiates and generates transparency and teachability of this collaborative research approach.

Many Makers: Collaborative Renewal of Chahta Nan Tvnna (Choctaw Textiles)

Using an Indigenous research model of relationality to community and to land, this paper presents the production of a 1700s-style skirt in bison and dogbane fiber by a group of Chahta (Choctaw) nan tvnna (textile artisans). By translating existing archaeological and textual resources into newly-produced garments, these practices communicate the research to the Chahta community in an accessible and inspiring format. Textiles discussed in this paper are made with twining and oblique interlacing techniques using dogbane, bison, and nettle yarns decorated with natural dyes, pigments, or shells. The production of this series of textiles ushers in a new phase in the reawakening of Chahta nan tvnna (Choctaw textiles), a project coordinated through the Choctaw Nation of Oklahoma Tribal Historic Preservation Office. By bringing information from the archaeological and textual resources forward in an accessible way and building a community of interested textile artisans, members of the Choctaw Nation of Oklahoma revitalized a traditional art that had been sleeping for over two hundred years. Grounded in Indigenous theory and Southeastern North American archaeological textile collections and literature, the Chahta nan tvnna project uses a collaborative research methodology. Working alongside Indigenous artisans, primary source material from the archaeological record was used in the production of nan tvnna materials. As demonstrated in this paper, projects that tie community members to the natural resources of their local environment through the sharing of traditional knowledge can re-twine relationships with land and resources.

Utilisation of a Collaborative Research Methodology for a Critical Realist Inquiry Into the Feasibility of Knowledge Evolution in the Academy and the Production of Interdisciplinary Practical Knowledge

An inquiry into the feasibility of practical knowledge evolution in the academy, was conducted in collaboration by a Gynecologist-Obstetrician and two experienced psychotherapists. For thirteen years, the latter were Ed.D candidates at Derby University, UK, and due to impediments imposed by the institution, they were compelled to undertake many bureaucratic procedures. Working in collaboration, the team developed strategy, composed texts, and constructed a comprehensive chronological timeline of events, documented in correspondence between the doctoral candidates, University staff and supervisory authorities. The physician enrolled on the candidates’ psychotherapy training program, and being interested in the practical, theoretical and methodological considerations of their research, reviewed the candidates’ academic texts. Through dialog, the team produced practical knowledge in the interdisciplinary field of Psycho-Gynecology, and workshops on physician-patient communication, presented at three formal proceedings. The research demonstrated the practical importance of interdisciplinary research, and work in this ‘trialogic’ framework, facilitated elucidation of methodological understandings related to the evolution of practical knowledge. However, introducing innovative practical knowledge into the British academy remains a challenge.

Expanding the Southern urban critique: Elite politics, popular politics, and self-governance in the wards of Mandalay

This article explores everyday urban governance and politics in Mandalay, Myanmar. We examine this through a focus on state-society interactions within Mandalay’s ward offices, which are the lowest tier of the administrative backbone of the Myanmar state known as the General Administration Department. This reveals the existence of three intertwined forms of urban ‘politics’ in Mandalay: elite politics, which echo the practices of civil society in the sense of Partha Chatterjee; popular politics, which echo the practices of political society; and self-governance, which is an approach to politics culturally and historically situated in Theravada Buddhism and Myanmar’s authoritarian legacies. The situatedness of the case prompts us to argue in favor of expanding the southern urban critique beyond its conventional focus on liberal democratic metropolises of the global South, in order to enrich our understanding of what constitutes postcolonial urban politics. We suggest this could be achieved, as we attempt here, by adopting collaborative research methodologies and by extensively building on southern area scholarship in ways that mediate epistemic expropriation.

