Vers le troisième espace : réflexions sur les tensions en recherche qualitative

Contenu principal de l'article

Sheri R. Klein

Résumé

Ce compte rendu réflexif se penche sur certaines des tensions dialectiques susceptibles d’apparaître en recherche qualitative, de mener à des conflits internes et externes et de susciter chez le chercheur une vaste gamme d’émotions et de sentiments. Il importe de prendre note de ces tensions et de s’y attarder car de nombreux éducateurs emploient concepts et méthodes de recherche qualitative. Il faut par conséquent se préoccuper davantage de la recherche qualitative en tant que processus émotionnel et souvent conflictuel. Cette enquête se base sur les travaux de chercheurs multidisciplinaires selon lesquels le concept « d’entre-deux » et de « troisième espace » perturbe fondamentalement la pensée binaire. D’autres stratégies sont par ailleurs introduites pour appuyer la pensée rationnelle dans le domaine de la recherche qualitative et la création de cultures de recherche rhizomatiques.


Mots-clés : recherche qualitative, tensions dialectiques, troisième espace, pensée rhizomatique.

Téléchargements

Les données relatives au téléchargement ne sont pas encore disponibles.

Renseignements sur l'article

Comment citer
Klein, S. R. (2019). Vers le troisième espace : réflexions sur les tensions en recherche qualitative. Revue Canadienne d’éducation Artistique, 46(1), 72–84. https://doi.org/10.26443/crae.v46i1.60
Rubrique
Articles
Biographie de l'auteur-e

Sheri R. Klein, Kent State University

Sheri R. Klein is an artist-educator and qualitative researcher focusing on reflexive practices and professional development issues, immersed in poetic and artistic approaches to inquiry and whose work is informed by drawing, writing and jorurnaling practices. She has a BFA and MFA in Painting and Drawing from the School of the Art Institute of Chicago, and a PhD from Indiana University, Bloomington. Retired as a professor of Art Education at the University of Wisconsin-Stout where she taught for almost twenty years, she has also designed courses and taught at Kansas City Art Institute, University of Massachusetts-Dartmouth. She currently teaches in the online masters program in art education at Kent State University, USA.

 

Références

Aoki, T. (1991/2005) Teaching as indwelling between two curriculum worlds. In W.H.

Pinar & R. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki

(pp. 159-166). Mahwah, NJ: Lawrence Erlbaum.

Atkinson, T. & Claxton, G. (Eds.) (2000). The intuitive practitioner: On the value of not always

knowing what one is doing. Buckingham, UK: Open University Press.

Belenky, M., Clinchy, B., Goldberger, N., and Tarule, J. (1986). Women’s ways of knowing.

New York, NY: Basic Books.

Brennan, M. J. (2014). Recognizing research as an emotional journey. In C. Clarke &

M.B. &. L. Watts (Eds.), Researching with feeling: The emotional aspects of social and

organizational research (pp. 17–34). London, UK: Routledge.

Brabha, H. K. (1990). The third space: An interview with Homi Brabha. In J. Rutherford (Ed.),

Identity, community, culture, difference (pp. 201-213). London, UK: Lawrence and

Wishert.

Bresler, L. (2013). The spectrum of distance: Empathic understanding and the pedagogical power of the arts. In B. White & T. Constantino (Eds.), Aesthetics, empathy and education (pp. 9-28). New York, NY: Peter Lang.

Bresler, L. (2007). (Ed.). International handbook of research in arts education. Netherlands: Springer.

Butler-Kisber, L. (2010). Qualitative inquiry: Thematic, narrative, and arts-informed perspectives. London, UK: Sage.

Butler-Kisber, L. (2008). Collage as inquiry. In J. G. Knowles & A. L. Cole (Eds.), Handbook of

the arts in qualitative research (pp. 265-276). Thousand Oaks, CA: Sage.

Cahnmann-Taylor, M. & Siegesmund, R. (2008). Arts-based research in education: Foundation for practice. New York, NY: Routledge.

