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

Preface - Norman K. Denzin and Yvonna S. Lincoln About the Editors About the Contributors 1. Introduction: The Discipline and Practice of Qualitative Research - Norman K.Denzin and Yvonna S. Lincoln I. Methods of Collecting and Analyzing Empirical Materials 2. Narrative Inquiry: Still a Field in the Making - Susan E. Chase 3. Critical Arts-based Inquiry: The Pedagogy and Performance of a Radical Ethical Aesthetic - Susan Finley 4. Oral History - Linda Shopes 5. Observations on Observation: Continuities and Challenges - Michael Angrosino and Judith Rosenberg 6. Visual Methodology: Toward a More Seeing Research - Jon D. Prosser 7. Performative Autoethnography: Critical Embodiments and Possibilities - Tami Spry 8. The Methods, Politics, and Ethics of Representation in Online Ethnography - Sarah Gaston 9. Analyzing Talk and Text - Anssi Parakyla and Johanna Ruusuvuori 10. Focus Groups: Contingent Articulations of Pedagogy, Politics, and Inquiry - George Kamberelis and Greg Dimitriadis II. The Art and Practices of Interpretation, Evaluation, and Presentation 11. Qualitative Research, Science, and Government: Evidence, Criteria, Policy, and Politics - Harry Torrance 12. Reflections on Interpretive Adequacy in Qualitative Research - David L. Altheide and John M. Johnson 13. Analysis and Representation Across the Continuum - Laura L. Ellingson 14. Post Qualitative Research: The Critique and the Coming After - Elisabeth Adams St. Pierre 15. Qualitative Research and Technology: In the Midst of a Revolution - Judith Davidson and Silvana diGregorio 16. The Elephant in the Living Room, or Extending the Conversation About the Politics of Evidence - Norman K. Denzin 17. Writing into Position: Strategies for Composition and Evaluation - Ronald J. Pelias 18. Evaluation as a Relationally Responsible Practice - Tineke Abma and Guy A.M. Widdershoven, Norman K. Denzin and Yvonna S. Lincoln Author Index Subject Index

Collecting and Interpreting Qualitative Materials

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

Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Speech Genres and Other Late Essays

Autoethnography, Personal Narrative, Reflexivity: Researcher as Subject

The Ethnographic I: A Methodological Novel about Autoethnography

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

This article focuses on relational ethics in research with intimate others. Relational ethics requires researchers to act from our hearts and minds, acknowledge our interpersonal bonds to others, and take responsibility for actions and their consequences. Calling on her own research studies, the author examines relational ethics in ethnographies in which researchers are friends with or become friends with participants over the course of their projects. Then she examines autoethnographic narratives in which researchers include intimate others in stories focusing on their own experience. Considering ethical responsibilities to identifiable others, she discusses writing about those who are alive and those who have died. She then reflects on the ways co-constructed autoethnographies circumvent some of the ethical issues in traditional qualitative studies on unfamiliar others, yet avoid some of the ethical concerns in writing about intimate others. The last section presents advice for those who long to write a...

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Carolyn Ellis

Papers

Autoethnography, Personal Narrative, Reflexivity: Researcher as Subject

The Ethnographic I: A Methodological Novel about Autoethnography

Autoethnography: an overview

Autoethnography: An Overview

Telling Secrets, Revealing Lives: Relational Ethics in Research With Intimate Others