Journal•ISSN: 1077-8004
Qualitative Inquiry
SAGE Publishing
About: Qualitative Inquiry is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Narrative & Qualitative research. It has an ISSN identifier of 1077-8004. Over the lifetime, 2266 publications have been published receiving 100009 citations. The journal is also known as: QI & QIX.
Topics: Narrative, Qualitative research, Sociology, Autoethnography, Reflexivity
Papers published on a yearly basis
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TL;DR: The authors examines five common misunderstandings about case-study research: theoretical knowledge is more valuable than practical knowledge, one cannot generalize from a single case, therefore, the single-case study cannot contribute to scientific development, the case study is most useful for generating hypotheses, whereas other methods are more suitable for hypotheses testing and theory building, case study contains a bias toward verification, and it is often difficult to summarize specific case studies.
Abstract: This article examines five common misunderstandings about case-study research: (a) theoretical knowledge is more valuable than practical knowledge; (b) one cannot generalize from a single case, therefore, the single-case study cannot contribute to scientific development; (c) the case study is most useful for generating hypotheses, whereas other methods are more suitable for hypotheses testing and theory building; (d) the case study contains a bias toward verification; and (e) it is often difficult to summarize specific case studies. This article explains and corrects these misunderstandings one by one and concludes with the Kuhnian insight that a scientific discipline without a large number of thoroughly executed case studies is a discipline without systematic production of exemplars, and a discipline without exemplars is an ineffective one. Social science may be strengthened by the execution of a greater number of good case studies.
8,876 citations
TL;DR: In this paper, the authors present 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.
Abstract: 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.
4,656 citations
TL;DR: In this article, critical race theory can inform a critical race methodology in education and the authors challenge the intercentricity of racism with other forms of subordination and expose deficit-informed research that silences and distorts epistemologies of people of color.
Abstract: This article addresses how critical race theory can inform a critical race methodology in education. The authors challenge the intercentricity of racism with other forms of subordination and exposes deficit-informed research that silences and distorts epistemologies of people of color. Although social scientists tell stories under the guise of “objective” research, these stories actually uphold deficit, racialized notions about people of color. For the authors, a critical race methodology provides a tool to “counter” deficit storytelling. Specifically, a critical race methodology offers space to conduct and present research grounded in the experiences and knowledge of people of color. As they describe how they compose counter-stories, the authors discuss how the stories can be used as theoretical, methodological, and pedagogical tools to challenge racism, sexism, and classism and work toward social justice.
3,102 citations
TL;DR: In this article, the relationship between reflexivity and research ethics is examined, and the notion of reflexivity is used as a helpful way of understanding both the nature of ethics in qualitative research and how ethical practice in research can be achieved.
Abstract: Ethical tensions are part of the everyday practice of doing research—all kinds of research. How do researchers deal with ethical problems that arise in the practice of their research, and are there conceptual frameworks that they can draw on to assist them? This article examines the relationship between reflexivity and research ethics. It focuses on what constitutes ethical research practice in qualitative research and how researchers achieve ethical research practice. As a framework for thinking through these issues, the authors distinguish two different dimensions of ethics in research, which they term procedural ethics and “ethics in practice.” The relationship between them and the impact that each has on the actual doing of research are examined. The article then draws on the notion of reflexivity as a helpful way of understanding both the nature of ethics in qualitative research and how ethical practice in research can be achieved.
2,157 citations
TL;DR: The boundaries of interpretive research are as yet undefined, and criteria for judging the quality of such research are even more fluid and emergent as mentioned in this paper, and developing criteria are nominated and evaluated.
Abstract: Not only are the boundaries of interpretive research as yet undefined, but criteria for judging the quality of such research are even more fluid and emergent. Developing criteria are nominated and ...
1,669 citations