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Poetic inquiry as a form of arts-based research can penetrate the complexity, ambiguity, and multidimensional nature of representing participant emotions. This methodological approach allows researchers to explore the sensitive intersection of competing emotions without flattening the layered and often conflicting experience of participants' embodied experiences. In this article, we share participant-voiced poems generated from interviews with family caregivers of Alzheimer's patients and invite readers to sit with how these poems transcend mere descriptions and instead offer an emotive experience that defies words alone. [ABSTRACT FROM AUTHOR]

In this article, we think with the ongoing conversations on "embracing digital worlds" through juxtaposing the methodological practices enabled by "digital worlds" with the writings of science fiction. Specifically, we leverage the criticality of a Chinese sci-fi text, Folding Beijing, to shed light on issues of equity and justice in qualitative inquiry. This approach allows us to interrogate, problematize, and trespass the boundaries of the digital worlds as well as the underlying digital infrastructure. We discuss three types of boundaries that shape our use of digital tools/spaces: broadband internet accessibility, the borders of language, and universal design and digital inclusion. [ABSTRACT FROM AUTHOR]

There is consensus around the value of conducting literature reviews across disciplines; however, little attention has been given to the potential(s) of engaging in a qualitative methodological literature review (QMLR). This article examines the possibilities of engaging in a QMLR by showing how it can inform qualitative research practice. After overviewing the history of literature reviews, we offer a series of questions that can inform and be integrated into a QMLR. We then demonstrate how such reviews can serve as an opportunity for qualitative inquirers to critically engage with the methodological literature with the intent of better understanding, enacting, and generating new methodological practices. [ABSTRACT FROM AUTHOR]

This article offers an overview of a special issue that focuses on the reciprocal relationship between the digital tools and spaces that we use and the methodologies and methods that we take up in designing and carrying out a qualitative research study. In this editorial, we situate the special issue in the methodological literature around technologies and qualitative inquiry. We also provide an overview of the seven included articles, noting how each article offers new perspectives on the consequences of adopting digital research workflows. [ABSTRACT FROM AUTHOR]

In the last few decades, there has been a proliferation of qualitative methodologies and methods. Within HRD, however, there has been a persistent use of particular kinds of qualitative methodologies and methods, with limited degrees of methodological innovation. In this article, we overview the literature on qualitative methodological innovation and the kinds of innovation that have been engaged within HRD. To move the field forward, we introduce a new design framework, which we suggest is a useful decision-making tool to guide a scholar in making research design choices as they consider innovative research designs. [ABSTRACT FROM AUTHOR]

To date, the study of how health and wellbeing are actualized in organizations and how an organization's interactional practices shape an environment that is potentially harmful to health is understudied. Much of the research around this topic has centered on personality and individual differences, as well as health and safety or ergonomics. Little understanding exists of how interactional practices might serve to prioritize health and wellbeing. In this paper, we introduce discursive psychology (DP) – a qualitative approach to studying talk and text that focuses on examining what is accomplished through people's interactional practices. We provide an overview of DP and discuss its underlying assumptions, analytic process, and quality measures. To illustrate the application of DP to HRD, we include data extracts that highlight the impact of question design. To conclude, we point to how DP might afford HRD scholars opportunities to generate new theoretical understandings about organizational practices. [ABSTRACT FROM AUTHOR]

Child mental health assessments are complex and involve the analysis of data from multiple sources to inform treatment decisions. Question sequences are central to mental health assessments; however, little research has examined the functions of questions in child mental health interactions, particularly questions that aim to elicit information from children that might be used to inform diagnosis and treatment. In this study, we utilize a large corpus of video-recorded child mental health assessments to examine the use and function of a particular kind of wh-question—circular questions—that is, questions that seek clients' views on other family members' feelings, actions, and thoughts. Using conversation analysis, we identified three "broad" functions of circular questions in child mental health assessment. Our findings provide clinicians with clinically relevant examples for using circular questions to more fully involve children in the assessment process and acquire valuable information for diagnosis. [ABSTRACT FROM AUTHOR]

Certainly, many HRD scholars have used qualitative methodologies and methods to advance understanding and develop theory, and yet broadly within HRD qualitative perspectives still remain underused. We point to how a micro-analysis of this kind can afford HRD scholars opportunities to not only describe the nature and effects of an organization's interactional practices, but also work toward offering guidance of ways to potentially change practice. The articles included in the special issue - when taken together - serve to expand the types of qualitative methodologies and methods used by HRD scholars, as well as present innovative ways to use qualitative approaches and techniques to build theory. In the second article, entitled "Phenomenology and Human Resource Development: Philosophical Foundations and Implications for Research", Kuchinke turns back to the philosophical foundation of phenomenology - an increasingly popular qualitative methodological perspective in HRD and other fields. [Extracted from the article]

