Megan Watkins
Biographic Data
| ID | 3653758 |
|---|---|
| NAME | Megan Watkins |
| GIVEN NAMES | Megan |
| FAMILY NAME | Watkins |
| SIGNATURE | WATKINS M |
| AFFILIATIONS | Western Sydney University |
| ORCID | 0000-0003-3078-2819 |
| VERIFIED | Yes |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 280 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Like aces in a game of cards’: Embodied cultural capital, educational achievement and the social im/mobility of migrants
The Quest for Educational Equity in Schools in Multicultural Australia
Australia's migration history has produced one of the most ethnically diverse nations in the world, but this has presented challenges for educational equity. The introduction of multiculturalism in the 1970s coincided with an increasing focus on structural inequities in education. In this essay, we examine the context of changing educational policies and programs over the last half century, arguing that there has not been a steady process of refo…
The affective dimensions of resilience: Rethinking Its Role in Working With Students of Refugee Backgrounds
Resilience is a term often applied to students of refugee backgrounds having survived traumatic experiences of war, displacement and resettlement; but how is it acquired? To many, it is a function of some inner strength, a perspective that tends to ignore the considerable labour involved in acquiring the skills and capacities to be resilient. This article examines these differing understandings and their implications in working with students of r…
Public health practitioners as policy advocates: Skills, attributes and development needs
Effecting policy change is a key strategy in tackling wider determinants of health. In England, public health sits within Local Authorities (LAs) and responsibility for ensuring health is considered across directorates increasingly falls to public health practitioners. While international professional standards expect competence in understanding policy processes, the advocacy role has been under-explored. This paper explores the professional skil…
What works in advocating for food advertising policy change across an english region – a realist evaluation
Effecting policy change in this area requires the commitment of an extended period and the valuing of short-term policy outcomes, such as increasing political will. The importance of a resourced and well-supported policy advocate to lead this work is fundamental and the commercially sensitive nature of this policy change means that a complex interplay of mechanisms is required which may be dominated by a strategically staggered approach to stakeh…
Regional Innovation in Arts Provision Spawned by Covid-19: “It Became a Lifeline for a Lot of People Who Are Stuck at Home”
Although the impact of the global COVID-19 pandemic on the arts and cultural sector due to the closure of galleries, museums, arts venues, and other cultural assets represents a significant health risk, new opportunities for arts and cultural engagement have arisen. Interviews with 24 representatives including service providers and creative practitioners from 15 arts and cultural organizations within the Liverpool City Region were conducted. The …
Reconstituting teachers’ professional knowledge: Using Cultural Studies to rethink multicultural education
This article examines the utility of drawing on Cultural Studies to aid teachers in reassessing understandings and approaches to multicultural education; how engaging with notions of cultural complexity, hybridity and essentialism offers a critical tool box around issues of cultural difference that ultimately provides a better understanding of school communities in a global context. We revisit teachers involved in the Rethinking Multiculturalism,…
Sensitive, Challenging, and Difficult Topics: Experiences and Practical Considerations for Qualitative Researchers
Qualitative researchers often engage in work addressing challenging, difficult, or sensitive topics and are consequently exposed to the participants' narratives which may be emotionally charged, distressing, or compromising. These narratives occasionally rest heavy on a researcher's conscience or may linger in the mind. Much literature has assessed how best to keep participants safe, but less attention has been given to how we keep researchers sa…
Lazy multiculturalism: Cultural essentialism and the persistence of the Multicultural Day in Australian schools
Multicultural Days are a regular event in Australian schools. While they are viewed as a vehicle for cultural inclusion and strengthening community, they have long been critiqued for their avoidance of a more critical engagement with deeper issues around cultural complexity. The intent of this paper is not simply to add to this critique but to understand why such forms of lazy multiculturalism persist in schools. Taking an ethnographic orientatio…
Little room for capacitation: Rethinking Bourdieu on pedagogy as symbolic violence
In Bourdieu’s early work on education, he declares that ‘All pedagogic action (PA) is objectively symbolic violence insofar as it is the imposition of a cultural arbitrary by an arbitrary power’. This article rethinks Bourdieu’s proposition. It questions whether all PA is symbolic violence and the very notion of a cultural arbitrary upon which this view is based. For Bourdieu, culture is framed narrowly in terms of class, and pedagogy a mechanism…
Time, space and the scholarly habitus: Thinking through the phenomenological dimensions of field
