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The purpose of this paper is to interrogate practice of research and discursively problematise the role of the researcher in relation to the ways in which knowledge is constructed and represented in and as a centre/periphery relation. It considers the ways in which research practices can refocus attention on claims made about knowing and speaking about the lives of Others and within the academe.

Underlying this interrogation is Spivak’s (1998) work “Can the Subaltern Speak?” Methodologically, I reflect on, and address my experiences of research in the context of re-reading ontology as a signifying presence from which to address, contest and rearticulate the methodological norm in qualitative enquiry.

The paper suggests that it is relevant to attend to the ways, in which qualitative researchers, in the process of making the Other culturally intelligible and subsequent representation, acknowledge the process and product as a contested epistemic space.

The paper problematizes the notion of “giving voice” to ontological understandings of being and speaking as a unified subject.

The purpose of this paper is to present an account of a PAR project in a Thai community and to discuss the methodological implications of implementing a culturally responsive approach.

The paper draws on the frameworks for PAR conducted as a community development project with rural Thai communities.

The paper reviews the use of a PAR approach as a culturally responsive approach and presents an experience of culturally situated research practice.

This paper encourages researchers conducting participatory inquiry to engage in deeper critical reflection on the implications of these methods in keeping with PAR's critical ontological, epistemological and axiological orientation.

The purpose of this paper is to reflect on the effects of COVID-19 on teachers' pedagogical approaches, and how this has consequences for student learning.

This paper explores the impact of COVID-19 through teachers' experiences, perceptions from a critical cultural perspective. The paper draws on preservice and graduate teachers' narrative reflections as articulated through Instagram posts.

This paper articulates a comparison between the concept of Sturm und Drang and the contemporary landscape of teaching and learning remotely as a result of COVID-19 lockdown restrictions and limitations.

The data upon which this paper is based were limited to five participants' accounts taken from the teacherwhispers Instagram site. They indicate relevant themes but are not representative of the overall phenomenon that COVID-19 has generated.

This paper is representative of the particular elements encountered when drawing upon an online-based methodological approach. It suggests the productive affordances of technology for narrating lived experience in a professional context.

Retelling embodied narratives can be a fraught affair. This paper brings together associative experiences of COVID-19 to draw together individual stories to narrate a collective experience.

This paper addresses a dynamically evolving phenomenon. As such, it is highly original and explores dilemmas, situations and implications that have not previously been addressed.

The purpose of this paper is to examine how automation in the ever-changing technological landscape is increasing integrated into, and has become a significant presence in, our personal lives.

Through post qualitative inquiry, the authors provide a contemplation of automation and its effect on creativity, as a contemporary expression of dis/locations, the simulacrum, performative work and a toxic digital presence in socio-cultural-technical spaces.

The authors discuss how we behave, contribute, explore, interact and communicate within and across automated digital platforms, has salience for understanding and questioning the ways that dominant discourses in the contemporary construction and enactment of subjectivity, creativity and agency are being modulated by the machine.

This paper offers a nuanced consideration of creativity, by considering the way creativity is being performed and situated within the effects of automation and its role in dis/locations, performative work and its potential as a the simulacrum in socio-cultural-technical spaces.

Qualitative researchers working with children are increasingly sharing accounts of their research journeys, including the inherent ethical tensions they navigate. Within such accounts, reflexivity is consistently signalled as an important feature of ethical practice. The purpose of this paper is to explore how reflexive engagement can be stimulated within ethical decision-making processes, with the aim of generating professional dialogue and improved practice in qualitative research involving children.

The paper draws on the authors’ work in the Ethical Research Involving Children (ERIC) project, an international initiative that synthesised literature, research evidence and the views and experiences of almost 400 researchers and other key stakeholders internationally, to consider the key philosophical and practical components that underpin reflexivity in the context of research involving children.

