McMaster University
Georgia Southern University
University of Tennessee, Knoxville
Self-Reflecting On 30 Years Of Liberational Praxis: A Pluri-Epistemic Journey Embracing The Relational Indigenous Research Paradigm To Expand The Emancipatory Aims Of The Psychology Of Liberation.,
2027
Wilfrid Laurier University
Self-Reflecting On 30 Years Of Liberational Praxis: A Pluri-Epistemic Journey Embracing The Relational Indigenous Research Paradigm To Expand The Emancipatory Aims Of The Psychology Of Liberation., Adriana Fernand Salazar Ms
Theses and Dissertations (Comprehensive)
This thesis asks how embracing Relational Epistemology, through accountable Pluri-Epistemic Dialogue, expands the Emancipatory aims of the Psychology of Liberation and deepens Liberational Praxis. Grounded in thirty years of Liberational Praxis, it brings the Psychology of Liberation into accountable encounter with Indigenous and Postcolonial Relational Epistemologies, without claiming Indigenous identity, authority, ceremony, or ownership. Within this situated encounter, Pensar Bonito (Tidy Thinking) illuminates movements from Martín-Baró’s Historical Memory toward Territorial and Ancestral Memory, from Freirean Dialogue toward walking the Word, from Fals Borda’s sentipensante toward Body-Nature and Body-Us, and from decolonial critique toward practices of Care and Subversion. Through a …
Nh Ece Data Collection Efforts Running Inventory,
2026
University of New Hampshire, Durham
Nh Ece Data Collection Efforts Running Inventory, Jess Carson, Evan England, Tyrus Parker
New Hampshire Early Care and Education Research Consortium
The NH ECE Research Consortium maintains an inventory of current and complete NH ECE-relevant data collection efforts. Included are surveys, interviews, focus groups, needs assessments, and other ways people in the field collect information. The inventory strengthens public access for data users, improves awareness and coordination among researchers, and minimizes duplication.
Strengths, Struggles, And Hope: Iranian University Faculty Experiences Through The Lens Of Appreciative Inquiry,
2026
Department of Applied Humanities Kashmar Higher Education Institute, Kashmar, Iran
Strengths, Struggles, And Hope: Iranian University Faculty Experiences Through The Lens Of Appreciative Inquiry, Mohamad Reza Farangi, Mostafa Bahraman, Roya Movahed
The Qualitative Report
Although Appreciative Inquiry has been widely applied to organizational and educational development, little is known about how it can illuminate the experiences of university faculty in resource-constrained, non-Western higher education contexts. This qualitative study explored how Iranian university faculty members experience their professional lives through the lens of Appreciative Inquiry, with particular attention to the factors that sustain motivation, resilience, and professional purpose. Semi-structured interviews were conducted with eight assistant and associate professors from diverse academic disciplines, and the data were analyzed using Braun and Clarke’s thematic analysis. The analysis generated eight interrelated themes: ethical academic identity, pride in scholarly …
Empowering Women In Community-Based Tourism: A Close Look At Tourism Villages,
2026
Universitas Negeri Yogyakarta, Indonesia
Empowering Women In Community-Based Tourism: A Close Look At Tourism Villages, Tristanti Tristanti, Ismi Dwi Astuti Nurhaeni, Mulyanto Mulyanto, Ratna Devi Sakuntalawati
The Qualitative Report
This study examines women's empowerment in community-based tourism in Nglanggeran Tourist Village, Indonesia. Using an interpretive phenomenological approach, it explores how women experience the empowerment process within a rural tourism setting. Data were collected through semi-structured interviews with five women actively involved in tourism activities and analyzed thematically. Findings show that empowerment follows five interconnected stages: raising awareness through women's groups, identifying programs based on local tourism potential, designing need-based initiatives, implementing training and mentoring, and evaluating programs through participatory discussions. Active participation and integration of local resources drive the process. Participants reported greater self-confidence, positive mindset changes, improved employment …
Inside A Multidisciplinary Grounded-Theory Project On Corruption In Ecuador: Navigating And Negotiating Challenges,
2026
Department of Space and Population - University of Cuenca, Ecuador and Instituto de Investigaciones sobre el Lenguaje y la Cultura - INVELEC, CONICET-UNT, San Miguel de Tucumán, Argentina
Inside A Multidisciplinary Grounded-Theory Project On Corruption In Ecuador: Navigating And Negotiating Challenges, Maria-Jose Rivera, Paúl Arias-Medina, Aracely Rojas-Lazo, Dolores Sucozhañay-Calle
The Qualitative Report
Studying day-to-day corruption raises hurdles for qualitative teams that cut across methodological, emotional, and ethical domains. Rather than presenting substantive findings on corruption, this article reports a reflexive analysis of those hurdles as experienced by an eight-member, multidisciplinary research team conducting the qualitative grounded-theory phase of the CIRCLE project in Ecuador - a context where discussing corruption often triggers mistrust, discomfort, and political sensitivities. Drawing on 33 meeting minutes and eight researcher stance memos, we applied Braun and Clarke’s reflexive thematic analysis to team-generated documents to examine how challenges unfolded and were negotiated. We identified three interconnected domains of difficulty. …
