Qualitative Research Journal最新文献

{"title":"A phenomenological study of university lecturers’ EFL teaching challenges in an Asian setting","authors":"Marlon Sipe, Reynaldo Gacho Segumpan","doi":"10.1108/qrj-10-2023-0162","DOIUrl":"https://doi.org/10.1108/qrj-10-2023-0162","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>English, the lingua franca of the world, permeates a global teaching-learning space not only for communication <em>per se</em> but also as a medium of instruction and social interaction. The authors studied the lived experiences of five English-speaking university lecturers as regards English as a foreign language (EFL) teaching in a non-English-speaking Asian country.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Using a phenomenological inquiry and through Zoom interviews, the authors studied the lived experiences of five English-speaking university lecturers as regards EFL teaching in a non-English-speaking Asian country.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Thematic analyses guided the authors' understanding of the participants’ lived experiences in the classroom, such as the following: (1) Local students have a negative perception of EFL; (2) lecturers’ professional standards are hardly imposed and (3) local students have a mixed level of English proficiency. The authors also examined the participants’ lived experiences in the organization, where the following issues surfaced: (1) sending of communication messages beyond working hours, (2) bureaucratic working environment and (3) changing of policies.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The authors' research implies the need for programs and policies that will help EFL teachers deal with instructional and other socio-cultural challenges in an Asian context.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>In the Asian setting, there is a dearth of literature that focuses on the experience of university lecturers of English as a Foreign Language (EFL), in particular, their teaching challenges. The authors confronted this gap by understanding the local beliefs about EFL teaching among English-speaking university lecturers.</p><!--/ Abstract__block -->","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":"10 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139648871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Animal Farm afterlife: epitextual values","authors":"Gritiya Rattanakantadilok","doi":"10.1108/qrj-11-2023-0173","DOIUrl":"https://doi.org/10.1108/qrj-11-2023-0173","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The present article seeks to further the analysis by examining the epitext employed by the press seeing as the epitext in the digital spaces might have given <em>Animal Farm</em> and its Thai re-translations a new lease on life.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The interest in the study of translation and paratext has primarily been in analysing peritextual material of translated texts, not on the epitext, the distanced elements located outside the book. To add to a limited amount of research into epitext, this study focusses on the element that is external to the published re-translations: the news items published by the media in the Thai and English languages from May–June 2019, immediately after the Thai PM’s book recommendation.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>These news items, as an epitextual element, primed, explained, contextualised, justified and tempted readers. The “Afterlife” of <em>Animal Farm</em> in Thailand is sustained by political upheavals and re-translations. Rather than through their textual qualities, the re-translations of <em>Animal Farm</em> compete with each other through epitext.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>In discussing literary re-translation of <em>Animal Farm</em> in the digital age, Genette’s categories of paratextual field are not without their merits. The materials examined in this article are posted by web administrators with collective identity or institutional affiliation. In some of these news items or articles, materials created by different paratextual creators are selectively coalesced within a singular textual space. The site users or news readers encounter various elements in the texts that had been curated by journalists. In other words, these elements had been consciously crafted.</p><!--/ Abstract__block -->","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":"9 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139590675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Women leaders' lived experiences of bravery in leadership","authors":"Michelle E. Bartlett","doi":"10.1108/qrj-11-2023-0174","DOIUrl":"https://doi.org/10.1108/qrj-11-2023-0174","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;The research aims to understand the stories of women leaders who have demonstrated bravery in leadership. By analyzing their lived experiences through storytelling and narratives, it seeks to shed light on the challenges and motivations behind their brave actions, contributing to a deeper understanding of bravery in leadership within gender and organizational contexts.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;This study adopts a qualitative multiple case study approach, focusing on the autobiographical accounts of three women leaders to explore their experiences of bravery in leadership. Utilizing narrative analysis (NA), it is grounded in ethical leadership theory and narrative identity theory. The research method involves cross-analyzing these narratives to unearth themes that depict a multifaceted view of bravery, including moral courage and ethical decision-making.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;The study reveals various themes of bravery in leadership, such as moral courage, authenticity, resilience and ethical decision-making. These findings enhance the understanding of bravery's role in ethical conduct and transformative change, highlighting the complex manifestations of bravery in women's leadership practices.