Epistemological Stance Research Articles

Delivering Extraordinary Adventure Experiences During the “Chthulucene”: Circular Economy Challenges and Digital Solutions for the Environmentally Conscious Visitor

Adventure tourism offers unique experiences while presenting environmental concerns related to resource consumption and waste generation. Studies integrating circular economy (CE) principles in adventure tourism, particularly in South Africa, are limited. This research investigates the perspectives of managers and owners of adventure Small, Micro, and Medium Enterprises (SMMEs) on challenges hindering the implementation of a CE model and explores how digital technologies can be leveraged to overcome these challenges. The purpose is to gain a deeper understanding of the specific barriers faced by adventure companies in adopting CE principles. The study is rooted in an interpretivist epistemological stance. This study adopts qualitative methodology whereby netnographic tools were used for data collection through 12 online interviews with owners and managers in Mpumalanga. The results present the solutions provided by digital technologies towards advancing resource efficiency in a sustainable and resilient pathway in the adventure tourism industry. By focusing on the perspectives of stakeholders within adventure tourism SMMEs, this research provides valuable insights for a more sustainable and resource-efficient industry in South Africa. The Mpumalanga case study of successful CE implementation and investigation of the environmental impact reduction potential of CE practices in adventure tourism could be beneficial to practitioners and researchers.

Knowledge and Emotions in Socioscientific Decision Making

Socioscientific issues require practical decisions that use knowledge and emotions as inputs for the decision-making process. To examine how these resources influence decision-making, this investigation was conducted from a constructionist epistemological stance, a symbolic interactionism theoretical perspective, and a grounded theory methodology. Twenty-five informants were purposefully selected based on the study’s selection criteria. Data were collected through semi-structured interviews, transcribed, and analyzed using Hennink and Kaiser’s strategies to achieve theoretical saturation. The analysis revealed that: (1) Knowledge of socioscientific issues was associated with emotion-related objects that elicited negative emotional responses from decision-makers; (2) These negative emotions triggered the use of related conceptual and contextual knowledge in generating decision alternatives; (3) Positive emotions motivated decision alternatives toward specific goals; (4) Decision alternatives contained both cognitive and affective components; and (5) Decisions were based on the appraisal of the overall cognitive and affective baggage of these alternatives. The findings underscored the importance of decision-makers enhancing their cognitive and affective resources and incorporating both when making practical decisions to effectively ad-dress socioscientific issues, thereby contributing to positive outcomes for individuals, societies, and the global community.

Trends, gaps, and challenges in doctoral research on community engagement

The field of community engagement in higher education has expanded significantly in the last three decades. Its varied disciplinary perspectives, diverse stakeholders, and wide-ranging cultural contexts have positively contributed to student learning outcomes and community impact. With this expansion comes methodological challenges for doctoral scholars of community engagement, who often lack guidance around conducting community-engaged research that may question traditional epistemologies and ontologies. In this systematic literature review, we analyzed 36 dissertations published between 2018 and 2022 to identify the trends, gaps, and challenges in doctoral research on community engagement. Challenges identified included rethinking research designs, expanding subjects and participants, promoting cross-cultural and global studies, and revisiting epistemological and ontological stances. Recommendations include an open-access dissertation repository, formalized support for graduate students, recognition of “trendbreaking” scholars, and wider embrace of the global network of researchers of community engagement.

Moving From “Good” to “Great” SoTL: The Importance of Describing Your Research Epistemological and Ontological Traditions in Your SoTL Scholarship

This paper explores the metaphor of the “Big Tent” in the context of the scholarship of teaching and learning (SoTL), highlighting the metaphor’s limitations in capturing the complexities and tensions within the scholarly community. This paper delves into the conflicts arising from differing methodologies, epistemological stances, and disciplinary boundaries, viewing them as manifestations of intellectual vigor rather than weaknesses. The paper emphasizes the role of academic training in shaping our perceptions and biases towards educational research and underscores the need for acknowledging these biases in order to foster meaningful dialogue and bridge the diversity in SoTL. We revisit past research on the principles of good practice in SoTL and the shifted focus from “students” to “learners,” acknowledging faculty as perpetual learners in improving teaching practices. The paper proposes an additional principle to elevate SoTL from “good” to “great”: the explicit identification of our SoTL lens. This involves acknowledging our biases, disciplinary perspectives, and methodological preferences in order to enhance the transparency and richness of scholarly conversations. The paper concludes with a call to embrace self-awareness and invites others to do the same, aiming to refine our collective vision and make SoTL endeavors not just inclusive but truly transformative.

