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Article
Publication date: 26 December 2023

Samantha Cooms and Vicki Saunders

Poetic inquiry is an approach that promotes alternate perspectives about what research means and speaks to more diverse audiences than traditional forms of research. Across…

Abstract

Purpose

Poetic inquiry is an approach that promotes alternate perspectives about what research means and speaks to more diverse audiences than traditional forms of research. Across academia, there is increasing attention to decolonising research. This reflects a shift towards research methods that recognise, acknowledge and appreciate diverse ways of knowing, being and doing. The purpose of this paper is to explore the different ways in which poetic inquiry communicates parallax to further decolonise knowledge production and dissemination and centre First Nations’ ways of knowing, being and doing.

Design/methodology/approach

This manuscript presents two First Nations’ perspectives on a methodological approach that is decolonial and aligns with Indigenous ways of knowing, being and doing. In trying to frame this diversity through Indigenous standpoint theory (Foley, 2003), the authors present two First Nation’s women's autoethnographic perspectives through standpoint and poetics on the role of poetic inquiry and parallax in public pedagogy and decolonising research (Fredericks et al., 2019; Moreton-Robinson, 2000).

Findings

The key to understanding poetic inquiry is parallax, the shift in an object, perspective or thinking that comes with a change in the observer's position or perspective. Challenging dominant research paradigms is essential for the continued evolution of research methodologies and to challenge the legacy that researchers have left in colonised countries. The poetic is often invisible/unrecognised in the broader Indigenist research agenda; however, it is a powerful tool in decolonial research in the way it disrupts core assumptions about and within research and can effectively engage with those paradoxes that decolonising research tends to uncover.

Practical implications

Poetic inquiry is not readily accepted in academia; however, it is a medium that is well suited to communicating diverse ways of knowing and has a history of being embraced by First Nations peoples in Australia. Embracing poetic inquiry in qualitative research offers a unique approach to decolonising knowledge and making space for Indigenous ways of knowing, being and doing.

Social implications

Poetic inquiry offers a unique approach to centring First Nations voices, perspectives and experiences to reduce hegemonic assumptions in qualitative research.

Originality/value

Writing about poetic inquiry and decolonisation from a First Nations’ perspective using poetry is a novel and nuanced approach to discussions around First Nations ways of knowing, being and doing.

Details

Qualitative Research Journal, vol. 24 no. 1
Type: Research Article
ISSN: 1443-9883

Keywords

Book part
Publication date: 29 September 2015

Neville Clement, Terence Lovat, Allyson Holbrook, Margaret Kiley, Sid Bourke, Brian Paltridge, Sue Starfield, Hedy Fairbairn and Dennis M. McInerney

Evaluation of research is a core function of academic work, yet there has been very little theoretical development about what it means to ‘know’ in relation to judgements made in…

Abstract

Evaluation of research is a core function of academic work, yet there has been very little theoretical development about what it means to ‘know’ in relation to judgements made in examination of doctoral research. This chapter addresses the issue by reflecting on findings from three projects aimed at enhancing understanding of doctoral examination. In order to progress understanding about knowledge judgements in the doctoral research context, the chapter draws on two key contributions in the field of knowledge and knowing, namely, Habermas’ cognitive interests and Chinn, Buckland and Samarapungavan’s notion of epistemic cognition. It examines the common ground between the two bodies of theory, drawing illustratively on empirical work in the field of doctoral examination. The comparison of the Habermasian theory of cognitive interests with Chinn et al.’s notion of epistemic cognition led to the conclusion that there were areas of overlap between the two conceptual schemas that could be utilised to advance research into doctoral examination in higher education. Habermas’ cognitive interests (which underpin his ways of knowing theory) offer a conceptual lens that facilitates analysis of the interaction of ontological and epistemic components of knowledge production. Chinn et al.’s notion of epistemic cognition allows for finer grained analysis of aspects of the cognitive work involved in knowledge rendition. This work is particularly pertinent in an era that sees the boundaries of the disciplines being challenged by the need for new perspectives and cross-disciplinary approaches to solving complex problems.