Clandinin, D. J. & Rosiek, J. (2007). Mapping a landscape of narrative inquiry: Borderland spaces and tensions. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 35–76). Thousand Oaks, CA: Sage.

Collins, C.S. & Cooper, J. E. (2014). Emotional intelligence and the qualitative researcher. International Journal of Qualitative Methods, 13(1), 88-103.

de Jong, M., Kamsteeg, F., & Ybema, S. (2009). Struggling with “distance” and “immersion” among Moroccan students. Retrieved from

https://www.inholland.nl/media/10420/artikel-jba-jongh-kamsteeg-ybema.pdf

Deleuze, G., & Guattari, F. (1980/1988). A thousand plateaus: Capitalism and schizophrenia.

Trans. B. Massumi. London, UK: Athlone Press. (Original work published 1980).

Denzin, N. & Lincoln, Y. S. (2017). (Eds.). Handbook on qualitative research (5th ed.). Thousand Oaks, CA: Sage.

Dickson-Swift, V., James, E., Kippen, J., Liamputtong, P. (2009). Researching sensitive topics:

Qualitative research as emotion work. Qualitative Research, 9(1), 61-79.

Duijnhoven, H. & Roessingh, C.H. (2006). The tourist with a hidden agenda? Shifting roles in the field of tourism research. International Journal of Tourism Research, 8, 115-26.

Elbow, P. (1993). The uses of binary thinking. Journal of Advanced Composition, 14. Retrieved from https://scholarworks.umass.edu/eng_faculty_pubs/14

Ellett, J. (2011). Narrative and phenomenology as methodology for understanding persistence in art teachers: A reflective journey. In Marilyn Zurmuehlen Working Papers in Art Education. Retrieved from http://ir.uiowa.edu/mzwp/vol2011/iss1/2

Ellis, C. (2009). Revisions: Autoethnographic reflections on life and work. Walnut Creek, CA: Left Coast Publishers.

Etherington, K. (2004). Becoming a reflexive researcher: Using ourselves in research. London, UK: Kingsley.

Furnham, A. & Marks, J. (2013). Tolerance of ambiguity: A review of recent literature. Psychology, 4(9), 717-728.

Garoian, C. R. (1999). Performing pedagogy: Toward an act of politics. Albany, NY: SUNY.

Guerin, C. (2013). Rhizomatic research cultures, writing groups and academic researcher identities. International Journal of Doctoral Studies, 8, 137-150. Retrieved from http://ijds.org/Volume8/IJDSv8p137150Guerin0400.pdf

Hammersley, M, & Atkinson, P. (1995). Ethnography: Principles in practice (3rd ed.). London, UK: Routledge.

Hasebe-Ludt, E. & Hurren, W. (2003). Curriculum intertext: Place/language/pedagogy. New York, NY: Peter Lang.

Harrison, T., Gentile, T. & Harrison, T. (April 2009). Transforming the managerial class: Binary and dialectical thinking in counseling. Paper presented at the American Counseling Association Conference, Charlotte, N.C.

Janesick, V. J. (2011). “Stretching” exercises for qualitative researchers. (3rd Ed.). Thousand Oaks, CA: Sage.

Janesick V. J. (2015). Contemplative qualitative inquiry: Practicing the Zen of research. Walnut Creek, CA: Left Coast Press.

Johansson, T. & Kroksmark, T. (2004). Teachers’ intuition-in-action: How teachers experience action. Reflective Practice, 5(3), 357-381.

Johnson, I. & Richardson, G. (2012). Homi Bhabha and Canadian curriculum studies: Beyond the comfort of the dialectic. Journal of Canadian Association of Curriculum Studies, 10(1), 115-137.