This article engages critically with Bourdieu’s notion of field. It questions the emphasis that Bourdieu places on what he terms ‘objective relations’ at the expense of the actual relations of those within a field. This not only involves relations between human actors but the interactions of humans with the non-human such as inanimate objects that over time, and in particular spaces, engender certain forms of embodiment. The intention of the arti…
We are all Asian here: Multiculturalism, selective schooling and responses to Asian success
Despite what seems like the embrace of all things ‘Asian’ such as the inclusion of a cross-curricular focus on Asia in Australia’s National Curriculum and the call for Australians to become ‘Asia literate’ (MCEETYA 2008), many Australians harbour a deep suspicion of Asia. This is especially evident in the concern over the phenomenal performance of many students of Asian backgrounds in Australian schools. With recent research around multiculturali…
Can space teach? Theorising pedagogies of social order
Space affects bodies but to what extent does it teach? This paper explores the pedagogic dimensions of space and its various permutations. Engaging critically with phenomenological accounts of body/space relations, it examines how certain aspects of space-what here are termed non-human didactics-equip the body with skills that have application in terms of a broad notion of social order requisite for cohabitation and the sharing of social space. A…
Asian migration and education cultures in the Anglo-sphere
Asian migration is transforming education cultures in the Anglo-sphere. This is epitomised in the mounting debates about 'tiger mothers' and 'dragon children', and competition and segregation in schools. Anxiety and aspiration within these spaces are increasingly ethnicised, with children of Asian migrants both admired and resented for their educational success. This paper presents some frameworks for understanding how Asian migration both shapes…
Gauging the Affective: Becoming Attuned to Its Impact in Education
Thinking beyond recognition: Multiculturalism, cultural intelligence, and the professional capacities of teachers
Multiculturalism as public policy has provided a set of programs which frame how individuals view and respond to the cultural diversity found in Australia’s cities and towns. This is nowhere more e
Multicultural education: The state of play from an Australian perspective
This article reports on the first comprehensive survey of public school teachers in the Australian state of New South Wales (NSW) around issues of multicultural and English as Second Language (ESL) education. While there is substantial literature on multicultural education – what it should and shouldn’t be – there is much that is left unexplored in research in the area, not least of which is the characteristics of the teaching labour force. In th…
Habit and Habituation: Governance and the Social
This article examines the issues that are at stake in the current resurgence of interest in the subject of habit. We focus on the role that habit has played in conceptions of the relations between body and society, and the respects in which such conceptions have been implicated in processes of governance. We argue that habit has typically constituted a point of leverage for regulatory practices that seek to effect some realignment of the relation…
Reassessing Bodies
A review of Chris Shilling's The Body in Culture, Technology and Society (Sage Publications, London, 2005
Discipline and Learn: Bodies, Pedagogy and Writing
Losing touch: Pedagogies of incorporation and the ability to write
The idea of "touch" is often used to point to the exemplary performance of skilful actions. While such a notion seemingly references the sensuous nature of that skill, it tends to mask the embodied acquisition of that capacity, implying intuitive ability rather than technique perfected through practice. Ironically, it also masks the significance of tactility in the process of developing this "touch". In the context of a child learning to write, t…
Complexity reduction, regularities and rules: Grappling with cultural diversity in schooling
The cultural complexity of student populations presents major challenges for contemporary schooling in Western migrant nations such as Australia. While this has much to do with the diverse linguistic and ethnic backgrounds of students, other differences such as socio-economic status, family histories and gender add to this complexity. Yet, the complexities of education are not only a function of the cultural and social diversity of the student po…
Desiring Recognition, Accumulating Affect
Thwarting desire: Discursive constraint and pedagogic practice
This article examines the ways in which the desire to teach is often thwarted within contemporary pedagogic practice by a set of discursive constraints that draws heavily on both progressivist notions of teaching and learning and neoliberal forms of governance. In many Western countries teaching is conceived more as facilitation rather than instruction. In primary/elementary schools in Australia, for example, this has resulted in a shift in empha…
Disparate bodies: The role of the teacher in contemporary pedagogic practice
The teacher’s body has a dubious status within contemporary pedagogic practice. The impact of progressivism in many western countries, with its emphasis on student‐centred learning, has resulted in a marginalisation of the teacher’s role in many classrooms. While its influence appears to be waning, in Australian primary schools, student‐centred methodologies such as group‐based and independent learning tend to dominate classroom practice. Relegat…