Details

Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-78560-287-0

Article
Publication date: 19 September 2016

Isto Huvila

The purpose of this paper is to discuss the affective premises and economics of the influence of search engines on knowing and informing in the contemporary society.

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Abstract

Purpose

The purpose of this paper is to discuss the affective premises and economics of the influence of search engines on knowing and informing in the contemporary society.

Design/methodology/approach

A conceptual discussion of the affective premises and framings of the capitalist economics of knowing is presented.

Findings

The main proposition of this text is that the exploitation of affects is entwined in the competing market and emancipatory discourses and counter-discourses both as intentional interventions, and perhaps even more significantly, as unintentional influences that shape the ways of knowing in the peripheries of the regime that shape cultural constellations of their own. Affective capitalism bounds and frames our ways of knowing in ways that are difficult to anticipate and read even from the context of the regime itself.

Originality/value

In the relatively extensive discussion on the role of affects in the contemporary capitalism, influence of affects on knowing and their relation to search engine use has received little explicit attention so far.

Details

Aslib Journal of Information Management, vol. 68 no. 5
Type: Research Article
ISSN: 2050-3806

Keywords

Article
Publication date: 1 March 2004

Bruce Cutting and Alexander Kouzmin

Where do all the management theories and fads come from? Why are they so different and constantly changing. This paper develops a comprehensive and dynamic cognitive formwork from…

1131

Abstract

Where do all the management theories and fads come from? Why are they so different and constantly changing. This paper develops a comprehensive and dynamic cognitive formwork from an understanding of the formulations of Aquinas, Lonergan, Jung, Weber and the Enneagram. The synthesis is new and goes beyond each of the sources to present a more systematic and useable JEWAL synthesis formwork. First, the neo‐platonic hierarchical structure of triadic unity is identified as a particularly pertinent and effective differentiation of reality. Second, whereas the neo‐platonists developed their hierarchical construction of reality from a meta‐physical viewpoint as emanations from the ultimate unity, later philosophers explained the differentiation of consciousness principally by working in the reverse direction. Third, the paper explains the process of learning in terms of the cognitive procession through the layered levels of differentiated consciousness. Fourth, an explanation follows as to how this cognitive formwork can be used to explain a character typology based on the differentiation of consciousness – one that finds expression in a typology commonly known as the Enneagram. Fifth, the JEWAL synthesis formwork is presented as a comprehensive framework in which to understand human governance and social action. More broadly, the paper discusses the significance for the social sciences of achieving such a synthesis of ideas within this new formwork – a synthesis between the Western developed philosophy, which runs through the work of Aquinas, Lonergan, Weber and Jung, and the Eastern physio‐psychological wisdom encapsulated in the Enneagram typology. In conclusion, the paper attempts to bring it all together in an answer to the questions underpinning the paper; namely, what does it mean to know and how do we make sense of those voices that speak out of that knowing.

Details

Corporate Governance: The international journal of business in society, vol. 4 no. 1
Type: Research Article
ISSN: 1472-0701

Keywords

Article
Publication date: 20 September 2019

Ingrid Maria Carlgren

The purpose of this paper is to contribute to the theoretical reflection on learning study as a research approach. The focus is on description and reflection on the methodology of

Abstract

Purpose

The purpose of this paper is to contribute to the theoretical reflection on learning study as a research approach. The focus is on description and reflection on the methodology of learning study as paedeutic research. This research is for, not on, teachers, i.e. research into problems and challenges faced by teachers in their professional practice. Learning study as paedeutic research is about the content and processes of formation/Bildung in relation to specific learning objects. Its focus is on subject-specific ways of knowing as well as how such knowing is enabled through teaching.