Qualitative research in the Academy of Human Resource Development-sponsored journals

Purpose Qualitative paradigmatic perspectives are increasingly recognized as providing in-depth, rich and nuanced interpretations and critiques of complex phenomena. Nonetheless, positivist and post-positivist epistemologies still dominate social science disciplines. The authors were unable to identify published information on the state of qualitative research in human resource development (HRD) despite the numerous theoretical foundations, epistemological stances and global approaches that shape HRD. To fill this gap, this study determined the prevalence of qualitative designs, data collection methods and data analysis techniques that have been used in Academy of Human Resource Development (AHRD)-sponsored journals. This study identified gaps in the use of qualitative research to be explored by HRD scholars to advance research and practice. Design/methodology/approach A descriptive case study approach was used to determine the state of qualitative research in three AHRD-sponsored journals. Findings Qualitative articles have increased in number but still account for a lower percentage of articles when compared with other peer-reviewed articles, including quantitative methodologies and conceptual papers. Most articles lacked grounding in stated ontology and epistemology needed to guide researchers’ investigations, potentially leading to weakened methodological choices, interpretations and authenticity of conclusions. Research limitations/implications To provide in-depth understanding of HRD-related phenomena, all important elements of qualitative articles should be addressed to strengthen the credibility and authenticity of the research process. Qualitative theorists and researchers can build on and embrace the soundness of qualitative research and theories in HRD. Expanding on the credibility and authenticity of rigorously conducted qualitative research will help to broaden the perspectives of researchers who may be hesitant to explore this methodology of inquiry. This will strengthen methodological sophistication and expand the knowledge base of qualitative research. Practical implications HRD professors/instructors will find this study to be a useful guide for graduate students who are exploring and using qualitative inquiry for their research and for understanding others’ research. Practitioners will also find it useful to understand HRD research to determine possible interventions in their workplaces. Originality/value This study identifies trends and patterns of epistemologies and methods used in HRD qualitative articles and provides a foundation on which to build future studies and establish unexplored, unconventional qualitative methodologies and methods.

The Next Era of Assessment Within Medical Education: Exploring Intersections of Context and Implementation.

In competency-based medical education (CBME), which is being embraced globally, the patient-learner-educator encounter occurs in a highly complex context which contributes to a wide range of assessment outcomes. Current and historical barriers to considering context in assessment include the existing post-positivist epistemological stance that values objectivity and validity evidence over the variability introduced by context. This is most evident in standardized testing. While always critical to medical education the impact of context on assessment is becoming more pronounced as many aspects of training diversify. This diversity includes an expanding interest beyond individual trainee competence to include the interdependency and collective nature of clinical competence and the growing awareness that medical education needs to be co-produced among a wider group of stakeholders. In this Eye Opener, we wish to consider: 1) How might we best account for the influence of context in the clinical competence assessment of individuals in medical education? and by doing so, 2) How could we usher in the next era of assessment that improves our ability to meet the dynamic needs of society and all its stakeholders? The purpose of this Eye Opener is thus two-fold. First, we conceptualize - from a variety of viewpoints, how we might address context in assessment of competence at the level of the individual learner. Second, we present recommendations that address how to approach implementation of a more contextualized competence assessment.

The social impacts of circular economy: disclosing epistemological stances and methodological practices

AbstractThe essence of circular economy is about closing the loop of material flows by reducing, reusing, recovering and recycling, ensuring the economic prosperity without any detriment for the environment. However, few information is available about the contribution of circular systems to the social dimension of sustainability (such as well-being, quality of life), how these aspects are evaluated and why they are deemed as important. The purpose of this study is to review those scientific studies that dealt with the social sustainability evaluations of circular systems to highlight new aspects: not only which are the most applied methodologies, which impact categories and indicators are mostly taken into account, but, above all, which is the most diffused epistemological position underlying the evaluation of social aspects of circularity. This last aspect is often disregarded but of utmost importance because it shapes the approaches and procedures choice, and legitimate and justify the insights provided: indeed, they can be the most diverse when dealing with social sciences, which are multiparadigmatic sciences. To the best of our knowledge, no studies have so far emerged that directly investigate the epistemological basis of social impacts within the circular economy. A systematic and hermeneutic review of the scientific literature has been led through a two steps method. The first step, dedicated to search and acquisition, consisted in a standardized replicable process called Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). In a second phase, a hermeneutic review has been conducted on the selected publications. Among the 42 studies reviewed, 7 papers were framed within the post-positivism paradigms, while 83,3% were based on interpretivist paradigms, showing how it is difficult to find consensus on standardized quantification methods for social impacts in circular economy studies. The most recurring qualitative methods relied on personal interpretations, perceptions or observations.

