Abstract
Qualitative research is said to add flesh to the bones of quantitative data, and narrative inquiry more specifically, is described as emotionally comforting, reassuring, and validating for the participants who share their stories. But little is written on the impact of engaging in qualitative research on the researcher.
Access provided by CONRICYT-eBooks. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
References
Anderson, H., & Goolishian, H. (1992). The client is the expert: A not-knowing approach to therapy. In S. McNamee & K. J. Gergen (Eds.) Therapy as social construction (pp. 25–39). London, UK: Sage.
Boje, D. (1995). Stories of the storytelling organisation: A postmodern analysis of Disney as‘Tamara- Land’. The Academy of Management Journal, 38(4), 997–1035. doi: 10.2307/256618
Childers, S., Rhee, J., & Daza, S. (2013). Promiscuous (use of) feminist methodologies: the dirty theory and messy practice of educational research beyond gender. International Journal of Qualitative Studies in Education, 26(5), 507–523. doi: 10.1080/09518398.2013.786849
Coates, H., Dobson, I., Edwards, D., Friedman, T., Goedegebuure, L., & Meek, L. (2009). The attractiveness of the Australian academic profession: A comparative analysis. Melbourne, VIC: LH Martin Institute, University of Melbourne & Australian Council for Educational Research & Educational Policy Institute. Retrieved from http://repository.unimelb.edu.au/10187/8900
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper and Row.
Dewing, J. (2002). From ritual to relationship: a person centred approach to consent in qualitative research with older people who have a dementia. Dementia: The International Journal of Social Research & Practice. 1(2), 156–171. doi: 10.1177/147130120200100204
Ellis, C., & Bochner, A. P. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject. In N. K. Denzin & Y. S. Lincoln (Eds.) Handbook of qualitative research (2nd ed., pp. 733- 768). Thousand Oaks, CA: Sage.
Gallese, V. (2009). Mirror neurons and the neural exploitation hypothesis: From embodied simulation to social cognition. In J.A. Pineda (Ed.) Mirror neuron systems (pp. 163–190). New York, NY: Humana Press.
Gerrish, K., & Lacey, A. (2006). The research process in nursing (5th ed.). Oxford, UK: Blackwell Publishing.
Gray, R., Fitch, M., LaBrecque, M., & Greenberg, M. (2003). Reactions of health professionals to a research-based theatre production. Journal of Cancer Education, 18(4), 223–229.
Hektner, J., & Csikszentmihalyi, M. (1996). A longitudinal exploration of flow and intrinsic motivation in adolescents. Paper presented at the annual meeting of the American Educational Research Association, New York, NY. Retrieved from http://files.eric.ed.gov/fulltext/ ED395261.pdf
Hesse-Biber, S. N., Leavy, P., & Yaiser, M. L. (2004). Feminist approaches to research as a process: Reconceptualizing epistemology, methodology and method. In S. Naggy Hesse-Biber, & M. L. Yaiser (Eds.) Feminist perspectives on social research (pp. 3–26). New York, NY: Oxford University Press.
Huitt, W. (2009). Humanism and open education. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/affect/humed.html
Lugones, M., & Spelman, E. V. (1983). Have we got a theory for you? Feminist theory, cultural imperialism and the demand for ‘the woman’s voice’. Women’s Studies International Forum, 6(6), 573–578. doi: 10.1016/0277-5395(83)90019-5
MacLure, M. (2013). The wonder of data. Cultural Studies ↔ Critical Methodologies, 13(4), 228–232. doi: 10.1177/1532708613487863
May, R., Strachan, G., Broadbent K., & Peetz, D. (2011). The casual approach to university teaching; Time for a re-think? In K. Krause, M. Buckridge, C. Grimmer, & S. Purbrick-Illek (Eds.) Research and development in higher education: Reshaping higher education (Vol. 34, pp. 188–197). Gold Coast, QLD: Research and Development Society of Australasia.
Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass Publishers.
Mountz, A., Bonds, A., Mansfield, B., Loyd, J., Hyndman, J., Walton-Roberts, M., Basu, R., Whitson, R., Hawkins, R., Hamilton, T., & Curran, W. (2015). For slow scholarship: A feminist politics of resistance through collective action in the neoliberal university. ACME: An International E-Journal for Critical Geographies, 14(4), 1235–1259. Retrieved from http://ojs.unbc.ca/index.php/acme/article/view/1058
Pagis, M. (2009). Embodied self-reflexivity. Social Psychology Quarterly, 72(3), 265–283. doi.org/10.1177/019027250907200308
Patton, M. W. (2002). Qualitative evaluation and research methods (3rd ed.). Thousand Oaks, CA: Sage.
Richards, J. C. (2011). “Every word is true”: Stories of our experiences in a qualitative research course. The Qualitative Report, 16(3), 782–819. Retrieved from http://www.nova.edu/ssss/QR/QR16-3/richards.pdf
Rogers, C. R., Lyon, H. C. Jr., & Tausch, R. (2013). On becoming an effective teacher – Personcentered teaching, psychology, philosophy, and dialogues with Carl R. Rogers and Harold Lyon. London, UK: Routledge.
Schön, D. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
Smith, J. A. (2008). Qualitative psychology: A practical guide to research methods (2nd ed.). London, UK: Sage.
Taylor, B. (2013). Introduction. In B. Taylor & K. Francis (Eds.), Qualitative research in the health sciences: Methodologies, methods and processes. London, UK: Routledge.
White, M., & Epston, D. (1990). Narrative means to therapeutic ends. New York, NY: Norton.
Wojciehowski, H. C., & Gallese V. (2011). How stories make us feel. Toward an embodied narratology. California Italian Studies, (2)1. Retrieved from http://escholarship.org/uc/item/ 3jg726c2
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Sense Publishers
About this chapter
Cite this chapter
Crimmins, G. (2017). The Intrinsic Pleasure of Being Present With/In Humanistic Research. In: Riddle, S., Harmes, M.K., Danaher, P.A. (eds) Producing Pleasure in the Contemporary University. Bold Visions in Educational Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-179-7_8
Download citation
DOI: https://doi.org/10.1007/978-94-6351-179-7_8
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6351-179-7
eBook Packages: EducationEducation (R0)