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The Politics of Location: Where Am I Now?
Abstract
In this article, through the use of several narrative devices, the author reflects on how the past remains in the present and shapes the future. Using the metaphor of locating oneself on a writing-map, she writes about fact and fiction, autobiography, and coauthor ship. The author finds that writing about one's spatial-temporal locations is a powerful tool for the relocation of the self—physically, symbolically, and emotionally.
... My graduate studies focused on public administration and during that time my interest in alternate research writing forms grew as I became familiar with research work being done in fields outside education. It was at that time, in 1998, that I first read an article by Laurel Richardson (1998) in which she described exploring writing forms that helped her "relocate" herself within her university, "I am grateful that the writing has brought me to new places within myself…I am in the process of relocating myself on a writing-map -indeed, of trying to figure out what is on the map" (p. 46). ...
... 46). When I first read Richardson (1998) I realized that I needed to work to relocate myself in my work and to search for my own writing "map." Richardson's (1998) work moved me and made sense to me. ...
... When I first read Richardson (1998) I realized that I needed to work to relocate myself in my work and to search for my own writing "map." Richardson's (1998) work moved me and made sense to me. I realized that I needed to find ways to express, explore, and examine who I am and how I situate myself in the world in order to reframe my work as a school leader. ...
This article argues that school administrators can learn about themselves through fictionalizing their real world experience. Examples of this writing form are offered in the text to illustrate the form and possible function of this type of work. The author presents this alternate writing form as a reflective tool that can assist professionals in learning about themselves and as a result resituate themselves in the world of leadership.
... Sociology has broken considerable ground in this area, with numerous scholars explicitly using their own emotions within autoethnography (Ellis, 1991(Ellis, , 1995(Ellis, , 2007Ellis and Bochner, 1996;Ellis et al., 2008;Goodall, 2006Goodall, , 2008Richardson, 1998), existential sociology (Douglas and Johnson, 1977;Fontana and Kotarba, 1985;Kotarba and Johnson, 2002) and qualitative inquiry more generally (Kleinmann and Copp, 1993). For instance, Ellis (1991, p. 126) argued for an "emotional sociology" where scholars "consciously and reflectively [feel] for ourselves, our subjects, and our topics of study." ...
... Clearly, we are not alone in an emotionally charged world of research. Importantly, these previous studies break through the dominant emotion-less culture of academia (Campbell, 2001;Ellis, 2007;Richardson, 1998;Whiteman, 2009). In this paper, we ask: how does an acknowledgement and analysis of emotional experiences during research add value to organization and management studies? ...
Purpose
– The purpose of this paper is to examine whether the emotional experiences from qualitative research can enrich organization and management studies.
Design/methodology/approach
– The paper's approach includes a review of the literature in sociology, anthropology, psychology, and feminist studies, in which scholars have argued convincingly for the explicit need to acknowledge and utilize the emotions of researchers as they study social and organizational phenomenon. Also, past research is emotionally re‐written as reflexive examples.
Findings
– The use of emotions as qualitative researchers can enrich the understanding of organizational and social life by offering new questions, concepts, and theories. At the level of methodology, this leads one to develop and reflect upon an emotional and cognitive orientation of the field.
Originality/value
– The majority of narratives in organization studies remain sanitized, emotion‐less texts. While a discussion of researcher‐emotion can remain a back‐stage activity between colleagues over dinner, It is believed that much can be gained by a more explicit discussion.
... The original draft of this article was conceptualized as an evocative autoethnography (Bochner & Ellis, 2016), and a CAP ethnography, using writing as a method of inquiry (Richardson & St. Pierre, 2005). I had been moved by the body of work by Richardson which explores emotions, feelings, and subjective experiences, without adhering to the restrictive conventions of the traditional social scientific approach, including completely eschewing the practice of referencing the work of others (Richardson, 1995(Richardson, , 1997(Richardson, , 1998a(Richardson, , 1998b(Richardson, , 1999(Richardson, , 2000b(Richardson, , 2003(Richardson, , 2005(Richardson, , 2008(Richardson, , 2010(Richardson, , 2011(Richardson, , 2013(Richardson, , 2014a(Richardson, , 2014bRichardson & Lockridge, 1991, 2002. I was impressed by Richardson's revelation of the false dichotomy between the social sciences and literary genres (Richardson, 1997), including the fact that ...