Exploring the Emergence of Chemistry in Preschool Education: A Qualitative Perspective

The objective of this study was to deepen our comprehension of how children develop understanding in the field of science, particularly in chemistry. Using the framework theory as a theoretical lens enabled a focus on emergence as a dynamic change and transition. According to the framework theory, children’s science learning involves a wide range of intuitive and counterintuitive scientific concepts related to ontological and epistemological perspectives. How children transition from everyday to scientific thinking during their early years of education is influenced by ontological and epistemological stances. The objective of this study is to introduce science content—including chemical concepts to preschool children—by utilizing a play-based learning approach in a longitudinal study. The exploration of verbal and non-verbal material, specifically pertaining to chemical content and individual differences, involved implementing educational experiments and real-life or animated zooming-in videos. The results indicated a well-established physical ontological framework utilized for the systematic interpretation of submicroscopic phenomena.

Introducing patient stories in health sciences education: the learning experiences of students

BackgroundIt has been advocated that the development of medical school curricula must be informed by students, doctors in training, educators, employers, other health and social care professionals and patients, families and carers. Patients are widely employed to teach clinical and interpersonal skills, and while recognised as crucial in health education, they have mostly been offered a passive role. We assessed the impact of patients contributing personal illness narratives in the master curriculum of allied health care professionals on students’ learning experiences.MethodsWe designed a module (Patient and Society) for a master’s degree programme in Health Sciences at the University of Southern Denmark in collaboration with six patients. The patients contributed to the teaching by sharing and discussing their personal illness narrative. At the end of the module, as part of the exam, we asked the students to reflect on the patients’ contribution to the module and how this affected their learning experiences. The 500-word exam responses of 29 students were analysed, in collaboration with six patients, using thematic analysis.ResultsIncluding patients’ illness narratives lifted students’ academic learning, and their personal and professional development. The stories brought theoretical concepts to life; it helped the students to obtain, retain, and apply academic knowledge. Actively and uninterrupted listening to patients’ illness experiences promoted empathy and critical reflection on clinical practice. Faced with the impact of a disease on a person’s life, seeing the healthcare system through a patient’s lens made students reflect critically on the medical positivist model ruling the health care system focused on just fixing the medical problem with very little room for the illness experience.ConclusionOur analyses support previous findings indicating that patient narratives are a powerful tool to achieve academic and professional development. Working with patients in health education has the potential to work towards a more inclusive epistemological stance in the health care system and health research.

An exploratory study of epistemological stances among teachers and secondary IV history students in Quebec

An analysis of the history curriculum (MEES, 2007, 2017) as taught in Quebec Secondary schools shows that it encourages the development of a constructivist view of history, focused on the historical method and on developing skills and competencies in students (Boutonnet, 2017; Cardin, Éthier & Meunier, 2010; Duquette, 2020; Éthier, Boutonnet, Demers & Lefrançois, 2017; Éthier, Cardin & Lefrançois, 2014). Yet some scholars (Demers, 2012; Moisan, 2010; Yelle, 2016) have noted the conflicting presence of two epistemological stances toward history among Quebec teachers: history that serves as a “memory reservoir”, or history as a science that develops intellectual qualities. These diverging views of history can lead to different teaching styles and usage in the classroom. Given tensions in the educational community between the Quebec ministerial exam (Blouin, 2020; Déry, 2016)—which is predicated on the concept that there can only be one correct answer—and the constructivst curriculum, between the stances of the teachers themselves and the representations of history among the general public (Éthier, Lefrançois & Joly-Lavoie, 2018; Rosenzweig, 2000) some questions remain: how do students view the learning of history? How do teachers react to these representations when confronted with them? To answer these questions, we conducted an exploratory study in which 332 students completed a questionnaire (Maggioni, 2010; Maggioni, VanSledright & Alexander, 2009; Miguel Revilla, Carril Merino & Sánchez Agustí, 2017) on their representations of history. We also held interviews with eight teachers to further explore how beliefs and epistemology are constructed in history class. We used these questionnaires and interviews to gain insight into part of this construction.

