Session Information
06 SES 08, Young People in the Digital Society
Paper Session
Contribution
Our paper aims to answer how reflexivity (Macbeth, 2001) has had an effect on a pilot questionnaire designed in the frame of the research project "Youth as Visual Culture Producers: Artistic Skills and knowledge in Secondary Education" (financed by the Spanish Ministry of Innovation and Science - EDU2009-13712).
In the research process, reflexivity has led us to both ethical and political reflections that determined the methodological and conceptual shift that our research took.
In the basis of our approach there is the idea that knowledge is socially constructed (Gergen, 1994; Gergen & Gergen, 2000). Hence, new knowledge comes from the collaborative construction of meaning in which subjects interact for a better understanding of themselves, the Other and the social world they inhabit. This process could be explained as a “fusion of horizons” –horizontverschmelzung - (Gadamer, 1975), the permanent will for openness toward what the Other has to say. Therefore, research findings ought to be understood as outcomes negotiated by all the agents involved in the research process (Wiesenfeld, 2000).
In this theoretical framework, attempting to introduce young people’s views into the research subject and to challenge researchers’ assumptions (Stoecker, 2005), their voices were incorporated from the outset of the project. The original aim, however, was to validate the pilot test of a questionnaire expected to be filled out by about 500 Spanish college students.
This paper gives an account of how the reflexivity process emerged from this activity shifts from conceiving the pilot test as a simple validation tool to using it as the trigger of a more dynamic and dialogical-critical participation of young stakeholders.
To sum up, the outcomes of this process could be drawn out in three different levels fairly connected: 1/ The questions related with the research’s topic, proving and challenging our preconceptions. 2/ The reflections on our relations as researchers with the participants. 3/ Some important issues concerning the research methodology, specifically with the appropriateness of a questionnaire in our research project and it framework.
Method
Expected Outcomes
References
Bakhtin, M. M. (1993): Hacia una filosofía del acto ético; De los bor[r]adores ; Y otros escritos. Rubí : Anthropos ; [San Juan de Puerto Rico] : Editorial de la Universidad de Puerto Rico, 1997 Denzin, N. (2001). "The reflexive interview and a performative social science". Qualitative Research, vol. 1, n.1, pp.23-46 Gergen, K. J. (1994). Realidades y relaciones. Aproximaciones al construccionismo social. Barcelona: Paidós, 1996. Gergen, K., & Gergen, M. (2000). “Qualitative inquiry: Tensions and transformations”. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed.), (pp. 1025-1046). London: Sage Publications. Gadamer, H. G. (1975). Verdad y método I. Salamanca: Sígueme,1977. Hernández Castillo, A. (2003). “¿Conocimiento para qué? La antropología crítica: entre las resistencias locales y los poderes globales”. LASA Forum, vol. 34, n. 3, pp. 5-9. Macbeth, D. (2001) “On “Reflexivity” in Qualitative Research: Two Readings, and a Third”. Qualitative Inquiry, Vol. 7, n. 1, 2001, pp. 35-68. Sisto, V. (2008). "La investigación como una aventura de producción dialógica: La relación con el otro y los criterios de validación en la metodología cualitativa contemporánea". Psicoperspectivas, vol VII, pp. 114- 136. [on-line][consulted 07 December 2010]. Available in: http://www.psicoperspectivas.cl Willig, C. (2001). Introducing qualitative research in psychology. Adventures in theory and method. Buckingham: Open University Press. Wiesenfeld, E. (2000) “Entre la prescripción y la acción: La brecha entre la teoría y la práctica en las investigaciones cualitativas”. In: Forum: Qualitative Social Research Vol. 1, n. 2, Art. 30.
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