Names are an important aspect of our identity and sense of self. For those of us from minority communities, names may be particular, in some way, to our linguistic and cultural heritage, and thus may be at odds with their counterpart names from the dominant cultures within which we reside. The resultant tensions which ensue with regard to pronunciation and transcription can have a profound effect on the bearer of the minority name, inducing feelings of anger, disappointment, embarrassment, shame, and despair. Mispronunciation can also occur at random, even within our own linguistic cultural context, and thus can be just plain annoying. In this autoethnographic article, I draw on examples from my own biography to explore this phenomenon throughout my lifecourse.
... In this paper we explore the potential of physical cultural studies for collaborative, interdisciplinary, theoretically-informed, reflexive research on the physically active female body. 1 We use the metaphors of "wandering and wondering" to theoretically interrogate our cognitive and embodied experiences of movement within and across physical cultural fields and academic borders. Grounded in a collaborative (see Diversi & Moreira, 2009;Flemons & Green, 2002;Gale & Wyatt, 2009) and ethnographic narrative approach (see Bochner & Hocker Rushing, 2002;Denison & Markula, 2003;Denison & Rinehart, 2000;Ellis, 2009;Ellis & Bochner, 2000;Markula, 2003;Markula & Denison, 2005;Richardson, 2005Richardson, , 2000Richardson, , 1998, we revisit the ways in which different aspects of our identities were highlighted during our wanderings in the Pacific and North America. As women of New Zealand/Aotearoa, who are now living "at home", we use our narratives as triggers for engaging in theoretically-informed conversations about the meanings of our waka ama 2 , backcountry snowboarding and basketball experiences. ...
In this paper we explore the potential of physical cultural studies for collaborative, interdisciplinary, theoretically-informed, reflexive research on the physically active female body. We use the metaphors of "wandering and wondering" to interrogate our experiences of movement within and across physical cultural fields and academic borders. Grounded in an ethnographic narrative approach, we revisit the ways in which different aspects of our identities were highlighted during our waka ama, snowboarding and basketball experiences. Drawing upon feminist readings of Bourdieu's work, we challenged each other to reflect critically upon previously unquestioned or unexplored aspects of our subjectivities. While the paper focuses on the results of these discussions, we also offer insights into the collaborative process. Ultimately we argue that sharing narratives of our experiences and exploring them further with theory offers a good place to begin new interdisciplinary conversations that may push physical cultural studies research in new directions.
... We know of some experimental writings that blur the boundaries between theory and method (e.g., Burrell, 1997;Calds, 1987;Goodall, 1989;Jacques, 1992;Richardson, 1998;St. Pierre, 1997) and some that present illusions of multivocality (Linstead, 1993;Linstead & Graf ton-Small, 1992). ...
In this article we first reflect on the significant and positive impact of postmodernism for organizational theorizing during the past decade. Through several examples we point to contributions that poststructuralist perspectives have brought to the field. Finally, we consider four contemporary theoretical tendencies-feminist poststructuralist theorizing, postcolonial analyses, actor-network theory, and narrative approaches to knowledge-as heirs (apparent) of the postmodern turn for organizational theorizing past postmodernism.
... It would not make sense to attempt to present a new interpretation of rural sociology to an outdoor audience -that presentation should be made to rural sociologists…I would like to see more continuity (between the conferences). Ormrod and Wheaton, 2009;Humberstone, 2009) and outdoor education, drawing upon a variety of interpretative methodological approaches such as forms of auto/ethnography (eg Ellis and Brochner, 2000;Denison & Markula, 2003;Richardson, 1998;Sparkes, 2002); action research (eg. Marshall and Reason) and so forth. ...