Exploring Striking Moments Through Reflexive Inquiry: Case Study Of Action Learning Conversations,
2026
Aalborg University, Business School, Denmark
Exploring Striking Moments Through Reflexive Inquiry: Case Study Of Action Learning Conversations, Mette Vinther Larsen, Sheila Mcnamee
The Qualitative Report
This paper explores how executive managers reflexively inquire into striking moments, understood as unanticipated instances that unsettle taken-for-granted assumptions, through Action Learning Conversations (ALC). ALC is a structured six-step dialogical process used at a Danish executive MBA program. Grounded in a relational-constructionist stance, the study responds to earlier empirical work showing that reflexivity could not be planned through curricular design but depends instead on relational and reflexive inquiries around unanticipated and striking moments. Using a qualitative, semi-structured case study design, the first author, who taught in the program and generated the data, traces two purposively selected cases; (1) centered on …
Cultivating Gen-Z As Cultural Heirs In The Indigenous Community Of Cireundeu,
2026
Community Education, Faculty of Educational Sciences, Universitas Pendidikan Indonesia, Indonesia
Cultivating Gen-Z As Cultural Heirs In The Indigenous Community Of Cireundeu, Sardin Sardin, Ade Romi Rosmia, Mohamad Hadi Ali Mutamam
The Qualitative Report
How do Indigenous leaders teach digital-native youth to value centuries-old traditions? This six-month ethnographic study examined cultural transmission in Cireundeu, an Indigenous Sundanese community in West Java, Indonesia. Existing studies often address Indigenous education and digital youth culture separately, with limited attention to leaders’ perspectives. Conducted from June to November 2024, the study drew on participant observation, interviews with 25 community members, six focus group discussions, and digital artifact analysis. Reflexive thematic analysis identified three interconnected patterns. First, leaders fostered cultural learning through graduated ceremonial participation. Second, elders practiced leader-orchestrated digital bricolage by adapting Instagram, TikTok, and WhatsApp for cultural …
From Epoché To Essence: A Methodological Chronicle Of Hybrid Phenomenological Data Analysis,
2026
Bahir Dar University, Ethiopia
From Epoché To Essence: A Methodological Chronicle Of Hybrid Phenomenological Data Analysis, Mulugeta Yayeh Worku
The Qualitative Report
This article provides a personal and procedural account of the methodological journey undertaken for a doctoral study on the lived experiences of teacher educators practicing Social Reconstructionism in Ethiopian higher education. Navigating the complex terrain of phenomenological inquiry, the author details a Hybrid Phenomenological Model that integrates the procedural rigor of Clark Moustakas's descriptive method (e.g., horizonalization and imaginative variation) as a structural scaffold, with the interpretive attitude of hermeneutical phenomenology (Max van Manen, Martin Heidegger) as the guiding lens for meaning construction. The chronicle traces a five-phase data analysis process, from the initial challenge of epoché and immersion, through …
Reflexive Accounts Of Conducting Qualitative Interviews In The Mena Region,
2026
University of El Oued, Algeria
Reflexive Accounts Of Conducting Qualitative Interviews In The Mena Region, Chaima Mennai, Sana Alzahrani
The Qualitative Report
This paper provides a reflexive account of our experiences conducting qualitative research in the contexts of two Arab countries, from our perspectives as researchers trained in a Western academic context. We explore the challenges and insights gained when recruiting and interviewing participants for qualitative Ph.D. projects within what is a predominantly quantitative research culture. Drawing on Walsh’s reflexive framework, we detail the issues that emerged during the recruitment and interview processes, identifying their potentially significant implications for Ph.D. candidates and early-career researchers who were trained in the West and are choosing to conduct research in contexts where the qualitative research …
Behind The Screen And Behind The Researcher: Reflexivity In Digital Mental Health Inquiry,
2026
University of Free State, Bloemfontein, South Africa
Behind The Screen And Behind The Researcher: Reflexivity In Digital Mental Health Inquiry, Lesedi Kgatla
The Qualitative Report
The purpose of this paper is to reflexively examine how researcher positionality, theoretical commitments, methodological choices, and ethical decision-making shaped the interpretation of a previously conducted qualitative study on digital mental health activism. Drawing on my earlier digital ethnographic study of two South African mental health activists who used social media to disclose their experiences of depression, this paper presents a reflexive qualitative re-examination of the research process. The original study identified three themes: visibility through vulnerability, authenticity as activism, and community, connection, and psychoeducation. Rather than revisiting these as empirical findings, this paper examines how they were co-constructed through …