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;This study contributes to the broader discourse on bravery in leadership, especially for women. It offers insights into how bravery is integral to ethical conduct and transformative leadership and sheds light on the influence of gender dynamics on leadership experiences. This study significantly enriches the discourse on bravery in leadership, with a particular focus on women's experiences. It delves into how bravery, encompassing moral courage and authenticity, is crucial for ethical conduct and transformative leadership. By highlighting the stories of women leaders, the research underscores the complex interplay between bravery and gender dynamics within organizational contexts. It challenges traditional perceptions of leadership and bravery, advocating for a more nuanced understanding that recognizes the unique challenges and strengths of women leaders. Furthermore, this study paves the way for future research to explore diverse dimensions of bravery in leadership, encouraging a more inclusive approach that values different perspectives and experiences.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;The findings of this study advocate for empowering leadership practices and guide the development of a courageous leadership landscape. Current events show evidence that many organizations lack the integration of bravery as a core leadership trait. These narratives of bravery in women's leadership can serve as a powerful catalyst for inspiring all leaders These stories can guide leaders across various levels to embrace bravery in their decision-making and leadership styles. The ","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":"7 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139557650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The use of digital technologies in the co-creation process of photo elicitation","authors":"Rosa Agúndez Del Castillo, Lígia Ferro, Eduardo Silva","doi":"10.1108/qrj-06-2023-0101","DOIUrl":"https://doi.org/10.1108/qrj-06-2023-0101","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This article approaches the possibilities of photo elicitation as a technique for social research in the landscape of technology-mediated instantaneous interpersonal communication.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This case study, which involved persons with prison experience in the process of returning to the community, demonstrates how participant-generated photographs made with mobile handheld electronic devices and the meanings participants have attached to them allowed the research to take a co-creative turn.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The data analyzed show the potential of photo elicitation to build a link between researcher and researched that empowers the latter with agency in designing the results and also throughout the research process as a whole, thus allowing the former to reach a deeper level of understanding of the research participants' social reality.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The research conducted showcases the possibilities of this technique to approach the field of emotions from the ethnography and how they can build knowledge – especially in the work with vulnerable populations in vulnerable contexts – and generate new categories of analysis.</p><!--/ Abstract__block -->","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":"213 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139517377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Translating Buddhist mindfulness into action: engaging older Thai adults in participatory action research","authors":"Nuntiya Doungphummes, Sirintorn Bhibulbhanuvat, Theeraphong Boonrugsa","doi":"10.1108/qrj-11-2023-0178","DOIUrl":"https://doi.org/10.1108/qrj-11-2023-0178","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to illustrate and discuss the application of mindfulness practices rooted in Buddhism as the methodological praxis in implementing participatory action research (PAR) projects with older Thai adults.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The paper draws on the researchers' reflexive accounts of participatory action conducted with older Thai participants in a series of four PAR projects in the five senior schools located in the northern, southern, northeastern and central regions of Thailand.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The paper demonstrates the translation of Buddhist mindfulness into a PAR methodological approach and shares actual practices of mindfulness in each stage of the research process.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper provides practical implications for researchers to incorporate the mindfulness methodology to unlock presuppositions and attachments to pre-existing PAR frameworks and open new ways of knowing that emerge out of the lived experience at the present contextual moment.</p><!--/ Abstract__block -->","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":"32 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139482847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Listening to children's voices: reflections on methods, practices and ethics in researching with children using zoom video interviews","authors":"Cynthia Ai Ming Lim, G. Kaveri","doi":"10.1108/qrj-10-2023-0156","DOIUrl":"https://doi.org/10.1108/qrj-10-2023-0156","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;The purpose of this research was to reflect on the enablers, challenges and ethical considerations in conducting qualitative research with young children using online methods. The aim was to suggest recommended practices to be put in place for researchers conducting online focus groups and interviews with young children.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;This research article explores the use of Zoom video conferencing as a tool to collect qualitative data with young children in Singapore, as an alternative to face-to-face interviews. Taking a child-centred participatory approach, children shared their perspectives of their experiences of child agency in school and at home through their drawings, pictures and dialogue in online group interviews. Schon's model of reflective practice was used to guide the researchers' process of reflections during the research project.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;Screen sharing and real-time nature of interactions of Zoom video conferencing enabled building of rapport and children's narratives to be developed while group size and the effect of parental influence provided challenges and ethical issues that needed to be addressed in the research process. Researcher withitness emerged as an essential quality in successful engagement of children in an online focus group discussion.