Welcome everyone to the 4 th International Research Conference in Outdoor Education. I have been asked by the organising committee to give a brief outline of how these conferences came about. It started at the Iron Bark Centre in 2001 when I was visiting professor and came to stay in the Centre and met with the staff. Through various conversations, we felt that there was a gap in the scholarly outdoor field and that an international conference might help to develop research thinking on the field. The original vision was built on a perceived need to see the outdoors develop as a significant discipline which engage with and is informed by social, educational, cultural and other theoretical frameworks; that is, to foster the development of its critical dimension. Arguably, outdoor education has in the past tended to 'operate' in splendid isolation, perhaps similar to leisure studies around 20 years ago. Consequently it was decided to organise an outdoor education conference which focused upon research and brought in key speakers from outside the field. The first conference was hosted by Buckinghamshire Chilterns University College now Buckinghamshire New University, UK, in April 8-10 2002.
... These questions concern both constructions of the told and the untold, of what can be remembered and forgotten. In the specific context of this study about refugees, it becomes crucial to address the politics of memory and territorialization that define (a) refugee (Gemignani, 2011a;Malkki, 1995;Richardson, 1998). In addition, beyond being a data-collection process, the interview situation contributes to the construction of some memories and narratives as being at the center of the inquiry and to position others at its margins. ...
Research interviewing is not just a practice of exchanging data through communication and collection. Rather, the qualitative interview is an active process in which participants and researchers take part in a situated co-construction of meanings and memories. In this article, I argue for viewing memories and the acts of storing, accessing, and telling the past as relational processes in which the researcher's position shifts from collector to co-constructor. Moving away from seeing participants as informational commodities and data as merchandise, I problematize the assumption that participants' memories may simply be accessed through narratives, which serve as sources of data. I suggest that a possible way to gain a complex view on memory and remembering is by focusing on both the told and the untold, the remembered and the forgotten. From this epistemological viewpoint, a narrative focus on the untold and forgotten contributes to the constructive potential of the inquiry process.
The confrontation between asylum seeking and sovereignty has mainly focused on ways in which the movement and possibilities of refugees and migrants are limited. In this volume, instead of departing from the practices of governance and surveillance, Puumala begins with the moving body, its engagements and relations and examines different ways of seeing and sensing the struggle between asylum seekers and sovereign practices. Puumala asserts that our political imagination is being challenged in its ways of ordering, practicing and thinking about the international and those relations we call international. The issues relating to asylum seekers are one example of the deficiencies in the spatiotemporal logic upon which these relations were originally built; words such as ʼnation’, ‘people’, ‘sovereignty’ and ‘community’ are challenged. Conventional methods of governing, regulating and administering increased forms of mobility are in trouble, which gives rise to the invention of new technologies at borders and introduces regulations and spaces of exception. Based on extensive fieldwork that sheds light on a range of Europe-wide practices in the field of asylum and migration policies, this book will be of interest to scholars of IR theory, biopolitics and migration, as well as critical security more broadly.
The recent four-volume Autoethnography collection, edited by Pat Sikes (2013) is a wonderful collection of 82 articles, mostly reprinted from elsewhere. To try out my theory about Laurel’s work being so often cited, to see if her work has indeed stood the test of time, I began checking the reference list of each of those articles.
As Bree tried to develop an academic identity, she began making sense of heradministrative experience through fictionalizing aspects of it and, after taking a deep breath, she decided to teach her students to do the same.
In this article we first reflect on the significant and positive impact of postmodernism for organizational theorizing during the past decade. Through several examples we point to contributions that poststructuralist perspectives have brought to the field. Finally, we consider four contemporary theoretical tendencies—feminist poststructuralist theorizing, postcolonial analyses, actor-network theory, and narrative approaches to knowledge—as heirs (apparent) of the postmodern turn for organizational theorizing past postmodernism.
