n our chapter for the first edition of the Handbook of Qualitative Research, we focused on the contention among various research paradigms for legitimacy and intellectual and p;uadigmatic hegemony (Guba & Lincoln, 1994). The postmodern paradigms that we discussed (postmodernist critical theory and constructivism) 1 were in contention with the received positivist and postpositivist paradigms for legitimacy, and with one another for intellectual legitimacy. In the half dozen years that have elapsed since that chapter was published, substantial change has occurred in the landscape of social scientific inquiry. On the matter of legitimacy, we observe that readers familiar with the literature on methods and paradigms reflect a high interest in ontologies and epistemologies that differ sharply from those undergirding conventional social science. Second, even those est::~blished professionals trained in quantitative social science (including the two of us) want to learn more about qualitative approaches, because new young professionals being mentored in graduate schools are asking serious questions about and looking for guidance in qualitatively oriented studies and dissertations. Third, the number of qualitative texts, research papers, workshops, and training materials has exploded. Indeed, it would be difficult to miss the distinct turn of the social sciences tow::~rd more interpretive, postmodern, and criticalist practices and theorizing (Bloland, 1989, 1995). This nonpositivist orientation has created a context (surround) in which virtually no study can go unchallenged by proponents of contending paradigms. Further, it

Paradigmatic Controversies, Contradictions, and Emerging Confluences.

This article presents a model for quality in qualitative research that is uniquely expansive, yet flexible, in that it makes distinc- tions among qualitative research's means (methods and practices) and its ends. The article first provides a contextualization and rationale for the conceptualization. Then the author presents and explores eight key markers of quality in qualitative research including (a) worthy topic, (b) rich rigor, (c) sincerity, (d) credibility, (e) resonance, (f) significant contribution, (g) ethics, and (h) meaningful coherence. This eight-point conceptualization offers a useful pedagogical model and provides a common language of qualitative best practices that can be recognized as integral by a variety of audiences. While making a case for these markers of quality, the article leaves space for dialogue, imagination, growth, and improvisation.

Qualitative Quality: Eight “Big-Tent” Criteria for Excellent Qualitative Research

Qualitative methods for health research , Qualitative methods for health research , کتابخانه مرکزی دانشگاه علوم پزشکی تهران

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Qualitative methods for health research

The global community of qualitative researchers is midway between two extremes, searching for a new middle, moving in several different directions at the same time. Mixed methodologies and calls for scientifically based research, on the one side, renewed calls for social justice inquiry from the critical social science tradition on the other. In the methodological struggles of the 1970s and 1980s, the very existence of qualitative research was at issue. In the new paradigm war, “every overtly social justice-oriented approach to research . . . is threatened with de-legitimization by the government-sanctioned, exclusivist assertion of positivism . . . as the ‘gold standard’ of educational research” (Wright, 2006, pp. 799–800). The evidence-based research movement, with its fixed standards and guidelines for conducting and evaluating qualitative inquiry, sought total domination: one shoe fits all (Cannella & Lincoln, Chapter 5, this volume; Lincoln, 2010). The heart of the matter turns on issues surrounding the politics and ethics of evidence and the value of qualitative work in addressing matters of equity and social justice (Torrance, Chapter 34, this volume). In this introductory chapter, we define the field of qualitative research, then navigate, chart, and review the history of qualitative research in the human disciplines. This will allow us to locate this handbook and its contents within their historical moments. (These historical moments are somewhat artificial; they are socially constructed, quasi-historical, and overlapping conventions. Nevertheless, they permit a “performance” of developing ideas. They also facilitate an increasing sensitivity to and sophistication about the pitfalls and promises of ethnography and qualitative research.) A conceptual framework for reading the qualitative research act as a multicultural, gendered process is presented. We then provide a brief introduction to the chapters, concluding with a brief discussion of qualitative research. We will also discuss the threats to qualitative human-subject research from the methodological conservatism movement, which was noted in our Preface. As indicated there, we use the metaphor of the bridge to structure what follows. This volume provides a bridge between historical moments, politics, the decolonization project, research methods, paradigms, and communities of interpretive scholars.

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The Discipline and Practice of Qualitative Research

Truth and method

Autoethnography, Personal Narrative, Reflexivity: Researcher as Subject

Autoethnography is an approach to research and writing that seeks to describe and systematically analyze personal experience in order to understand cultural experience. This approach challenges canonical ways of doing research and representing others and treats research as a political, socially-just and socially-conscious act. A researcher uses tenets of autobiography and ethnography to do and write autoethnography. Thus, as a method, autoethnography is both process and product.
URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1101108

Autoethnography: an overview

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Autoethnography: An Overview

chapter 1 About the Authors chapter 2 Preface and Acknowledgments chapter 3 Arthur P. Bochner and Carolyn Ellis, Introduction: Talking Over Ethnography chapter 4 Part 1: Autoethnography chapter 5 1. David Payne, Autobiology chapter 6 2. Lisa Tillmann-Healy, A Secret Life in a Culture of Thinness: Reflections on Body, Food and Bulimia chapter 7 3. Carol Rambo Ronai, My Mother is Mentally Retarded chapter 8 4. Aliza Kolker, Thrown Overboard: The Human Costs of Health Care Rationing chapter 9 (R. Ruth Linden, The Life Boat is Fraught: Reflection on Thrown Overboard) chapter 10 5. Mark Neumann, Collecting Ourselves at the End of the Century chapter 11 Part 2: Sociopoetics chapter 12 6. Judith Hamera, Reconstructing Apsaras from Memory: Six Thoughts chapter 13 7. Deborah Austin, Kaleidoscope: The Same and Different chapter 14 8. Laurel Richardson, Speech Lessons chapter 15 9. Carolyn Ellis, Maternal Connections chapter 16 10. Jim Mienczakowski, An Ethnographics Act: The Construction of Consensual Theatre chapter 17 Part 3: Reflexive Ethnography chapter 18 11. Marc Edelman, Devil, Not-Quite-White, Rootless Cosmopolitan: Tsuris in Latin America, the Bronx, and the USSR chapter 19 12. Tanice G. Foltz and Wendy Griffin, She Changes Everything She Touches: Ethnographic Journeys of Self-Discovery chapter 20 13. Karen Fox, Silent Voices: A Subversive Reading of Child Sexual Abuse chapter 21 14. Richard Quinney, Once My Father Traveled West to California chapter 22 Open-Ending, Readers Talk Back chapter 23 Name Index chapter 24 Subject Index

Arthur P. Bochner

Papers

Autoethnography, Personal Narrative, Reflexivity: Researcher as Subject

Autoethnography: an overview

Autoethnography: An Overview

Composing Ethnography: Alternative Forms of Qualitative Writing

Analyzing Analytic Autoethnography: An Autopsy