Arousing Learner Interest and Engagement in a Multilingual Classroom Context: English Second Language Teachers’ Experiences and Strategies

Teaching English as a Second Language (ESL) to learners of different basic schooling phases is arguably an interesting yet enigmatic phenomenon, which features a variety of factors such as language diversity, curriculum, policy, and cultural factors. This paper sought to explore the experiences and the strategies employed by ESL teachers to aid learners navigate through linguistic diversity in English Second Language classroom contexts. From the interpretivist epistemological stance, the researchers inferred qualitative data through semi-structured interviews from ten (10) purposively sampled high school ESL teachers from one district in Durban. Data was thematically analysed through the Social Constructivist Theory. The study’s findings indicated that the primary approach used by ESL teachers in linguistically diverse classrooms was various languages in English literature classrooms. Furthermore, the study discovered that using various languages arouses learners’ interests and enhances learner involvement in classroom-based activities. In this regard, the researchers concluded that learners are more engaged and motivated to learn to read, analyse and respond to texts in a multilingual classroom than in monolingual classrooms. The researchers further recommend that teachers use strategies beyond the textbook and policy documents to capture the learner’s attention. Using various teaching approaches, codeswitching, and translanguaging are effective strategies teachers and the Department of Education should not shy away from. Keywords: Learner interest, Learner engagement, English as a Second Language, Multilingual classrooms, Literature in English, Code-Switching.

Exploring the Practices and Challenges of E-leadership: A study of Public Schools of Larkana Sindh, Pakistan

The major aim of the present study was to explore the perceptions of public educational institutions’ leaders regarding the practices of e-leadership and their challenges in integrating the e-leadership. In addition, the study utilized the qualitative design of research that suits the epistemological and ontological stances of researcher. Further, the study is constructivist paradigm thus, it used semi-structured interviews for gathering data, and thematic analysis for analyzing the data. However, the findings disclosed five major themes. The themes are technology execution, e-communication, continuous professional development, data-driven decision, and collaboration and innovation. E-communication and execution of technology were effective for enhancing the performance of administrative. While, collaboration and continuous professional development were significant for enhancing the involvement of parents, community and building strong connection with stakeholder, increasing the awareness of growing technological tools for instructors and educators. However, it was also unveiled that these all the practices are possible when there is not any obstacle in front, but study showed numerous challenges that hinder the process of e-leadership implementation. The challenges like poor technology-based infrastructure and less funding for renovation of technical tools. Nonetheless, the study recommended that stakeholders should support public schools in terms of providing appropriate technical infrastructure, sanctioning funds for enhancing e-leadership, increasing collaboration among different public school, and arranging training programs for instructors and educators for improving the e-leadership at public sector educational institutions of Larkana Sindh, Pakistan.

The holding pattern of the worker Bs: how bifurcation of consciousness impacts female academic career progression

PurposeThis paper examines an identified but unexplored career gap evidenced at a mid-level classification in the academic career path for women in Australia. This career-stalling effect or holding pattern, is examined to determine underlying causes of career trajectory interruption.Design/methodology/approachGuided by the epistemological stance of standpoint theory, this exploratory abductive study employs a novel arts-based method, draw, write, reflect, to access experiences that may be difficult to convey verbally. The obtained drawings and reflections were thematically analysed.FindingsDrawing on Bourdieu’s concept of illusio this article finds support for female academics’ bifurcated consciousness. Results demonstrate how opposing social role prescriptions result in the deliberate avoidance of work-life conflict, a nuanced lack of confidence in work tasks in combination with other, often competing responsibilities, and the uneven distribution of administrative duties known as “academic housework”, which combine to stall careers. Female academics feel pressure to prioritise their domestic role and eschew career progression.Research limitations/implicationsDespite the small sample size, the findings provide rich career narratives and experiences of female academics in Australia providing additional impetus for increased gender equity efforts.Originality/valueThis study is the first to explore the previously unidentified holding pattern for female academics in Australia. Findings suggest there is a range of previously unexplored impediments resulting in a gendered stalling at a mid-level classification interrupting female academic career progression.