Book Review: Collaborative Cross-Cultural Research Methodologies in Early Care and Education Contexts edited by Samara Madrid Akpovo, Mary Jane Moran, and Robyn Brookshire

Book Review: Collaborative Cross-Cultural Research Methodologies in Early Care and Education Contexts edited by Samara Madrid Akpovo, Mary Jane Moran, and Robyn Brookshire

Collaboration and co-operation: using the voices of colleagues in psychodrama research

This article, for the Zeitschrift fur Psychodrama und Soziometrie, focuses on a study that used collaborative qualitative research methodology; namely the Co-operative Inquiry Cycle (1988). Co-operative Inquiry Cycle (CI) aimed to identify the ways in which psychodramatists worked with people who were survivors of sexual abuse and how they ensured that the protagonist experience was healing rather than harmful and re-traumatising. This study comprised of four senior psychodrama trainers/practitioners, who acted as co-researchers and co-subjects for two cycles. The texts were collected through semi-structured interview, audio-taped and transcribed; once analysed any questions unanswered or issues that were unclear formed the basis of the second cycle of inquiry. Analysing qualitative text presents challenges to new practitioner researchers, so there is an emphasis on how to do this, using material from the study and how to present the results in coherent ways.

Stakeholders\u2019 experiences of the public health research process: time to change the system?

BackgroundThe importance of engaging stakeholders in the research process is well recognised. Whilst engagement is important, guidelines and practices vary for how stakeholders should be involved in research and how to facilitate effective collaborative relationships.MethodsThis study aimed to explore the perspectives and experiences of stakeholders involved in the policy and practice area of outdoor space and non-communicable disease prevention. Stakeholders interviewed included academics, practitioners, policy-makers, knowledge brokers and a funder.ResultsThe findings suggest that stakeholders had positive experiences when engaged meaningfully in the research process, where research projects were carefully planned and managed with attention to context and culture, and where the research team was effective, respectful and communicative. These factors help to facilitate the translation of research into policy and practice. However, multiple challenges of collaborative research were identified which related to structural and systemic challenges, building and maintaining relationships, use and collection of data and information, cultural perceptions of research and research generation, and getting evidence into action. Participants felt that changing the funding system, exploring more collaborative research methodologies, improved research translation, and more effective collaborative relationships at all stages of the research process could address some of these challenges.ConclusionsThe findings highlight that, whilst stakeholder engagement in research was considered important, structural, cultural and individual practices impacted how this worked in practice. Identifying and testing solutions to address these challenges could improve synergies between research, policy, and practice and lead to the production of impactful research that reduces wastage of public funding, improves implementation of findings and ultimately improves public health outcomes.

Science outside the classroom: exploring opportunities from interdisciplinarity and research–practice partnerships

ABSTRACT This article examines an outdoor science activity based on Interdisciplinary Teaching and Learning of Science (ITLS) undertaken with a collaborative research methodology as a Research-Practice Partnership (RPP). The activity was implemented in a national reserve in Chile as part of continuing professional development and co-designed by in-service science teachers and researchers. The study had two research questions: 1) How do in-service teachers, working in a RPP, connect and articulate different science topics through methodological and theoretical interdisciplinary perspectives? 2) Can a RPP be a pedagogical resource to generate positive changes in professional development within the practice of managing outdoor science activities? The analysis was qualitative and based on content analysis of data collected from questionnaires about the teachers’ perceptions and scientific posters designed by the teachers as part of their course. Teachers were able to connect interdisciplinary topics – using theoretical and methodological interdisciplinarity – to solve real problems that arise from the environment within a field trip. In addition, findings reveal benefits of RPP and ITLS, for the management of outdoors activities, supporting the importance and relevance of learning science outside the classroom. However, the boundaries between researchers and science teachers should consider the cultural worlds of participants in the partnerships.

Advisor–advisee feminist relational mentoring: A heartfelt autoethnographic conversation