Design/methodology/approach

The point of departure is a perspective on research approaches as practices, i.e. as activities with certain aims as well as ways of “making” knowledge. Based on a description of the knowledge machinery in a learning study, i.e. those mechanisms that together generate new knowledge, the knowledge claims that can be made are discussed together with the theoretical underpinning of the arguments. The knowledge machinery is described in relation to how it is organised around the delimitation and analysis of an object of Learning as well as designing and evaluating ways to make the critical aspects of this object of learning visible. As an epistemological underpinning, some aspects of pragmatic philosophical thinking regarding the relationship between theory and practice are outlined. Based on that the research process may be described as a development of means-ends relationships – from unconscious empirical relationships to conscious staging of internal and theoretical relations. Abduction is an important tool for this meaning-making.

Findings

Learning study can be described as a particularistic, theory-building research approach concerning the knowing of specific learning objects as well as how they can be taught and learnt. The knowledge that is generated in learning study is theoretical and describes aspects of the teaching and learning of specific objects of learning. The research process can be described in terms of specification where practice is gradually supplied with a more differentiated meaning. A learning study is organised around a specific object of learning that functions as an open and unfolding object of knowledge. It combines a practice-based development of theory with a theory-based development of practice.

Originality/value

The development of the thinking about learning study as research for, rather than on, teachers is paedeutical research. A contribution to reflection on the knowledge machinery and knowledge claims of such research.

Details

International Journal for Lesson and Learning Studies, vol. 9 no. 1
Type: Research Article
ISSN: 2046-8253

Keywords

Book part
Publication date: 29 October 2020

Ellyn Lyle

Our individual and collective humanness is integral to the pursuit of learning and, thus, has the potential to bring much richness to discussions in teacher education…

Abstract

Our individual and collective humanness is integral to the pursuit of learning and, thus, has the potential to bring much richness to discussions in teacher education. Unfortunately, education continues to prioritize cognitive ways of knowing, often at the expense of affective and spiritual knowledge. Drawing on the work of Parker Palmer (1993, 1997, 1998a, 1998b, 2004, 2017) who advocates for integrated ways of knowing and being and Manulani Meyer (2013) who draws on Indigenous knowledges to suggest holographic epistemology as meaning-making, I embrace a photo-poetic method to challenge the tendency in education to distance our minds from our emotional and ethereal selves. Situated within a/r/tography, this inquiry explores the capacity of artful ways of being to overcome the culture of disconnectedness in education.

Details

Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research
Type: Book
ISBN: 978-1-83982-262-9

Keywords

Article
Publication date: 8 July 2014

Ann M. Carrington

The current exploration and inclusion of spirituality across disciplines has, up to this point, focused largely on defining spirituality and creating practice and assessment…

Abstract

Purpose

The current exploration and inclusion of spirituality across disciplines has, up to this point, focused largely on defining spirituality and creating practice and assessment tools. Little has been done in building the foundational structures at the level of paradigm, theory, methods, measures and research methodology. The paper aims to discuss these issues.

Design/methodology/approach

This paper presents a section of findings resulting from a comprehensive qualitative research program using the process of meta-triangulation, which explored spiritual perspectives from paradigm to practice.

Findings

The results of this research begin to address gaps at these levels through the articulation of spiritual ways of knowing and the methods and measures that stem from them. Once articulated, it was possible to explore the parallels and differences between spiritual and physical ways of knowing, their methods and measures.

Originality/value

It is acknowledged that such research may be resisted by some factions as they attempt to maintain positions of power and privilege. Thus, this paper presents the research within this contested and turbulent landscape.