Exploring AI for intercultural communication: open conversation

Abstract AI is not new. What is new, however, is the speed and depth of its expansion in almost every aspect of our lives. This discussion forum is dedicated to exploring new frontiers and agendas for language and intercultural communication research. In this concluding piece, we invite the contributors to share insights on five key questions: their experiences (Question 1), the challenges and opportunities that we face (Question 2), the strengths and skills afforded by intercultural communication and applied linguistics (Question 3), considerations when collaborating with AI developers and user groups (Question 4) and the future landscape of intercultural communication (Question 5). Through these inquiries, we hope to amplify the contributors’ voices and experiences, often difficult to fit in academic writing, but crucial for contextualizing their epistemological stances in their work. We seek to broaden the discussion, drawing out a bigger picture of pressing issues, and exploring future prospects.

An interpretative phenomenological analysis of daily meditation and its impact on one’s sense of self

The present study investigated the impact of daily meditation on sense of self. There is extensive research regarding the physical and mental health benefits that meditation can bring about, yet literature is still limited on the influence this has on an individual’s sense of self. The aims of the current study were to contribute to the existing body of research on meditation and the self and to gain a better understanding of the link between meditation and the self. Furthermore, to look at the potential social health benefits that meditation induces. This was achieved using a qualitative methodological approach applying Interpretative Phenomenological Analysis (IPA), with an epistemological stance of interpretivism and an ontological position of social constructionism. Six semi-structured interviews were conducted in collecting qualitative data. Three super-ordinate themes emerged which were: 1. Inside Out Positivity, 2. “Quieting the Mind to Hear the Heart”, 3. The Holistic Experience, with eight corresponding sub-ordinate themes. The key findings were that meditation increased feelings of kindness and compassion and improved the quality of relationships for the participants. Participants felt more positive and calmer in their daily living and reported higher levels of awareness. Another key finding was that participants had a better perception of themselves and felt like meditation gave them more perspective of mind. Additionally, participants noted physical changes with greater bodily connection to breathing and had more mental clarity. Finally, participants reported enhanced feelings of spirituality and spoke of power and consciousness beyond themselves. The implications of these findings are that meditation can be a useful intervention for social health issues such as poor relationship quality or feelings of social exclusion by increasing compassion and awareness. Meditation is a useful tool for reducing stress and feeling present. Meditation would also be a beneficial method for positive self-perception and identity.

The Role of Translanguaging in Teaching Mathematics at Adult Correctional Centre Classrooms in South Africa

This paper sought to explore the use of the translanguaging strategy as the means for decolonising and advancing the teaching of mathematics procedural fluency. From the pragmatic epistemological stance, the study collected both qualitative and quantitative data from the group of fifty purposively sampled adult offenders. The intervention study inferred data from pre-tests, post-tests, and semi-structured interviews. The data, which was analysed using SPSS and the thematic analysis approach, through the conceptual framework of teaching adult offenders mathematics procedural fluency through the isiZulu-English translanguaging strategy, indicate that the use of the translanguaging strategy yields satisfactory performance in adult offenders’ mathematics procedural fluency. The study further discovered that the translanguaging strategy leads to the decolonization of the mathematics curriculum and the development of isiZulu and English languages in correctional centre classrooms. The researcher recommends the use of the translanguaging strategy and fluidity in the use of any repertoires in the teaching of mathematics procedural fluency, conceptual understanding, and factual knowledge within the context of correctional centre classrooms. The researcher further concludes that translanguaging is applicable, and resourceful in all mathematics educational contexts, and it leads to the decolonization of the mathematics curriculum for both children and adults, in all contexts. The paper contributed to the scholarship by exploring the mathematics learning, teaching and assessment processes and the role of translanguaging thereof in correctional centre classrooms. Keywords: Translanguaging, Correctional Centre, Mathematics Classroom, Mathematics Procedural Fluency, Adult Offenders, Educationists

A paradigm shift in giftedness research: integrating critical realism’s ontology, epistemology, and methodology

ABSTRACT This paper discusses the integration of critical realist ontology, epistemology, and methodology into giftedness and gifted education research. Although there is no consensus about the complex nature of giftedness, a paradigmatic shift is underway, emphasizing the impact of contextual and social factors in shaping gifted performance. Despite this shift, the ontological, epistemological, and methodological stances are often overlooked, leading to an incomplete understanding of the complex interaction between individuals and their context and constraining the potential to offer realistic and functional interventions for gifted education. Critical realism enables us to explore complex interactions, generate hypotheses, identify causal mechanisms, advance theoretical frameworks, and construct functional interventions for policy practices with its ontological, epistemological, and methodological arguments. This work contributes to the field by showcasing how critical realism's core concepts and tenets can be applied to various aspects of giftedness and gifted education and suggesting multiple avenues for further research.