Johnson, N. (2009). The role of self and emotion within qualitative sensitive research: a reflective account, Enquire, 2(2), 191-214. Retrieved from https://www.nottingham.ac.uk/sociology/documents/enquire/vol-2-issue-2-johnson.pdf

Jung, C. G. (1957/1986). The transcendent function. In H. Read, M. Fordham, & G. Adler (Eds.), C. G. Jung: The collected works (Vol. 8, pp. 67-91) (R. F. C. Hull, Trans.) (2nd ed.). London, UK: Routledge and Kegan Paul. (Original work published 1957)

Juniper, A. (2003). Wabi-sabi: The Japanese art of impermanence. Tokyo, Japan: Tuttle.

Keating, A. L. (2012). Transformation now! Toward a post-oppositional politics of change. Champaign, IL: University of Illinois.

Keifer-Boyd, K. (2014). Feminist perspectives. In K. Marzilli-Miraglia & C. Milan (Eds.), Inquiry in action: Paradigms, methodologies, and perspectives (pp. 193-203). Reston, VA: National Art Education Association.

Klein, S. (2012). Action research: Before you dive in, read this. In S. Klein (Ed.), Action Research: Plain and simple (pp. 1-24). New York, NY: Palgrave Macmillan.

Klein, S. R. (2008). Holistic reflection in teacher education: issues and strategies, Reflective Practice, 9 (2), 111 – 121.

Knowles, L. G. & Cole, A. L. (2008). Handbook of the arts in qualitative research: Perspectives, methodologies, examples and issues (pp. 55-70). Thousand Oaks, CA: SAGE.

Koren, L. (2008). Wabi-sabi for artists, designers, poets, and philosophers. Point Reyes, CA: Imperfect.

Leavy, P. (2015). Method meets art: Arts based research practice (2nd Ed.). New York, NY: Guilford.

LeDoux, J. (1994). Emotion, memory and the brain. Scientific American, 270(6), 50-57.

Lefebvre, H. 1974.1992). The production of space. Trans. D. Nicholson-Smith. Malden, MA: Blackwell Publishers.

McLaughlin, C. (2003). The feeling of finding out: the role of emotions in research, Educational Action Research, 11(1), 65-78.

Milbrandt, M., Marzilli Miraglia, K., & Zimmerman, E. (2018). An analysis of current research in Studies in Art Education and the International Journal of Education Through Art. Studies in Art Education, 59(1), 39-54.

Mitchell, W. & Irvine, A. (2008). I’m okay, you're okay? Reflections on the well-being and ethical requirements of researchers and research participants in conducting qualitative fieldwork interviews. International Journal of Qualitative Methods, 7(4), 31-44.

Myers, K. D., Cannon, S. O., & Bridges-Rhoads, S. (2017). Math is in the title: (Un)learning the subject in qualitative and post qualitative inquiry. International Review of Qualitative Research, 10(3), 309-326.

Nicolini, D. (2009). Zooming in and zooming out: A package of method and theory to study work practices.’ In S. Ybema, D. Yanow, H. Wels, and F. Kamsteeg (Eds.), Organizational Ethnography: Studying the Complexities of Everyday Life (pp. 120- 138). London, UK: Sage.

Okakura, K. (1906/1989). The book of tea. North Claredon, VT: Tuttle Press.

Palmer, P. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.

Palmer, P. & Zajonc, A. (2010). The heart of higher education. San Francisco, CA: Jossey-Bass.

Payne, J. (1976). Task complexity and contingent processing in decision making: An information search and protocol analysis. Organizational Behavior and Human Performance, 16, 366-387.

Pelias, R. (2017). Reading and writing research located in the literary. International Review of Qualitative Research, 10(3), 268-271.

Perkins, D. (2009). Decision making and its development. In E. Callan, T. Grotzer,

J. Kagan, R. E. Nisbett, D.N. Perkins, & L. S. Shulman (Eds.), Education and a civil society: Teaching evidence based decision making (pp. 1-29). Cambridge, MA: American Academy of Arts and Sciences.

Reynolds, W. (2017). Curriculum and place. In Oxford Research Encyclopedia of Education, pp. 1-18. New York, NY: Oxford University Press. Retrieved from http://education.oxfordre.com/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-122

Richardson, L. (2000). Writing: a method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (3rd ed). (pp. 959-978). Thousand Oaks, CA: Sage.