Participatory Research With People With Aphasia: Frameworks, Examples, And Implementation Guidance,
2026
Department of Speech/Language Pathology, Nova Southeastern University, Fort Lauderdale, Florida, USA
Participatory Research With People With Aphasia: Frameworks, Examples, And Implementation Guidance, Jacqueline J. Hinckley, Katie A. Strong, Brent Archer, Lauren Bislick, Suma R. Devanga, Amy E. R. Engelhoven, Anthony Pak-Hin Kong
The Qualitative Report
Participatory research (PR) improves the meaningfulness and efficiency of research and reduces the research-to-practice gap, because it includes the lived experience of those who are affected by the research in the planning, execution, and dissemination of the research. Communication disabilities, like aphasia due to stroke, or communication differences impact the way in which meaningful research collaborations can take place. The purpose of this paper is to describe the ethics, challenges, and opportunities for involving people with aphasia as collaborators in research. We highlight specific examples of PR projects undertaken by community member teams composed of researchers, clinicians, people with aphasia, …
Inagural Issue Editor's Note,
2026
North Dakota State University
Inagural Issue Editor's Note, Laura Parson, Elizabeth Brule Dr., Fredricka R. Saunders
Journal of Institutional Ethnography
In this inaugural Editor’s Note, we introduce the Journal of Institutional Ethnography (JIE), share how the journal was developed, and explain its mission and goals. We provide an overview of the articles in our first issue and highlight how they use institutional ethnography to explore people’s everyday experiences and the institutional processes that shape them. We conclude by inviting scholars to submit their work, join our editorial boards, and help us grow the JIE community.
Beyond Abstracts: Reflections On Locating Institutional Ethnography Studies In Bibliographic Databases And Navigating The Social Organization Of Knowledge,
2026
Trent University
Beyond Abstracts: Reflections On Locating Institutional Ethnography Studies In Bibliographic Databases And Navigating The Social Organization Of Knowledge, Sonya Hill
Journal of Institutional Ethnography
This article draws on the challenges encountered, discoveries made, and search strategies employed during a scoping review of Institutional Ethnography (IE). While informed by that review process, the article is not a scoping review and does not present review findings. Rather, it reflects on the practical difficulties of locating IE studies in bibliographic databases and offers guidance for researchers seeking to identify, retrieve, and enhance the visibility of IE scholarship. Grounded in my efforts to locate IE studies, the article uses those experiences as an entry point for reflecting on the social organization of knowledge and how database indexing, metadata, …
Examining The Organization Of Student Work And Wellbeing In Higher Music Education,
2026
University of Toronto, Scarborough
Examining The Organization Of Student Work And Wellbeing In Higher Music Education, Kyle Zavitz, Liliana Araújo, Christine Guptill
Journal of Institutional Ethnography
This article investigates how music students’ work is institutionally coordinated within a higher school of music in Canada and how this shapes student health and wellbeing. This study reveals a problematic in students’ everyday experiences as the work required to succeed extends beyond what is formally recognized and made visible through institutional structures. Using Institutional Ethnography as the method of inquiry, we begin from the standpoint of music students, exploring the local and extra-local relations that coordinate what and how they do their work. Through interviews with students, faculty, and administrators, we trace students’ negotiation of contradictory discourses of ‘care’ …
Student (Mis)Placement In Swedish Special Education Provision Through Intellectual Disability Labeling: The Educator Standpoint,
2026
Department of Special Education Stockholm University
Student (Mis)Placement In Swedish Special Education Provision Through Intellectual Disability Labeling: The Educator Standpoint, Liz Adams Lyngback, Enni Paul, Christina Headman
Journal of Institutional Ethnography
This institutional ethnography exploration begins with the standpoint of educators and focuses on the work related to ways students in Sweden exit the separate compulsory school for students with intellectual disability (CSID) and re-enter the regular compulsory school form through a student referral unit (SRU). By exploring what appears to puzzle the education system at the local level, this study contributes to a growing body of research on addressing multilingualism as a disability. Drawing on multi-sited ethnographic data, the study moves beyond educators’ experience to a broader inquiry into the ruling relations that coordinate the creation of misplaced students. The …