In this article, I call for engaging in the post-qualitative "turn" with a sense of relationality to the past; that is, a commitment to turning traditions with care. In doing so, I point to the situated and constructed nature of methodology, theory, and even the post-qualitative "turn." I also offer several questions (or cautions) for the field of qualitative research to consider in moving toward what St. Pierre has called the "next next." I conclude by highlighting the importance of defining post-qualitative inquiry in relational rather than oppositional ways. [ABSTRACT FROM AUTHOR]

Over the last few decades, ethnographers have begun to orient to the digital world as both a site of new data and a domain of study itself. Alongside new technologies has come a host of emergent ethical dilemmas. In this methodological paper, I describe some of the ethical challenges and productive possibilities of going digital when engaged in ethnographic research. Drawing upon the theory of affordances, I discuss the ongoing ethical debate around what counts as public versus private, as well as the closely related concerns regarding treating online data as texts versus that which is generated by human subjects. I also examine some of the potential affordances of going digital, including the possibility of leveraging digital spaces to expand representation and engage citizen researchers. Throughout, I draw upon empirical examples from a virtual ethnography focused on the everyday life of a woman who identifies as autistic. [ABSTRACT FROM AUTHOR]

In this qualitative study, 11 mothers of toddlers with autism participated in interviews to investigate how they perceived their roles and their competency to support toddlers' social learning in the context of both professional-implemented and parent-mediated early intervention models. The authors conducted a thematic analysis with multiple layers of independent coding. Four resulting themes highlighted challenges and contributors to parent self-efficacy. First, related to child characteristics, challenges were most prominent in the early period as participants adjusted to the diagnosis and reached to connect when social difficulties emerged. Second, having a peripheral role in early intervention challenged participants' confidence in their abilities, while receiving guidance to assume an active leadership role supported their sense of efficacy for facilitating toddlers' social learning. In a third theme, participants described specific and general examples of their expertise. Fourth, participants considered the transactional context of parent–child interaction and largely viewed their toddlers' independent wills, natures, and preferences as strengths upon which to build social engagement. The results support the need for early interventionists to promote and leverage family capacity for facilitating toddler learning as social challenges begin to appear for toddlers with autism. Parent-participatory early intervention practices are linked to parents' positive views of their own and their children's capabilities, beliefs that are associated with a range of parent and child outcomes. A qualitative study was conducted with 11 mothers of toddlers with autism who had experience with both professionally directed and parent-mediated early intervention. Participants were interviewed to explore their perspectives on their roles in relation to professionals and on how they viewed their ability to support their toddlers' social learning. An in-depth analysis of the transcribed interviews resulted in four themes. First, in the early stages, participants experienced challenges to their self-efficacy as they adjusted to the diagnosis and reached to connect with their child when social challenges emerged. Second, participants' views of their capability were stronger when they were provided with background knowledge enabling them to take the lead in guiding their children's learning than when professionals modeled predetermined intervention strategies for them to copy. Third, participants provided specific examples of their expertise to support their toddlers' social learning and viewed their close parent–child relationship and intimate knowledge of their children as valuable to the intervention. Fourth, participants voiced respect for their toddlers' natures and preferences, positioning them to build on their toddlers' strengths in everyday interactions. The results support the need for early intervention providers to promote and leverage family capacity for facilitating toddler learning as social challenges begin to appear for toddlers with autism. [ABSTRACT FROM AUTHOR]

Given the vast and diverse qualitative analytic landscape, what might be a generative starting point for researchers who desire to learn how to produce quality qualitative analyses? This question is particularly relevant to researchers new to the field and practice of qualitative research and instructors and mentors who regularly introduce students to qualitative research practices. In this article, we seek to offer what we view as a useful starting point for learning how to do qualitative analysis. We begin by discussing briefly the general landscape of qualitative research methodologies and methods. To contextualize our suggestions, we review the qualitative analytic practices commonly used within human resource development (HRD). Following this, we describe thematic analysis in more detail, including why we believe it is a particularly useful analytic approach to consider when first learning about qualitative analysis. We share seven common practices or important considerations for carrying out a thematic analysis and conclude by highlighting key considerations for assuring quality when conducting a thematic analysis. [ABSTRACT FROM AUTHOR]