So, How Did Bourdieu Learn to Play Tennis? Habitus, Consciousness and Habituation
Bourdieu's development of the notion of 'habitus' has proved a rich vein for cultural theory. Habitus has been useful, with the growing interest in processes of embodiment, in countering the cognitive and representational bias in much cultural analysis, and in providing a basis for avoiding the dualisms - of mind and body, structure and agency - that trouble social theory. However, in stressing the unconscious nature of embodiment, and refusing t…
Asian migration and education cultures in the Anglo-sphere
Asian migration is transforming education cultures in the Anglo-sphere. This is epitomised in the mounting debates about 'tiger mothers' and 'dragon children', and competition and segregation in schools. Anxiety and aspiration within these spaces are increasingly ethnicised, with children of Asian migrants both admired and resented for their educational success. This paper presents some frameworks for understanding how Asian migration both shapes…
Sensitive, Challenging, and Difficult Topics: Experiences and Practical Considerations for Qualitative Researchers
Qualitative researchers often engage in work addressing challenging, difficult, or sensitive topics and are consequently exposed to the participants' narratives which may be emotionally charged, distressing, or compromising. These narratives occasionally rest heavy on a researcher's conscience or may linger in the mind. Much literature has assessed how best to keep participants safe, but less attention has been given to how we keep researchers sa…
Habit and Habituation: Governance and the Social
This article examines the issues that are at stake in the current resurgence of interest in the subject of habit. We focus on the role that habit has played in conceptions of the relations between body and society, and the respects in which such conceptions have been implicated in processes of governance. We argue that habit has typically constituted a point of leverage for regulatory practices that seek to effect some realignment of the relation…
Pedagogic Affect/Effect: Embodying a Desire to Learn
How effective are different pedagogic practices? What is the role of affect in learning to write? Affective education is a growing field of inquiry. Within education, however, affect is generally used as a synonym for emotion or feeling. Though giving consideration to these understandings, this article takes a different perspective and explores affect from a Deleuzian/Spinozistic perspective as force and capacity. The conception of pedagogic affe…
Lazy multiculturalism: Cultural essentialism and the persistence of the Multicultural Day in Australian schools
Multicultural Days are a regular event in Australian schools. While they are viewed as a vehicle for cultural inclusion and strengthening community, they have long been critiqued for their avoidance of a more critical engagement with deeper issues around cultural complexity. The intent of this paper is not simply to add to this critique but to understand why such forms of lazy multiculturalism persist in schools. Taking an ethnographic orientatio…
Thinking beyond recognition: Multiculturalism, cultural intelligence, and the professional capacities of teachers
Multiculturalism as public policy has provided a set of programs which frame how individuals view and respond to the cultural diversity found in Australia’s cities and towns. This is nowhere more e
Little room for capacitation: Rethinking Bourdieu on pedagogy as symbolic violence
In Bourdieu’s early work on education, he declares that ‘All pedagogic action (PA) is objectively symbolic violence insofar as it is the imposition of a cultural arbitrary by an arbitrary power’. This article rethinks Bourdieu’s proposition. It questions whether all PA is symbolic violence and the very notion of a cultural arbitrary upon which this view is based. For Bourdieu, culture is framed narrowly in terms of class, and pedagogy a mechanism…
Multicultural education: The state of play from an Australian perspective
This article reports on the first comprehensive survey of public school teachers in the Australian state of New South Wales (NSW) around issues of multicultural and English as Second Language (ESL) education. While there is substantial literature on multicultural education – what it should and shouldn’t be – there is much that is left unexplored in research in the area, not least of which is the characteristics of the teaching labour force. In th…
Like aces in a game of cards’: Embodied cultural capital, educational achievement and the social im/mobility of migrants
Time, space and the scholarly habitus: Thinking through the phenomenological dimensions of field
This article engages critically with Bourdieu’s notion of field. It questions the emphasis that Bourdieu places on what he terms ‘objective relations’ at the expense of the actual relations of those within a field. This not only involves relations between human actors but the interactions of humans with the non-human such as inanimate objects that over time, and in particular spaces, engender certain forms of embodiment. The intention of the arti…
We are all Asian here: Multiculturalism, selective schooling and responses to Asian success
