Exploring and developing reciprocity in research design

Audrey Trainor, Kate Ahlgren Bouchard

Research output: Contribution to journalArticle

Abstract

The researcher-participant relationship has the potential to be reciprocal, a relationship in which each contributes something the other needs or desires. Participants devote their time, effort, experiences, and wisdom to inform and shape the researcher's study. The researcher's scope, depth, and nature of inquiry introduce vulnerability to participants' lives. In turn, researchers are susceptible to variable involvement and apathy from participants. While neither the relational aspect of research nor its potential for reciprocity is new, we are concerned that the concept is overshadowed in the current, positivistic culture of evidence in education research. Using vignettes from our special education research, we describe the affordances of a stance of reciprocity, illustrating the contours of the component in recruitment, participation, analysis, and presentation. We ask: How do truth traditions support reciprocity? How do we authentically reciprocate participants' efforts throughout the research process? And finally, how might qualitative work embrace reciprocity and lead education research to a broader conceptualization of evidence, one that expands the transformative potential of our collective work?.

Original languageEnglish (US)
Pages (from-to)986-1003
Number of pages18
JournalInternational Journal of Qualitative Studies in Education
Volume26
Issue number8
DOIs
StatePublished - Sep 2013

Fingerprint

reciprocity
research planning
time experience
apathy
research process
special education
wisdom
evidence
education
vulnerability
participation

Keywords

  • ethics
  • participant involvement
  • reciprocity

ASJC Scopus subject areas

  • Education

Cite this

Exploring and developing reciprocity in research design. / Trainor, Audrey; Bouchard, Kate Ahlgren.

In: International Journal of Qualitative Studies in Education, Vol. 26, No. 8, 09.2013, p. 986-1003.

Research output: Contribution to journalArticle

@article{6f2beff3b0c245048f46a5f90b822e98,
title = "Exploring and developing reciprocity in research design",
abstract = "The researcher-participant relationship has the potential to be reciprocal, a relationship in which each contributes something the other needs or desires. Participants devote their time, effort, experiences, and wisdom to inform and shape the researcher's study. The researcher's scope, depth, and nature of inquiry introduce vulnerability to participants' lives. In turn, researchers are susceptible to variable involvement and apathy from participants. While neither the relational aspect of research nor its potential for reciprocity is new, we are concerned that the concept is overshadowed in the current, positivistic culture of evidence in education research. Using vignettes from our special education research, we describe the affordances of a stance of reciprocity, illustrating the contours of the component in recruitment, participation, analysis, and presentation. We ask: How do truth traditions support reciprocity? How do we authentically reciprocate participants' efforts throughout the research process? And finally, how might qualitative work embrace reciprocity and lead education research to a broader conceptualization of evidence, one that expands the transformative potential of our collective work?.",
keywords = "ethics, participant involvement, reciprocity",
author = "Audrey Trainor and Bouchard, {Kate Ahlgren}",
year = "2013",
month = "9",
doi = "10.1080/09518398.2012.724467",
language = "English (US)",
volume = "26",
pages = "986--1003",
journal = "International Journal of Qualitative Studies in Education",
issn = "0951-8398",
publisher = "Routledge",
number = "8",

}

TY - JOUR

T1 - Exploring and developing reciprocity in research design

AU - Trainor, Audrey

AU - Bouchard, Kate Ahlgren

PY - 2013/9

Y1 - 2013/9

N2 - The researcher-participant relationship has the potential to be reciprocal, a relationship in which each contributes something the other needs or desires. Participants devote their time, effort, experiences, and wisdom to inform and shape the researcher's study. The researcher's scope, depth, and nature of inquiry introduce vulnerability to participants' lives. In turn, researchers are susceptible to variable involvement and apathy from participants. While neither the relational aspect of research nor its potential for reciprocity is new, we are concerned that the concept is overshadowed in the current, positivistic culture of evidence in education research. Using vignettes from our special education research, we describe the affordances of a stance of reciprocity, illustrating the contours of the component in recruitment, participation, analysis, and presentation. We ask: How do truth traditions support reciprocity? How do we authentically reciprocate participants' efforts throughout the research process? And finally, how might qualitative work embrace reciprocity and lead education research to a broader conceptualization of evidence, one that expands the transformative potential of our collective work?.

AB - The researcher-participant relationship has the potential to be reciprocal, a relationship in which each contributes something the other needs or desires. Participants devote their time, effort, experiences, and wisdom to inform and shape the researcher's study. The researcher's scope, depth, and nature of inquiry introduce vulnerability to participants' lives. In turn, researchers are susceptible to variable involvement and apathy from participants. While neither the relational aspect of research nor its potential for reciprocity is new, we are concerned that the concept is overshadowed in the current, positivistic culture of evidence in education research. Using vignettes from our special education research, we describe the affordances of a stance of reciprocity, illustrating the contours of the component in recruitment, participation, analysis, and presentation. We ask: How do truth traditions support reciprocity? How do we authentically reciprocate participants' efforts throughout the research process? And finally, how might qualitative work embrace reciprocity and lead education research to a broader conceptualization of evidence, one that expands the transformative potential of our collective work?.

KW - ethics

KW - participant involvement

KW - reciprocity

UR - http://www.scopus.com/inward/record.url?scp=84880935037&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84880935037&partnerID=8YFLogxK

U2 - 10.1080/09518398.2012.724467

DO - 10.1080/09518398.2012.724467

M3 - Article

AN - SCOPUS:84880935037

VL - 26

SP - 986

EP - 1003

JO - International Journal of Qualitative Studies in Education

JF - International Journal of Qualitative Studies in Education

SN - 0951-8398

IS - 8

ER -