In this article, we argue that loss often precedes critique in postcritical ethnographic work. We position this argument in relation to the moral and the political commitments that imbue postcritical ethnography, noting how a postcritical perspective invites researchers to theorize and imagine what could be otherwise. We ground our discussion in a 4-year ethnography we carried out with Burundians with refugee status living in southern Appalachia in the United States. As we retrace some of the steps, silences, and tensions we embodied in this postcritical ethnographic work, we work to examine the place of loss, grief, and critique in the pursuit of what could have been otherwise and was not. [ABSTRACT FROM AUTHOR]

The National Health Service (UK) offers initial screening appointments for children referred to child and adolescent mental health services to determine clinical need and assess risk. Conversation analysis was utilized on 28 video recordings of these assessments, lasting approximately 90 minutes each with a multidisciplinary team. This article focuses on the agenda setting strategies used to establish relevant goals with children and adolescents; specifically, the technique of offering ‘three wishes’. For example, ‘if you had three wishes, what would you like to make happen?’ In cases where children initially volunteered an assessment-relevant wish, they tended not to articulate further wishes. Non-assessment-relevant wishes (i.e. fantasy wishes, such as being ‘rich’) were treated as insufficient, with many approaches used to realign establishing assessment relevant goals. Where responses were not institutionally relevant, practitioners undertook considerable discursive work to realign the focus of the three wishes task to assessment relevance. In these cases, the wish responses were treated as irrelevant and tended to be dismissed, rather than explored for further detail. Such work with the children’s contributions has implications for engaging children and child-centred practices. [ABSTRACT FROM AUTHOR]

In this article, we present discursive psychology (DP), a qualitative approach that focuses on the study of conversational and textual materials, including everyday interactions. Although DP is well-established methodologically and theoretically, and is used widely in Europe and in the Commonwealth countries, it is relatively unknown in counseling psychology in the United States. As such, the purpose of this article is to provide a general overview of DP and offer guidance for researchers who may be interested in studying and using DP. We thus discuss practical considerations for utilizing DP, including the development of research questions, carrying out data collection, and conducting DP-informed analyses. We also provide a general overview of the history of DP and key resources for those interested in studying it further, while noting the usefulness of DP for counseling psychology. [ABSTRACT FROM AUTHOR]

This article introduces the special issue, “Reclaiming” Disability in Critical Qualitative Research, which aims to center disability and disabled people in critical qualitative research. More particularly, we highlight here how the articles included in this special issue collectively consider new possibilities for the place and practice of critical qualitative methodologies and methods in research involving disabled people. We begin this introduction by discussing the meaning of reclaiming disability and foreground the importance of critical qualitative inquiry. Then, we offer a brief discussion of the interdisciplinary field of disability studies and the fruitful possibilities for its generative intra-action with critical qualitative research. In doing so, we also point to the often taken-for-granted ableist practices that have historically been used in qualitative research. Finally, we offer a brief overview of the articles included in the special issue and conclude with a call for consideration of next steps for the qualitative research community. [ABSTRACT FROM AUTHOR]

The International Baccalaureate (IB) has expanded in Latin America. Drawing from a larger multi-sited qualitative case study, we examined the challenges associated with the implementation of the IB Primary Years Programme (PYP) in a Colombian and bilingual context. Findings highlight (1) the intersecting nature of challenges associated with the PYP and bilingual education, (2) the importance of school-based support for teaching, and (3) the importance of school-based resources for bilingual instruction. The article concludes with a discussion of implications for the IB and other global educational organizations. [ABSTRACT FROM AUTHOR]

In this article, we share the process and practice of integrating a performance ethnography, in the form of a written play, into research methods and education courses, as well as methods-based workshops. We begin by briefly sharing some of the ways in which we have come to position this work within our classroom and instructional workshops and point to its possibilities as a pedagogical approach. We then illustrate the process of introducing this methodological perspective to our students in research courses. We also highlight the implications for introducing alternative, arts-based approaches to data representation to students and describe the impact on their trajectories as producers, critics, and consumers of qualitative research. [ABSTRACT FROM AUTHOR]

In this article, we consider the everyday practices and methodological and theoretical tensions of interdisciplinary, qualitative work. In particular, we discuss the varied interpretations of focus group data from Burundian men and women with refugee status and explore the consequences of representations that result in deficit-based understandings. We highlight how through our research process we learned that following participants, rather than leading with our disciplines, deepened our understanding and complicated our representations. [ABSTRACT FROM AUTHOR]