A conceptual approach linking ‘Three Rs’ - reflexivity, rights and relationship - was found to be a useful framework for enacting universal ethical principles while provoking the kind of critical engagement required for navigating the ethical tensions that characterise decision-making in research involving children.

This paper introduces a framework to help bridge the gap between espoused ethical principles and the real world dilemmas that emerge in research practice. In doing so, the paper invites a deeper engagement with the ways in which children are constructed in and through research, while offering a shared language for shifting professional dialogue and academic discourse from the aspirational to the operational of ethical reflexivity.

Within the conversation about insider/outsider positioning, little has been written about qualitative research when the researcher is also a participant. This article describes a unique situation in which co-researchers (doctoral interns) were also interviewees, inhabiting dual roles within a single study. Its purpose is to examine the potential benefits of this experience for the professional development of new qualitative researchers.

Reflections of the two co-researchers (doctoral interns) - taken from journals, memos, and team debriefing meetings - are analyzed thematically thematically by the lead researcher. Data extracts are used to illustrate key themes and illuminate cross-cultural comparisons.

The paper presents three core themes relating to vulnerability, and disclosure. The interns' participant/researcher experience sensitized them to the experience of those whose stories they sought to represent, suggesting that participation may offer a valuable means for developing research skills, just as the experience of personal therapy can help to develop clinical skills in the new therapist.

Despite the limited scope of this paper (i.e., the experience of two doctoral interns), findings suggest that the direct experience of non-dichotomized identity may be a useful way for a new researcher to appreciate the importance of relinquishing role, distance, and presumed authority within a post-modern framework of mutuality and co-construction.

In addition to the uniqueness of this experience of inhabiting dual roles within the research process, the interns’ different cultural backgrounds – and their different responses – suggests that cultural notions of position, authority, and relationship need to be taken into account in the professional development of new qualitative researchers.

The purpose of this study is to conceptualize and analyse novice researchers experiences of the Glaserian grounded theory methodology.

The gorunded theory analytical procedures were applied.

The paper suggests that the creative freedom inherited in the Glaserian grounded theory approach empowers novice researchers, and many students reported positive emotions related to this freedom. At the same time, this freedom can represent a difficulty. Several students thought the tabula rasa instruction was something of a paradox, and the instructions within the methodology to “be without preconceptions”, “let the theory emerge”, and “find the social process” was difficult for most students to understand. However, some students found that they could counteract this difficulty via a systematic coding process and by working in pairs that enabled them to conduct an analytical dialogue.

This is the first study that investigates the way that novice researchers experience the Glaserian grounded theory methodology.

This paper presents an approach to enhance understandings of personhood and self-becoming through an affective reading of field notes and interview transcripts in cross-cultural research teams.

A research team in Medan, Indonesia, captured the affective and emotive aspects of a research scene in field notes that were subsequently shared. Through prompting and elaboration, researchers were able to reveal the pathways from affect to emotion and thought, and the influence of past affective pedagogies in interpretations of the scene.

Team research can enhance our interpretations of the ‘self’ by drawing upon the diversity of affective registers of researchers. Paying attention to, and discussing in detail the ways researchers are affected in the field provided analytical insights as to the processes of self-becoming made possible within a particular encounter. These insights also added analytical value in team interpretations of interview transcripts.

Hierarchies within teams, communicating across different languages and the difficulty of sharing personal and embodied responses are barriers to using affective registers in team research.

The authors’ experiences highlight the value of a purposeful strategy to share and interrogate affective responses, and demonstrate that affective registers are an overlooked resource in qualitative research teams.

This research project serves to provide a foundation for understanding the pertinent issues of survivors of loved ones who have committed suicide.

This study examined the literature, as well as the experiences of individuals who had loved ones commit suicide, through three in-depth interviews.

Our research results support the notion that counselors must attend to these nuances in their treatment planning and subsequent interventions.

Limitations of this study include a small sample size and additional research on this topic is needed to provide further clarification.

The value of this research is to provide clarification of the experiences of suicide survivors and give recommendations to counselors.