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;Online video conferencing platforms like Zoom provide a powerful alternative tool for participatory research with children. It challenges researchers to share control of the interactions and data collection process with children. However, parental interference and effect on data may present itself as a research limitation if not navigated well.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;Group size of the focus group has an impact on children's engagement levels and wait time for their turn to speak during group interviews. While parents' presence during the online interview ensured child safety and a comforting presence for the child, parents should also understand their role in the study to avoid interfering with the data collection process.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Social implications&lt;/h3&gt;\u0000&lt;p&gt;The Zoom platform resembled onsite interviews' spontaneity of exchanges which allowed the researchers to build rapport with children through small-talk and icebreaker activities. Establishing personal connections and building of trust were essential elements in ensuring children were comfortable participating in the interviews. Observing real-time behaviour and body language of children also allowed for indication of withdrawal of consent and participation by the children.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Originality/value&lt;/h3&gt;\u0000&lt;p&gt;This research adds new insights to the emerging discussions on collecting data from children via online video platforms with suggestions of new s","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":"14 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139484100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Translanguaging approaches and perceptions of Iranian EGP teachers in bi/multilingual educational spaces: a qualitative inquiry","authors":"Amir Ghajarieh, Afarin Aghabozorgi","doi":"10.1108/qrj-07-2023-0108","DOIUrl":"https://doi.org/10.1108/qrj-07-2023-0108","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to analyze translanguaging practices and beliefs of Iranian English for General Purposes (EGP) teachers and find discrepancies between the practice and perception of educators in bi/multilingual species in Iranian educational settings.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study involved interviewing ten teachers and observing six of their sessions, which yielded qualitative data.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results showed that the participating teachers produced recurring themes such as the significance and limitations of translanguaging, techniques for training multilingual learners and the restrictions imposed by policies that discourage the use of L1 in language institutes in Iran. A noteworthy observation made in this investigation was that educators who possessed competency in three or more languages exhibited greater endorsement of translanguaging in both their perceptions and practices.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>This study has significant implications for instructors, teacher trainers and policymakers operating within multilingual environments. It serves as a pioneering study that invites a productive synergy between Western and Asian researchers in exploring bi/multilingual spaces within Asian educational contexts.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study brings a fresh perspective to the current body of research on teacher agency in bi/multilingual educational settings. By utilizing qualitative methods, it offers unique and original insights. Particularly noteworthy is the discovery that educators who are proficient in three or more languages are more inclined to support translanguaging. This observation adds a distinctive understanding of translanguaging in language education. It opens up new possibilities for exploring the application and efficacy of the translanguaging approach in Asian bi/multilingual spaces in education.</p><!--/ Abstract__block -->","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":"212 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139482852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Poetic inquiry: a tool for decolonising qualitative research","authors":"Samantha Cooms, Vicki Saunders","doi":"10.1108/qrj-05-2023-0071","DOIUrl":"https://doi.org/10.1108/qrj-05-2023-0071","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Poetic inquiry is an approach that promotes alternate perspectives about what research means and speaks to more diverse audiences than traditional forms of research. Across academia, there is increasing attention to decolonising research. This reflects a shift towards research methods that recognise, acknowledge and appreciate diverse ways of knowing, being and doing. The purpose of this paper is to explore the different ways in which poetic inquiry communicates parallax to further decolonise knowledge production and dissemination and centre First Nations’ ways of knowing, being and doing.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This manuscript presents two First Nations’ perspectives on a methodological approach that is decolonial and aligns with Indigenous ways of knowing, being and doing. In trying to frame this diversity through Indigenous standpoint theory (Foley, 2003), the authors present two First Nation’s women's autoethnographic perspectives through standpoint and poetics on the role of poetic inquiry and parallax in public pedagogy and decolonising research (Fredericks <em>et al.</em>, 2019; Moreton-Robinson, 2000).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The key to understanding poetic inquiry is parallax, the shift in an object, perspective or thinking that comes with a change in the observer's position or perspective. Challenging dominant research paradigms is essential for the continued evolution of research methodologies and to challenge the legacy that researchers have left in colonised countries. The poetic is often invisible/unrecognised in the broader Indigenist research agenda; however, it is a powerful tool in decolonial research in the way it disrupts core assumptions about and within research and can effectively engage with those paradoxes that decolonising research tends to uncover.