Assessor Experiences In Cmmc Level 2 Certification Assessments: An Interpretative Phenomenological Analysis Of Role Expectations,
2026
Dakota State University
Assessor Experiences In Cmmc Level 2 Certification Assessments: An Interpretative Phenomenological Analysis Of Role Expectations, Samuel Heuchert, John Hastings
Research & Publications
The Cybersecurity Maturity Model Certification program requires that third-party assessments be conducted under a non-consultative model. The model is intended to ensure impartiality for organizations seeking certification. While this structure defines expectations for assessor behavior, assessor experiences and interpretations of these constraints remain underexamined. The study examines the lived experiences of CMMC-Certified Assessors and how they navigate role expectations within the non-consultative model. Using Role Conflict Theory as a guiding framework, the study applied Interpretative Phenomenological Analysis (IPA) to semi-structured interviews to explore how assessors make sense of their roles. The analysis identified experiential themes that describe how assessors construct …
Precarity And The Social Organization Of Affect In Public Libraries,
2026
Trent University
Precarity And The Social Organization Of Affect In Public Libraries, Naomi E. Nichols Dr., Phil Canuel, Maggie Pearson, Kathrine Williams
Journal of Institutional Ethnography
Material and felt precarity are increasing in Ontario cities, impacted by housing and food unaffordability, an unpredictable drug supply, rising homelessness, and unmet social and health needs. The social relations of precarity play out in public spaces like libraries, changing how people’s work in, and experiences of, public space are organized. In this institutional ethnography (IE), we draw on 38 interviews with library staff and visitors to describe how shifts in the activities undertaken by library visitors (i.e., an increase in survival-related work) is co-ordered with, and re-shaping the work of library staff. Beginning with the standpoint of library staff, …
“It Feels Like Your Life Hinges On Me”: Lived Experience Of Being Next Of Kin To Someone Who Self-Harms,
2026
Department of Psychosocial Health, University of Agder, Norway | District Psychiatric Centre, Østre Agder, Sørlandet Hospital Trust, Norway
“It Feels Like Your Life Hinges On Me”: Lived Experience Of Being Next Of Kin To Someone Who Self-Harms, Kenneth Haugjord, John-Kåre Vederhus, Tore Dag Bøe, Kristine Dahl
The Qualitative Report
Through previous research, attention has been drawn to the burden experienced by next of kin to someone struggling with self-harm, yet less attention has been given to how they experience and make sense of the relational and existential complexity of this role in their everyday lives. We asked how next of kin experienced and made sense of caring for a loved one who self-harmed. We conducted in-depth interviews with fourteen next of kin, including parents, partners, and siblings, and analyzed the data through reflexive thematic analysis within an interpretive qualitative framework. Our analysis generated an overarching theme, "It Feels Like …
Being A Padawan And Mastering The Force: A Dissertation Quest,
2026
University of Northern Iowa, Cedar Falls, Iowa, USA
Being A Padawan And Mastering The Force: A Dissertation Quest, Papia Bawa
The Qualitative Report
This study explores the experiences of one doctoral researcher and two doctoral peers navigating mentor-mentee relationships through a literary lens, employing autoethnographic methods to capture the nuanced dynamics of guidance, expectation, and emotional labor. Data were drawn from narratives found in reflective journals, personal memos, email exchanges, text messages and conversations with four faculty mentors and two doctoral peers accumulated through the doctoral journey. The narratives were analyzed using thematic analysis. Using vignettes and incident reports, the research highlights key turning moments in the doctoral journey that shaped perceptions of mentorship, emphasizing both the cognitive and affective dimensions of academic …
Emotional Rescue: Junior Women Academic’ Experiences On Emotional Labor And Academic Identity Work,
2026
Fakultas Ekonomi dan Bisnis, Universitas Negeri Makassar, Indonesia
Emotional Rescue: Junior Women Academic’ Experiences On Emotional Labor And Academic Identity Work, M. Ikhwan Maulana Haeruddin, Sigal G. Barsade, Annisa Ciptagustia
The Qualitative Report
This study explores the emotional challenges and identity work processes experienced by junior women academics as they navigate the complexities of academia. Through semi-structured qualitative interviews, the research highlights how gender-based power imbalances, workplace culture, and pressure to meet high expectations shape their daily experiences. The rationale for this study is built on the growing body of research that has documented the unique challenges and barriers faced by women faculty, particularly at the early stages of their academic careers. Studies have consistently highlighted the emotional toll of managing professional identities, negotiating gendered expectations, and contending with systemic biases and exclusion …