Rimando, M., Brace, A., Namageyo-Funa, A., Parr, T. L., Sealy, D. A., Davis, T. L., & Christiana, R. W. (2015). Data collection changes and recommendations for early career researchers. The Qualitative Report, 20 (12), 2025-2036. Retrieved from http://nsuworks.nova.edu/tqr/vol20/iss12/8

Rolling, J. H. (2018). Arts based research in education. In. P. Leavy (Ed.) Handbook of arts-based research (pp. 493-511). New York, NY: Guilford Press.

Saldaña, J. (2015). Thinking qualitatively: Methods of mind. Thousand Oaks, CA: Sage.

Savin-Baden, M. & Howell-Major, C. (2010). Introduction: The uncertainty of wisdom. In M. Savin-Baden & C. Howell-Major (Eds), New approaches to qualitative inquiry: Wisdom and uncertainty (pp. 1-6). New York, NY: Routledge.

Simmel, G. (1950). The sociology of Georg Simmel. (K.H.Wolff, Trans.). Glencoe, IL: Free Press.

Scott, J. A. (2018) Researcher positioning as embodied experience. In Embodied Performance as Applied Research, Art and Pedagogy: Creativity, Education and the Arts (pp. 1-23). New York, NY: Palgrave Macmillan.

Scotti, V. & Chilton, G. (2017). Collage as arts-based research. In P. Leavy (Ed.), Handbook of arts-based research (pp. 355-376). New York, NY: Guilford.

Smith, W. & Lewis, M. (2011). Toward a theory of paradox: A dynamic equilibrium model of organizing. Academy of Management Review, 36(2), 381-403.

Soja, E.W. (1996). Introduction/Itinerary/Overature. In Thirdspace: Journeys to Los Angeles and other real-and-imagined places. Cambridge, MA: Blackwell.

Staikidis, K. (2014). Decolonizing methodologies and the ethics of representation: A collaborative ethnography with Maya artists Pedro Rafael González Chavajay and Paula Nicho Cúmez. In K. Marzilli-Miraglia & C. Smilan (Eds.), Inquiry in action: Paradigms, methodologies, and persepctives (pp. 67-79). Reston, VA: National Art Education Association.

Sullivan, G. (2010). Art practice as research: Inquiry in visual arts. Thousand Oaks, CA: Sage.

Taylor, K. & Elias, D. (2012). Transformative learning: A developmental perspective. In E. W.

Taylor & P. Cranton (Eds.), The handbook of transformative learning: Theory, Research

and Practice (pp. 147-161). San Francisco, CA: Jossey-Bass.

Thompson, C. (2014). Phenomenological inquiry for a new age. In K. Marzilli-Miraglia & C. Smilan (Eds.), Inquiry in action: Paradigms, methodologies, and perspectives (pp. 80-87). Reston, VA: National Art Education Association.

Triggs, V., Irwin, R. L., & O’Donoghue, D. (2014). Following A/r/tography in practice: From possibility to potential In K. Marzilli-Miraglia & C. Smilan (Eds.), Inquiry in action: Paradigms, methodologies, and perspectives (pp. 253-264). Reston, VA: National Art Education Association.

Van Niekerk, L., & Savin-Baden, M. (2010). Relocating truths in the qualitative research paradigm. In M. Saven-Baden & C. Howell-Major (Eds). New approaches to qualitative inquiry: Wisdom and uncertainty (pp. 28-37). New York, NY: Routledge.

Wood, J. & Petriglieri, G. (2005). Transcending polarization: Beyond binary thinking.

Transactional Analysis Journal, 35(1), 32–39.

Ybema, S. & Kamsteeg, F. (2009). Making the familiar strange: A case for disengaged ethnography. In S. Ybema, D. Yanow, H. Wels, and F. Kamsteeg (Eds.), Organizational Ethnography: Studying the Complexities of Everyday Life (pp. 101-119). London, UK: Sage.