Details

Qualitative Research Journal, vol. 14 no. 2
Type: Research Article
ISSN: 1443-9883

Keywords

Book part
Publication date: 6 November 2023

Levon Ellen Blue

In this book chapter, I focus on the epistemological, ontological and axiological practice traditions that help to reveal the taken-for-granted assumptions about the management of

Abstract

In this book chapter, I focus on the epistemological, ontological and axiological practice traditions that help to reveal the taken-for-granted assumptions about the management of trust funds in First Nation communities. Informing this chapter is a qualitative research study involving 11 First Nation community members in Canada who were interviewed. Indigenous ways of knowing, being and doing and the theory of practice architectures are used to identify the cultural discursive, material-economic and social-political arrangements that enable and/or constrain practice. The findings reveal that Indigenous ways of knowing, being and doing collide adversely with trust account decision making due to the duties and obligations guiding trust settlement agreements. The ways in which trust account practices can be transformed to ensure greater alignment with Indigenous ways of knowing, being and doing are outlined.

Details

Researching Practices Across and Within Diverse Educational Sites: Onto-epistemological Considerations
Type: Book
ISBN: 978-1-80071-871-5

Keywords

Article
Publication date: 4 July 2018

Pernilla Ahlstrand

In this paper, knowledge concerning the meaning of knowing the object of learning is developed using learning study as a research approach. The purpose of this paper is to show…

Abstract

Purpose

In this paper, knowledge concerning the meaning of knowing the object of learning is developed using learning study as a research approach. The purpose of this paper is to show how the object of learning, in this case, playing with groove in rhythmic sequences, can be analysed and recognised using phenomenography.

Design/methodology/approach

The paper reports on a learning study conducted in three different fifth grade elementary school classes. Seven music teachers were involved in preparing the pre-test, designing three research lessons and analysing the material.

Findings

The findings show that several aspects of the object of learning must be discerned by the learner in order to experience the chosen object of learning and develop in the learning situation. The phenomenographic analysis contributed to refining the meaning of the object of learning.

Originality/value

In a learning study, knowledge concerning the meaning of the object of learning is generated. The development and specification of this knowledge will be empirically revealed through the analysis process. This paper will contribute to the discussion concerning what must be known in order to develop a specific capability in music education, namely, the capability to feel the groove.

Details

International Journal for Lesson and Learning Studies, vol. 7 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 7 September 2015

Jelena Zikic and Souha Ezzedeen

The purpose of this paper is to employ intelligent career theory to simultaneously explore the relationships between three types of entrepreneurial career capital (i.e…

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Abstract

Purpose

The purpose of this paper is to employ intelligent career theory to simultaneously explore the relationships between three types of entrepreneurial career capital (i.e. motivations, human, and social capital). It illustrates the interconnectedness of these three forms of capital as an important way to study entrepreneurial careers and provide a new lens for understanding both personal and venture success.

Design/methodology/approach

This qualitative study of 22 in depth semi-structured interviews explores career stories of entrepreneurs in the high tech industry. The interviews focus on examining three aspects of their career, motivations to become an entrepreneur, ways of learning and developing their human and social capital. Interviews were transcribed and coded using grounded theory approach.

Findings

The findings describe how entrepreneurial careers as simultaneously shaped by three types of career capital: motivations (knowing-why), knowledge (knowing-how), and relationships (knowing-whom). It also illustrates the accumulation of career capital as a continuous cycle of interrelationships between these three types of capital.

Research limitations/implications

In sum, the findings add to the knowledge on entrepreneurial careers and the role that the three types of capital play in venture formation and success. It also points to the importance of a more integrated view of these careers, embedded in a web of motivational, social, and human capital.

Practical implications

The study’s findings suggest that entrepreneurs should paid equal attention and nurture each form of career capital throughout their careers. It also has implications for entrepreneurship programs as well career advisers to.

Originality/value

Prior entrepreneurship research has examined aspects of entrepreneur’s career capital (e.g. intentions, social, and human capital) typically in isolation from one another and little is known about their reinforcing relationships in entrepreneurial careers. This study provides novel insights for understanding the three types of career capital and the importance of this more integrated view in entrepreneurship education and career counseling.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 21 no. 6
Type: Research Article
ISSN: 1355-2554

Keywords

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