This paper reflects upon the methodology and methods of a qualitative study that examined the lived educational experiences of four African-American women labeled with disabilities and from low socioeconomic backgrounds. This paper offers discussion as to the usefulness of alternate methods of representing data, specifically poetry and narrative, as a means of circumventing dilemmas associated with intersectional research and promoting more equitable research processes for individuals that have been historically marginalized by traditional research methods. How qualitative inquiry may enhance and bring about new insights into the lived experiences of individuals located at marginalized and intersecting discourses is explored.
The purpose of this study was threefold: (1) to compare the number of female and male sport articles in Turkish daily newspapers, (2) to examine the gender stereotypes in both written and visual texts of the female articles, and (3) to examine the differences in gender stereotypes in both written and visual texts among different newspapers. The findings of this study indicated that 6.05% of the total sport articles were devoted to female athletes, 87.02% to male athletes, and 6.93% to articles combining both males and females. The results showed that gender stereotypes were found in both written (37.5%) and visual texts (13.9%). Moreover, according to chi‐square analysis, there was a significant difference in gender stereotypes in both visual and written texts among different newspapers. As a conclusion, this study highlighted the gendered nature of sport coverage within Turkish newspapers.
In this article, I explore transgressive experience by embracing my personal encounters with art and life. In accordance with a phenomenological approach, I emphasize immediate experience, description, and analysis of the world as a source of knowledge and understanding. From the perspective both of art education and research, I attempt to show the enslaving effect of conventions. Furthermore, I trace and lay bare the origins of my transgressive experience from a methodological viewpoint by describing and interpreting the moments and threads that link them with time, place, and situations, thus making transparent my actions as a researcher. I travel upstream, first discussing writing, then reflecting on the composition and materials of the case that I present, and concluding with the question of how my chosen approach serves the research task. I finish with a more general meditation in the form of a prose poem on introspective research.
Most methodology books do not explain how nature-or in the author's case, heavy wet snow and swampy muskeg-can be an intrinsic part of a qualitative research design. Yet the author's inability to make sense of the subarctic not only limited her preliminary qualitative analysis, but this lack of skill also nearly killed her. This article describes the author's emergent belief that first-hand situated knowledge of the local ecology is an essential requirement of effective qualitative inquiry in social-ecological contexts. The author uses data from two ethnographic studies that were published in the Academy of Management Journal (2000) and Organization & Environment (2004) to illustrate this point. She discusses how the local ecology affected her qualitative research design in terms of access, type of data collected, and interpretation of local management practices. The author closes by calling for a renaturing of qualitative inquiry especially as it relates to research on sustainability.
This piece is inspired, informed, and indebted to several of Laurel Richardson’s essays, including, “Resisting Resistance Narratives: A Representation for Communication,” “Afterwords: Replay,” “Afterwords: ‘Louisa May’ and Me,” “Speakers Whose Voices Matter,” “Writing Matters,” “Postmodern Social Theory: Representational Practices,” “Poetics, Dramatics, and Transgressive Validity: ‘The Case of the Skipped Line,’” “Educational Birds,” “The Collective Story: Presidential Address, North Central Sociological Association,” and “Afterwords: Sacred Spaces,” all from Fields of Play (1997) and “My Left Hand: Socialization and the Interrupted Life” (2000), “Meta-Jeopardy” (1998a) and “Politics of Location: Where Am I Now?” (1998b), all published in Qualitative Inquiry. This text is a response to Richardson’s (1997) invitation to experiment with form in order to create a “new communal understanding of what constitutes sociological ‘knowledge,’” an understanding that shows, performs (p. 80). My words are an offering, a small portrait of how Richardson’s feminism, both on and off the page, has shaped my understanding of our world and the place of a woman writing in it, of it.