AbstractAcademia is frequently a hostile place where students, pre‐tenure scholars, women, people of color, disabled, queer, transgender, and nonbinary people face perpetual challenges. “You do not belong here” or “you are not good enough” can feel like a constant refrain. Yet some students find their path and pursue their graduate studies with determination, or even passion, joy, and a sense of satisfaction. A successful mentoring relationship with a faculty member can contribute to that success. This article tells the story of how two very differently positioned women in academia forged a unique mentoring relationship that produced unexpected and positive outcomes. One measure of this relationship's success is the student's transformation from hesitant master's student to confident doctoral student pursuing a self‐designed multidisciplinary doctoral degree. Less tangibly but no less important, the increasingly reciprocal and horizontal nature of this mentoring relationship allowed both parties to take risks in their academic lives and to step into more liberatory modes of knowing and being in the academy. In this article we, a white American tenured faculty advisor and a Saudi‐American Muslim woman PhD advisee, trace some of the key turning points in this advising story through a duo‐autoethnographic (duoethnography: a collaborative research methodology in which two or more researchers juxtapose their life histories in order to provide multiple understandings of a social phenomenon) dialogue. We relay how our mentoring relationship allowed each of us to transcend our scripted academic roles and fostered an enabling environment for doctoral study and risky scholarship. We acknowledge that mentoring is not a one‐size‐fits‐all approach, yet we hope that by highlighting some dimensions of our relationship we might inform others seeking a feminist, relational, horizontal, supportive model for academic mentoring.

Compassion Fatigue and Vicarious Trauma in Everyday Hospital Social Work: A Personal Narrative of Practitioner–Researcher Identity Transition

The story of my evolution as a practice-based collaborative researcher is a story that comes full circle. Through exploring my own experiences of compassion fatigue and vicarious trauma as a hospital-based social worker, I am able to investigate the phenomenon across the profession and provide a critique of the needs of practitioners working in the complex environment of hospitals and health care. Parallel to this is an investigation into the need for practice research in this complex environment and in the profession overall as seen through the lens of a collaborative research partnership with social work hospital colleagues that transformed my approach to research. I have drawn on personal narrative, autoethnography and reflexive processing to investigate my own impact on and from this research. I conclude with an understanding of the power of storytelling in participatory action research and in the potential in collaborative research methodologies for authentic reciprocity and relationship to traverse the practice–research divide.

Classroom-based Assessments in Linguistically Diverse Communities: A Case for Collaborative Research Methodologies

ABSTRACTFor linguistically diverse communities, researchers have long questioned assessment approaches that disregard learners’ multilingualism. Our study offers potential approaches that center contextualized, multilingual knowledges and skills within classroom-based language assessments with one teacher and his English foreign language courses for pre-service English teachers in Oaxaca, Mexico. We combined critical ethnographic and participatory action research (PAR) methodologies to foster collaboration, which shaped the assessment design and implementation. In this article, we detail our methodological approaches and include views about the resulting assessment as reported by the pre-service teachers in post-assessment questionnaires and stimulated recall-interviews. This work points to the promise of adopting approaches that position researchers as individuals who promote and help advance the goals and values of participants. We discuss the implications of our approach not only in the creation of assessment instruments but how this collaboration also impacted teaching approaches and contributed to the laying of the foundation for sustaining and expanding the collaborative work with the teacher. We conclude with recommendations for making use of this contextualized collaborative approach in other settings.

Using collaborative research methodologies in humanitarian supply chains

Purpose The purpose of this paper is to develop an existing collaborative research methodology process (Sabri, 2018), contextualise it for application in humanitarian supply chains and test it empirically. Design/methodology/approach Building on collaborative research methodology and humanitarian supply chain literature, the Sabri’s (2018) collaborative research methodology process is further developed to comprise eight phases of collaborative research contextualised for the humanitarian supply chain domain. The process is applied in a collaborative research case of academia–practitioner knowledge co-creation in a humanitarian supply chain setting, focussing on environmental sustainability improvement. The collaborative case analysis suggests a number of refinements to the elements of the process. This study undertook two cycles of academia–practitioner collaborative research. Findings In testing the process, a noticeable improvement in the collaboration among different humanitarian stakeholders was observed, leading to improved stakeholder management. The implementation improved the sustainability awareness and social inclusion of the affected population. Rurality, remoteness, security issues and resistance of field staff against change were among the main challenges for supply chain researchers to engage in collaborative research in the humanitarian domain. Originality/value The paper addresses the rigour‒relevance‒reflectiveness debate in the humanitarian supply chain domain. A collaborative research methodology process derived from action research is further developed using humanitarian literature, and then it is applied in a humanitarian logistics case focussed on environmental sustainability. The present collaborative research process facilitates engaged scholarship among the humanitarian stakeholders, as the researchers’ roles move from observatory to participatory knowledge broker.