Researching up and across in Physical Education and Sport Pedagogy: Methodological Lessons Learned from an Intergenerational Narrative Inquiry

Autor/inn/en	Rynne, Steven B.; Enright, Eimear; Alfrey, Laura
Titel	Researching up and across in Physical Education and Sport Pedagogy: Methodological Lessons Learned from an Intergenerational Narrative Inquiry
Quelle	In: Sport, Education and Society, 22 (2017) 1, S.140-156 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Enright, Eimear)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2016.1253554
Schlagwörter	Foreign Countries; Physical Education; Athletics; Educational Research; Research Methodology; Physical Education Teachers; Beginning Teachers; Personal Narratives; Letters (Correspondence); Neoliberalism; College Faculty; Universities; Inquiry; Data Analysis; Power Structure; Privacy; Research Problems; Conferences (Gatherings); Qualitative Research; Academic Advising; Faculty Development; Australia + Suchen Sie Ihr Suchwort? Ausland; Körpererziehung; Sportunterricht; Leichtathletik; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Junior teacher; Junglehrer; Erlebniserzählung; Brief; Neo-liberalism; Neoliberalismus; Fakultät; University; Universität; Auswertung; Privatsphäre; Forschungskritik; Qualitative Forschung; Akademischer Rat; Australien
Abstract	Of issue in this paper are the ways in which different forms of narrative may be of value in undertaking research in potentially thorny situations. The project that inspired this paper saw 30 Physical Education and Sport Pedagogy (PESP) Early Career Academics (ECAs) from more than 20 universities across Australasia, North America and Europe, provide narrative accounts of their ongoing academic experiences. From these stories, three letters seeking advice and guidance from leaders in the field were constructed. Following further feedback from the ECAs, the 3 letters were sent to 11 professors in the PESP field with a request to respond, also in letter form. The composite letters and the professorial responses were then the subject of a symposium at an international PESP conference. While the larger project engages with questions of being and becoming an academic in the neoliberal university, this paper is primarily concerned with methodological issues, including our steps and missteps with narrative, inquiry and the field. More specifically, the focus is on narrative as both the method and phenomena of study. As such, we consider issues associated with using dialogue as data, the provocation of participants, as well as both the presentation and representation of data and the relative power of the participants. In doing so, we critically engage with issues of anonymity (or lack thereof), the practice of "researching up" and finally reach the conclusion that the careful approach to data generation, treatment and presentation necessitated by this project, should be a more regular feature of all qualitative inquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01