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Poetic inquiry is not readily accepted in academia; however, it is a medium that is well suited to communicating diverse ways of knowing and has a history of being embraced by First Nations peoples in Australia. Embracing poetic inquiry in qualitative research offers a unique approach to decolonising knowledge and making space for Indigenous ways of knowing, being and doing.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>Poetic inquiry offers a unique approach to centring First Nations voices, perspectives and experiences to reduce hegemonic assumptions in qualitative research.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Writing about poetic inquiry and decolonisation from a First Nations’ perspective using poetry is a novel and nuanced approach to discussions around First Nations ways of knowing, being and doing.</p><!--/ Abstract__block -->","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":"74 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139029289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Disrupting the rhetoric of education: separating the spin of teaching and learning from the reality","authors":"Ligia Pelosi","doi":"10.1108/qrj-04-2023-0066","DOIUrl":"https://doi.org/10.1108/qrj-04-2023-0066","url":null,"abstract":"PurposeThe Instagram site, teacherwhispers, was created as part of a qualitative research project that chronicled the stories and lived experience of preservice and graduate teachers. Since 2020, the purpose of the study was to identify themes connected to the participants' experiences of current trends in education. The intent was to situate the research as a critical interruption into the bigger political discourses surrounding education. The study sought to question why pedagogical practices are increasingly being positioned and located for political and economic reasons and to frame the questions of how we emerge as teachers in specific moments in time.Design/methodology/approachThe methodology employed in the project was ethnographic and narrative-based, representing stories of teachers and teaching. Ethnography as embodiment contributes to an evocative portrayal of the participants' experiences. Teacher stories can be used to progress understandings of schools and schooling and play an important role in reflecting upon and learning from experience.FindingsThe selection of posts from teacherwhispers have brought into sharp focus the broad range of difficulties and rewards that are inherent in teaching. The site has been a microcosm of current issues in education. As a problematic and uncomfortable site of public pedagogy, it has been a site for sharing the realities, specificities and challenges of situatedness. The places where teachers work within their respective communities are highly diverse and can be a source of pressure both professionally and personally. Consequently, in the analysis of teacherwhispers, generalisations have been avoided.Research limitations/implicationsAs a repository of data for research, a public online site has its challenges; research is meant to be generalisable but in teaching each setting is unique and generalisations can be problematic. Sites of public pedagogy for teachers tend to be kaleidoscopic representations: diverse locations, groups, interests and disciplines. They are a stark reminder to be sceptical of accepting the statement, “research tells us” without questioning the positioning and biases that are inherently at play.Practical implicationsPractical elements of the project have included navigating a public online space for the dissemination of data.Social implicationsCreated in the spirit of problematising the methodology of public pedagogy, the online space at the centre of this project eventuated into something of a definition of what can be problematic in defining teachers' spaces of connection. The site was a place where opinions were expressed in confidentiality and that problematised methodology by putting into question what that methodology may be in a public sphere. What came forth as a result of putting methodology at the centre, rather than a definite answer, was unpredictability.Originality/valueThe online space has been an original place to display unanalysed data. The willingness to ","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":"157 11","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138524492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using teacher narratives to map policy effects in the Victorian Government International Baccalaureate Primary Years Programme (IB-PYP) context","authors":"Benjamin Zonca, Josh Ambrosy","doi":"10.1108/qrj-08-2023-0131","DOIUrl":"https://doi.org/10.1108/qrj-08-2023-0131","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Government primary schools in Australia increasingly take up the International Baccalaureate's Primary Years Programme (IB-PYP) to supplement government-mandated curriculum and governance expectations. The purpose of this paper is to explore how teachers navigate and contest dual policy-practice expectations in the Victorian Government IB-PYP context.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study used a narrative inquiry approach. The narratives of two teachers were generated through a narrative interview and then re-storied with participants through a set of conceptual lenses drawn out of the policy assemblage and affect studies theoretical spaces.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The stories participants told show that competing mandatory local policy expressions are experienced and contested both to stabilize a technocratic rationality and produce alternative critical-political educational futures.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>There a few accounts of teachers' policy experience in government school settings implementing the IB-PYP. In addressing this gap, this paper directly responds to prior claims of the IB's failure to promote an emancipatory pedagogy, showing instead that when teachers who bring a more critical understanding of educational purpose to their work take up the IB-PYP policy to support the enactment of that purpose.</p><!--/ Abstract__block -->","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":"31 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138524491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}