Despite what seems like the embrace of all things ‘Asian’ such as the inclusion of a cross-curricular focus on Asia in Australia’s National Curriculum and the call for Australians to become ‘Asia literate’ (MCEETYA 2008), many Australians harbour a deep suspicion of Asia. This is especially evident in the concern over the phenomenal performance of many students of Asian backgrounds in Australian schools. With recent research around multiculturali…
Thwarting desire: Discursive constraint and pedagogic practice
This article examines the ways in which the desire to teach is often thwarted within contemporary pedagogic practice by a set of discursive constraints that draws heavily on both progressivist notions of teaching and learning and neoliberal forms of governance. In many Western countries teaching is conceived more as facilitation rather than instruction. In primary/elementary schools in Australia, for example, this has resulted in a shift in empha…
Disparate bodies: The role of the teacher in contemporary pedagogic practice
The teacher’s body has a dubious status within contemporary pedagogic practice. The impact of progressivism in many western countries, with its emphasis on student‐centred learning, has resulted in a marginalisation of the teacher’s role in many classrooms. While its influence appears to be waning, in Australian primary schools, student‐centred methodologies such as group‐based and independent learning tend to dominate classroom practice. Relegat…
Complexity reduction, regularities and rules: Grappling with cultural diversity in schooling
The cultural complexity of student populations presents major challenges for contemporary schooling in Western migrant nations such as Australia. While this has much to do with the diverse linguistic and ethnic backgrounds of students, other differences such as socio-economic status, family histories and gender add to this complexity. Yet, the complexities of education are not only a function of the cultural and social diversity of the student po…
Can space teach? Theorising pedagogies of social order
Space affects bodies but to what extent does it teach? This paper explores the pedagogic dimensions of space and its various permutations. Engaging critically with phenomenological accounts of body/space relations, it examines how certain aspects of space-what here are termed non-human didactics-equip the body with skills that have application in terms of a broad notion of social order requisite for cohabitation and the sharing of social space. A…
Discipline, Consciousness and the Formation of a Scholarly Habitus
Sociologies of the body tend to focus on disciplinary power in generally negative terms, with embodiment conceived as an unconscious and subjectifying process. The agentic potential of disciplinary force receives little attention. Within education, emphasis is likewise given to discipline as a form of subjection as opposed to a force that can also equip students with the capacity to learn. This paper will explore the enabling dimensions of embodi…
The Erasure of Habit: Tracing the pedagogic body
While education involves much more than a set of habits, their formation is integral to learning. Within many Western countries, however, habit formation is no longer considered a pedagogic goal. Students may still acquire certain habits of learning as a function of schooling, but the process whereby teachers utilize a form of instruction designed to encourage the habituation of particular knowledge and skills in students now seems something of a…
The affective dimensions of resilience: Rethinking Its Role in Working With Students of Refugee Backgrounds
Resilience is a term often applied to students of refugee backgrounds having survived traumatic experiences of war, displacement and resettlement; but how is it acquired? To many, it is a function of some inner strength, a perspective that tends to ignore the considerable labour involved in acquiring the skills and capacities to be resilient. This article examines these differing understandings and their implications in working with students of r…
Reconstituting teachers’ professional knowledge: Using Cultural Studies to rethink multicultural education
This article examines the utility of drawing on Cultural Studies to aid teachers in reassessing understandings and approaches to multicultural education; how engaging with notions of cultural complexity, hybridity and essentialism offers a critical tool box around issues of cultural difference that ultimately provides a better understanding of school communities in a global context. We revisit teachers involved in the Rethinking Multiculturalism,…
Losing touch: Pedagogies of incorporation and the ability to write
The idea of "touch" is often used to point to the exemplary performance of skilful actions. While such a notion seemingly references the sensuous nature of that skill, it tends to mask the embodied acquisition of that capacity, implying intuitive ability rather than technique perfected through practice. Ironically, it also masks the significance of tactility in the process of developing this "touch". In the context of a child learning to write, t…
The damnation of Demidenko—interview or inquisition? Towards a pragmatic interpretation of genre
Genre is often conceptualised as a product or text. Such a view, however, seems to downplay the dynamism of textual production encouraging a hermeneutics with rigid, formulaic tendencies. This is clearly evident in the contribution of many structural linguists such as Martin and Hasan to the study of genre. While semioticians, notably Kress, Threadgold and Freadman, have critiqued this position there is still considerable work to be undertaken in…
