From Interpretation to Interruption

Embracing disruptive analysis

Datos Bibliográficos

ID2404331
AutoresTimothy Clark (0000-0001-5961-294X), Timothy R Clark (0000-0002-9005-535X, University of the West of England, autor de correspondencia)
Año2025
Volumen25
Número1
Páginas299-310
Fecha de publicación2025-02-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaQualitative Research (JOURNAL)
Identificadores de la revistaISSN: 1468-7941 • E-ISSN: 1741-3109
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/14687941241230240
OpenAlexW4391782576
IdiomaEN
Citas recibidas2
Referencias citadas16

Qualitative analysis is, inherently, a complex, messy and nuanced process. In the context of contested notions of validity, for novice researchers there is therefore an attraction in adopting established, systematic and formulaic approaches. Yet, in prioritising methodical processes, over critical engagement and methodologically coherent quality criteria, these approaches can risk limiting research to a process of cataloguing and reporting face value readings. This research note reflects on an attempt to address and examine this risk in a doctoral research project by progressing from an initial thematic interpretative approach to data analysis to a secondary stage informed by ideas of interruptive analysis. The paper introduces a conceptualisation of interruption as prioritising interrogation of aspects of presentation, over a focus on the interpretation of content or a shift from analysing what is said, to how it is said. Empirical data from research exploring doctoral students' methodological decision-making is utilised to illustrate the approach and to provoke consideration of the value of embracing disruption. Analysis of two narrative accounts from the study is presented, providing a snapshot of the different understandings and an insight into the learning it generated. The learning in this research note is intended to act as an illustration and provocation for thinking rather than any form of procedural guide

Epistemology · Sociology · Computer Science · Educational Strategies and Epistemologies · Misinformation and Its Impacts · Online and Blended Learning · Psychology