College students from the working class have interesting stories to tell about the meaning and operation of mobility through education. The author, herself a "working-class academic," explores some of the issues and dilemmas of uncovering and presenting these stories. Specifically, the author addresses: (1) the effects of interviewing those similar to one's self; (2) the possibility of losing voice when interviewing too many participants; (3) the responsibility of the researcher to take seriously the importance of renaming interview participants to ensure both anonymity and integrity; (4) the question of audience; and (5) the issue of reliability.
This paper focuses mainly on a the author's current experience of Higher Education and of a module concerned with gender, difference, sport and leisure made available to students studying for sport and leisure management degrees. It reviews the changed nature of the curriculum in the shifting socio-economic climate, suggesting that the neo-liberal1 turn influencing Higher Education in UK is reinforcing an organisational (university) culture which is counter productive to fostering critical gender and race awareness in both staff and students within restructured sport management programs. The approach I adopt in writing this paper is partly auto/ethnographic and as such, on occasion, it looks at the previous research and current experiences through the eyes and emotions of a senior woman academic located within a changing 'new' university culture. Auto/ethnography as research approach and autobiography as learning medium are considered. Like this abstract, I move in and out of centring myself in the text whilst interweaving writing in a more neutral 'academic' form.
This qualitative study focused on the need for culturally responsive teaching within the southern Appalachian cultural setting. The specific components of this approach to teaching were based on research findings, theoretical claims from proponents of culturally responsive teaching (e.g. Gloria Ladson-Billings and Geneva Gay), and experiences and personal narratives of educators working with students in southern Appalachia. The purpose of this study was to identify aspects of culturally responsive teaching within the Southern Appalachian context by observing instruction and curriculum that sustained the cultural competence of southern Appalachian students and empowered them. As the researcher, I also studied my own efforts as a teacher educator with southern Appalachian roots who was preparing preservice teachers to acquire the knowledge, attitudes and skills to practice culturally responsive teaching. Through narrative inquiry, the study focused on the experiences of an elementary teacher, an elementary principal, and a preservice teacher. The study was conducted within three settings (Holbrook Elementary, Central Elementary and Appalachia College) over a total period of three years. Data collection methods included interviews, observations, participation in school events, fieldnotes, videotapes, photographs, a participant's journal and other artifacts. Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 2003. Vita. Abstract. Includes bibliographical references (leaves 90-98). Photocopy. s
Autoethnography has emerged as a relatively new methodological approach within the fields of leisure, sport and tourism studies and more broadly within the social sciences. As a reflexive methodology it offers the beginning and experienced researcher a means of critically exploring the social forces that have shaped their own involvement in leisure practices and subsequent professional careers. In this article we discuss the significance of autoethnography as it was utilised by the first author in her student research on women's participation in cricket and the management dilemmas within this sport. The process involved recollecting, writing and re-reading experiences in light of feminist theories that explore the performance of gender through sport. The second author's involvement in the project is discussed in terms of the relational, supervisory context that can foster writing of the self into research within honours and post-graduate programs. In this way the writing practices that mediate knowledge produced about leisure or sport are made transparent and foregrounded within the research process itself. The autoethnographic approach used in this article contributes to the emergent methodological literature that embraces the textual or narrative turn within qualitative studies of leisure and sport. Yes Yes
The characters are Laurel, a sociologist, and Ernest, a novelist. They live together, and they have been writing, and talking about writing for years. There is also a discussant who lives in Laurel's study.
The drama begins in a neo‐colonial home in the heartland of America, where Laurel—who has been invited to be a “Discussant” of “Ethnographic Novels” at the Society for the Study of Symbolic Interactionism‐Stone Symposium at St. Petersburg Beach—is waking up.
Art as an individual idea The modern tradition: Backgrounds of modern literature
- P Picasso
The modern tradition: Backgrounds of modern literature
- P Picasso