So, How Did Bourdieu Learn to Play Tennis? Habitus, Consciousness and Habituation
Bourdieu's development of the notion of 'habitus' has proved a rich vein for cultural theory. Habitus has been useful, with the growing interest in processes of embodiment, in countering the cognitive and representational bias in much cultural analysis, and in providing a basis for avoiding the dualisms - of mind and body, structure and agency - that trouble social theory. However, in stressing the unconscious nature of embodiment, and refusing t…
Discipline, Consciousness and the Formation of a Scholarly Habitus
Sociologies of the body tend to focus on disciplinary power in generally negative terms, with embodiment conceived as an unconscious and subjectifying process. The agentic potential of disciplinary force receives little attention. Within education, emphasis is likewise given to discipline as a form of subjection as opposed to a force that can also equip students with the capacity to learn. This paper will explore the enabling dimensions of embodi…
The Erasure of Habit: Tracing the pedagogic body
While education involves much more than a set of habits, their formation is integral to learning. Within many Western countries, however, habit formation is no longer considered a pedagogic goal. Students may still acquire certain habits of learning as a function of schooling, but the process whereby teachers utilize a form of instruction designed to encourage the habituation of particular knowledge and skills in students now seems something of a…
Pedagogic Affect/Effect: Embodying a Desire to Learn
How effective are different pedagogic practices? What is the role of affect in learning to write? Affective education is a growing field of inquiry. Within education, however, affect is generally used as a synonym for emotion or feeling. Though giving consideration to these understandings, this article takes a different perspective and explores affect from a Deleuzian/Spinozistic perspective as force and capacity. The conception of pedagogic affe…
Thwarting desire: Discursive constraint and pedagogic practice
This article examines the ways in which the desire to teach is often thwarted within contemporary pedagogic practice by a set of discursive constraints that draws heavily on both progressivist notions of teaching and learning and neoliberal forms of governance. In many Western countries teaching is conceived more as facilitation rather than instruction. In primary/elementary schools in Australia, for example, this has resulted in a shift in empha…
Disparate bodies: The role of the teacher in contemporary pedagogic practice
The teacher’s body has a dubious status within contemporary pedagogic practice. The impact of progressivism in many western countries, with its emphasis on student‐centred learning, has resulted in a marginalisation of the teacher’s role in many classrooms. While its influence appears to be waning, in Australian primary schools, student‐centred methodologies such as group‐based and independent learning tend to dominate classroom practice. Relegat…
Desiring Recognition, Accumulating Affect
Losing touch: Pedagogies of incorporation and the ability to write
The idea of "touch" is often used to point to the exemplary performance of skilful actions. While such a notion seemingly references the sensuous nature of that skill, it tends to mask the embodied acquisition of that capacity, implying intuitive ability rather than technique perfected through practice. Ironically, it also masks the significance of tactility in the process of developing this "touch". In the context of a child learning to write, t…
Complexity reduction, regularities and rules: Grappling with cultural diversity in schooling
The cultural complexity of student populations presents major challenges for contemporary schooling in Western migrant nations such as Australia. While this has much to do with the diverse linguistic and ethnic backgrounds of students, other differences such as socio-economic status, family histories and gender add to this complexity. Yet, the complexities of education are not only a function of the cultural and social diversity of the student po…
Discipline and Learn: Bodies, Pedagogy and Writing
Habit and Habituation: Governance and the Social
This article examines the issues that are at stake in the current resurgence of interest in the subject of habit. We focus on the role that habit has played in conceptions of the relations between body and society, and the respects in which such conceptions have been implicated in processes of governance. We argue that habit has typically constituted a point of leverage for regulatory practices that seek to effect some realignment of the relation…
Reassessing Bodies
A review of Chris Shilling's The Body in Culture, Technology and Society (Sage Publications, London, 2005
Multicultural education: The state of play from an Australian perspective
This article reports on the first comprehensive survey of public school teachers in the Australian state of New South Wales (NSW) around issues of multicultural and English as Second Language (ESL) education. While there is substantial literature on multicultural education – what it should and shouldn’t be – there is much that is left unexplored in research in the area, not least of which is the characteristics of the teaching labour force. In th…
Gauging the Affective: Becoming Attuned to Its Impact in Education