Although scholars have gone to great lengths to illustrate the value of qualitative research and ensure that it is well represented in all areas of academic life, there remains a gap of equality when compared with quantitative research, which is still viewed by many as superior, specifically in applied fields such as health. This has become particularly true as the evidence-based movement has continued to find its way into discussions around the legitimacy of qualitative research. In this article, we argue that the evidence-based movement, particularly in medicine and health, continues to pose challenges for us as a qualitative community—challenges that we will need to grapple with in the coming years. [ABSTRACT FROM AUTHOR]

Autistic spectrum disorder (ASD) is a life-long condition. In recent years, there has been a rise in the number of children diagnosed with ASD and a greater recognition that parents need clear, accessible information communicated through different modalities. The objective of this research was to explore the views of stakeholders regarding their information needs, current information modalities and the perceived barriers and complexities of information. Three focus groups with the same stakeholders were conducted with a range of individuals from a variety of backgrounds, all of whom had a personal and/or professional interest in ASD. The same stakeholders were included in all three groups to promote depth of analysis and to facilitate rapport. All focus groups were audio-recorded, transcribed and analysed using thematic analysis. Three main issues were identified, including (1) the value of particular information sources; (2) the vulnerability of families and (3) the need for validated evidence. It was concluded, therefore, that information should be available through a multitude of modalities, accounting for the educational ability and economic status of families. The information should also be communicated in an accessible style, should be presented as trustworthy and clinical professionals may play a key role in translating information. Such information also needs to account for practical problems inherent to having a child with ASD, including time constraints and fatigue. [ABSTRACT FROM AUTHOR]

Beginning in 2007, government agencies and faith-based organizations resettled Burundians with refugee status in a small town in Appalachia. From a part of a larger, 4-year ethnographic study, in this article, we address the experience of one family in that community. Specifically, we detail the power non-Native, whitestream, racist institutions deploy to do harm. Using allegory, we represent the effects of policy and practice at the public elementary school where many of the Burundian children studied and the health care system to which Burundian families had access. We examine the cultivation of modern convictions in these institutions and the influence of such convictions at the intersection of authoritarian power. Aiming to complicate the history and logic of modern convictions and analyze institutional power, we invite layered readings of our representation. [ABSTRACT FROM AUTHOR]

In the fairytale of U.S. public education reform, the root of all evil has presumably been identified: the dragons of ineffectiveness. In this faisytale, the LA Times, a newspaper team of investigative reporters, hired statisticians, and other columnists rode in on the back of Value-Added Measurement. In this paper, narrative centered on teacher evaluation and effectiveness. We conducted an analysis of 52 articles published between 2009 and 2011 that were from or related to a series on Value- Added Measurement initially published in 2010 by the LA Times. We sought to understand the ways in which discourse choices worked to construct a certain version of policy issues related to teacher quality, positioning some individuals and even national groups on one side ofa polarized debate. We have given particular attention to the ways in which the media discourse functioned to politicize and (over)simplify issues related to educational policy and teacher evaluation. [ABSTRACT FROM AUTHOR]

Graduate students often receive their first training in qualitative methods during an introductory course. The textbook that is chosen often sets the tone for how qualitative research is understood. We conducted a discourse analysis of the ways in which 11 introductory qualitative methods texts took up the relationship between technology and qualitative research. One text included virtually no mention of technology use; five discussed technology only in relation to the data collection, transcription, and analysis domains of research; and the remaining five discussed technology primarily in relation to those three domains with minimal attention to how it could support the additional domains of researcher reflexivity, literature review, representation of findings, ethics, and collaboration. We contrasted texts that took up a discourse of possibility with those that took up a discourse of caution around technology use. We call for greater dialogue around how emergent technologies might inform the qualitative research process. [ABSTRACT FROM AUTHOR]

The article discusses how teachers can manage to honor the needs of their students while at the same time sticking to uniform school discipline policies such as the zero tolerance policies. These policies initially obliged a 1-year mandatory expulsion for any student caught with a weapon on campus but were afterward changed to cover an array of other offenses.

In this poetic piece, we seek to represent our unfolding understandings, dilemmas, and epiphanies around working within, and at times against, practices that get named school discipline, classroom management, and the day-to-day realities of “dealing” with those “troubled kids.” We focus on the ways in which disciplinary practices are often racialized, as the bodies of already targeted children are “interpreted” through a lens of pathology and criminology. The poem is presented in four sections with each section representing various voices that we have encountered in our work in public schools in a district we name the White Mountain Assimilated School District in the state of Southland. [ABSTRACT FROM PUBLISHER]