A typology of internationally qualified dentists in the United Kingdom

IntroductionThe Global Strategy for Human Resources for Health 2030, requires member states to half their dependency on an international workforce by 2030. In order to design policies towards that goal, country-specific research on migration motivations of the health workforce is required. The United Kingdom (UK) is a net importer of health professionals and whilst there is a body of research on doctors’ and nurses’ migration, there is no research on the migration motivations of migrant dentists in the UK. This research explored the migration motivations of internationally qualified dentists (IQDs) in the UK and presents a typology to understand the global migration of dentists in the context of oral health workforce. MethodsThe paper presents qualitative data from semi-structured interviews conducted between August 2014 and October 2017, of IQDs working in the United Kingdom. The topic guide for interviews was informed by the literature, with new themes added inductively. A phenomenological approach involving an epistemological stance of interpretivism, was used with framework analysis. ResultsA total of 38 internationally qualified dentists (M = 18, F = 20), migrating from the five World Health Organization regions, and working in general practice, NHS hospitals and in community dental services across the four nations of the UK were interviewed. Seven types of internationally qualified dentists were identified working in the UK. They were livelihood migrants, career-orientated migrants, dependant migrants, backpacker migrants, commuter migrants, undocumented migrants, and education-tourist migrant. The categories were based on their migration motivations, which were complex, multifactorial, and included personal, professional, national, and international drivers. The typology, based on their migration motivations, offered a structured, comprehensive understanding of the migrant dental workforce. This typology involving dentists provides additional dimensions to commuter and undocumented migrants described in the context of other health professionals. The education-tourist migrant is a new category proposed as an extension to existing typology in health professional migration. ConclusionsThe typology of internationally qualified dentists has congruency with other health professionals’ typology in categories previously described and demonstrates that each of these categories are complex, fluid and change in response to policy changes. The new category of education-tourist migrant along with oral health dimensions of commuter and undocumented migrants adds to the existing typology in health professional migration.

On resolving the tension between visiting mathematical works and questioning the quantum world

For the past 40 years, researchers in didactics of mathematics have developed and utilised didactic engineering as a methodology for design-based research. In this article we discuss its second step, the so-called a priori analysis. In the framework of the Anthropological Theory of the Didactic, engineering is in the form of the implementation of a study and research path (SRP), an inquiry-based course. SRPs may be either finalised, that is aimed at the teaching of a particular piece of knowledge, or rather open, that is solely aimed at answering a given question. This tension between sometimes competing goals especially shows in the a priori analysis of SRPs, a phenomenon we address in this paper. Our study is based on pieces of evidence collected by setting up an SRP two years in a row at the interface between mathematics and quantum mechanics, in third year of bachelor's degree. We take a particular care in explicating the rationale behind the a priori analysis and its connection with the preliminary analysis. We bring out the significance of spelling out one's epistemological stance, as didactic engineer, emphasising the value of the notion of reference epistemological models to do so.

I married a Traveller: An Interpretative Phenomenological Analysis of the lived experiences of women marrying into the Travelling community and its impact to their identity

Policy developments associated with increased lifestyle-related regulations have compelled Travellers to re-assess their social worlds and adapt accordingly. Adopting a social constructionist epistemological stance, this qualitative study drew upon the Identity Process Theory, alongside Interpretative Phenomenological Analysis (IPA) as a broad framework to (1) explore the way in which non-Traveller women experience a sense of community integration upon marrying into the Traveller community, (2) to explicate the extent to which their experiences of integration impact upon their own identity, and (3) to develop an understanding of how these lived experiences inform the changes within Traveller culture through the process of integration. Semi-structured interviews were conducted with six women aged between 28–42 years living within the UK. Guided by the principles of IPA, three superordinate themes, each consisting of two subordinate themes emerged from the analysis: ‘Joining the culture’, ‘Cultural Clashes’, and ‘Changes to the self’. The findings highlighted that participant’s experienced interpersonal conflict and continuous negotiations between continuity and discontinuity, that had either positive or negative impacts to their individual identity. This paper has important implications for professionals who aim to provide support and enhance the overall wellbeing of individuals living between these two contrasting cultures.