Thinking beyond recognition: Multiculturalism, cultural intelligence, and the professional capacities of teachers
Multiculturalism as public policy has provided a set of programs which frame how individuals view and respond to the cultural diversity found in Australia’s cities and towns. This is nowhere more e
Time, space and the scholarly habitus: Thinking through the phenomenological dimensions of field
This article engages critically with Bourdieu’s notion of field. It questions the emphasis that Bourdieu places on what he terms ‘objective relations’ at the expense of the actual relations of those within a field. This not only involves relations between human actors but the interactions of humans with the non-human such as inanimate objects that over time, and in particular spaces, engender certain forms of embodiment. The intention of the arti…
We are all Asian here: Multiculturalism, selective schooling and responses to Asian success
Despite what seems like the embrace of all things ‘Asian’ such as the inclusion of a cross-curricular focus on Asia in Australia’s National Curriculum and the call for Australians to become ‘Asia literate’ (MCEETYA 2008), many Australians harbour a deep suspicion of Asia. This is especially evident in the concern over the phenomenal performance of many students of Asian backgrounds in Australian schools. With recent research around multiculturali…
Can space teach? Theorising pedagogies of social order
Space affects bodies but to what extent does it teach? This paper explores the pedagogic dimensions of space and its various permutations. Engaging critically with phenomenological accounts of body/space relations, it examines how certain aspects of space-what here are termed non-human didactics-equip the body with skills that have application in terms of a broad notion of social order requisite for cohabitation and the sharing of social space. A…
Asian migration and education cultures in the Anglo-sphere
Asian migration is transforming education cultures in the Anglo-sphere. This is epitomised in the mounting debates about 'tiger mothers' and 'dragon children', and competition and segregation in schools. Anxiety and aspiration within these spaces are increasingly ethnicised, with children of Asian migrants both admired and resented for their educational success. This paper presents some frameworks for understanding how Asian migration both shapes…
Little room for capacitation: Rethinking Bourdieu on pedagogy as symbolic violence
In Bourdieu’s early work on education, he declares that ‘All pedagogic action (PA) is objectively symbolic violence insofar as it is the imposition of a cultural arbitrary by an arbitrary power’. This article rethinks Bourdieu’s proposition. It questions whether all PA is symbolic violence and the very notion of a cultural arbitrary upon which this view is based. For Bourdieu, culture is framed narrowly in terms of class, and pedagogy a mechanism…
Lazy multiculturalism: Cultural essentialism and the persistence of the Multicultural Day in Australian schools
Multicultural Days are a regular event in Australian schools. While they are viewed as a vehicle for cultural inclusion and strengthening community, they have long been critiqued for their avoidance of a more critical engagement with deeper issues around cultural complexity. The intent of this paper is not simply to add to this critique but to understand why such forms of lazy multiculturalism persist in schools. Taking an ethnographic orientatio…
Regional Innovation in Arts Provision Spawned by Covid-19: “It Became a Lifeline for a Lot of People Who Are Stuck at Home”
Although the impact of the global COVID-19 pandemic on the arts and cultural sector due to the closure of galleries, museums, arts venues, and other cultural assets represents a significant health risk, new opportunities for arts and cultural engagement have arisen. Interviews with 24 representatives including service providers and creative practitioners from 15 arts and cultural organizations within the Liverpool City Region were conducted. The …
Reconstituting teachers’ professional knowledge: Using Cultural Studies to rethink multicultural education
This article examines the utility of drawing on Cultural Studies to aid teachers in reassessing understandings and approaches to multicultural education; how engaging with notions of cultural complexity, hybridity and essentialism offers a critical tool box around issues of cultural difference that ultimately provides a better understanding of school communities in a global context. We revisit teachers involved in the Rethinking Multiculturalism,…
Sensitive, Challenging, and Difficult Topics: Experiences and Practical Considerations for Qualitative Researchers
Qualitative researchers often engage in work addressing challenging, difficult, or sensitive topics and are consequently exposed to the participants' narratives which may be emotionally charged, distressing, or compromising. These narratives occasionally rest heavy on a researcher's conscience or may linger in the mind. Much literature has assessed how best to keep participants safe, but less attention has been given to how we keep researchers sa…
Sociology (23 works) · Political science (16 works) · Psychology (15 works) · Epistemology (12 works) · Global Education and Multiculturalism (12 works) · Pedagogy (10 works) · Computer Science (7 works) · Educator Training and Historical Pedagogy (7 works) · Global Educational Policies and Reforms (7 works) · Philosophy (7 works)