Analyzing through Resonant Experience - Becoming the one to understand the other

Line Revsbæk

Publikation: Konferencebidrag uden forlag/tidsskriftPaperForskningpeer review

Resumé

As the post-qualitative research argument intensifies (St. Pierre, 2011), critiquing data-reliant methods of analysis (Brinkmann, 2014; Jackson & St. Pierre, 2014), we draw on insights from G. H. Mead’s Philosophy of the Present (1932) to describe our situated experience of doing analysis in instances of listening to audio recorded case study material (Revsbæk & Tanggaard, 2015). Iterating the practice of ‘analyzing in the present’ (Ibid.), I take an (auto-)biographic approach to analyzing case study material, drawing on resonant experience of my own to understand that expressed by the (case study) other. The paper presents a case of being newcomer (to research communities) researching newcomer innovation (of others) (Revsbaek, 2014). Suggesting that researcher’s resonant experience is an issue of research validity raises the question of researcher qualifications not only being about academic merits, but also about resonant life experience and the discipline of becoming the one to understand the other.
OriginalsprogEngelsk
Publikationsdato2016
Antal sider1
StatusUdgivet - 2016
Begivenhed12th International Congress of Qualitative Inquiry: Qualitative Inquiry in Neoliberal Times - University of Illinois at Urbana-Champaign, Illinois, USA
Varighed: 18 maj 201621 maj 2016
Konferencens nummer: 12

Konference

Konference12th International Congress of Qualitative Inquiry
Nummer12
LokationUniversity of Illinois at Urbana-Champaign
LandUSA
ByIllinois
Periode18/05/201621/05/2016

Emneord

  • data analysis
  • qualitative research
  • autobiography

Citer dette

Revsbæk, L. (2016). Analyzing through Resonant Experience - Becoming the one to understand the other. Afhandling præsenteret på 12th International Congress of Qualitative Inquiry, Illinois, USA.
Revsbæk, Line. / Analyzing through Resonant Experience - Becoming the one to understand the other. Afhandling præsenteret på 12th International Congress of Qualitative Inquiry, Illinois, USA.1 s.
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abstract = "As the post-qualitative research argument intensifies (St. Pierre, 2011), critiquing data-reliant methods of analysis (Brinkmann, 2014; Jackson & St. Pierre, 2014), we draw on insights from G. H. Mead’s Philosophy of the Present (1932) to describe our situated experience of doing analysis in instances of listening to audio recorded case study material (Revsb{\ae}k & Tanggaard, 2015). Iterating the practice of ‘analyzing in the present’ (Ibid.), I take an (auto-)biographic approach to analyzing case study material, drawing on resonant experience of my own to understand that expressed by the (case study) other. The paper presents a case of being newcomer (to research communities) researching newcomer innovation (of others) (Revsbaek, 2014). Suggesting that researcher’s resonant experience is an issue of research validity raises the question of researcher qualifications not only being about academic merits, but also about resonant life experience and the discipline of becoming the one to understand the other.",
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author = "Line Revsb{\ae}k",
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note = "12th International Congress of Qualitative Inquiry : Qualitative Inquiry in Neoliberal Times, QI ; Conference date: 18-05-2016 Through 21-05-2016",

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Revsbæk, L 2016, 'Analyzing through Resonant Experience - Becoming the one to understand the other' Paper fremlagt ved 12th International Congress of Qualitative Inquiry, Illinois, USA, 18/05/2016 - 21/05/2016, .

Analyzing through Resonant Experience - Becoming the one to understand the other. / Revsbæk, Line.

2016. Afhandling præsenteret på 12th International Congress of Qualitative Inquiry, Illinois, USA.

Publikation: Konferencebidrag uden forlag/tidsskriftPaperForskningpeer review

TY - CONF

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AU - Revsbæk, Line

PY - 2016

Y1 - 2016

N2 - As the post-qualitative research argument intensifies (St. Pierre, 2011), critiquing data-reliant methods of analysis (Brinkmann, 2014; Jackson & St. Pierre, 2014), we draw on insights from G. H. Mead’s Philosophy of the Present (1932) to describe our situated experience of doing analysis in instances of listening to audio recorded case study material (Revsbæk & Tanggaard, 2015). Iterating the practice of ‘analyzing in the present’ (Ibid.), I take an (auto-)biographic approach to analyzing case study material, drawing on resonant experience of my own to understand that expressed by the (case study) other. The paper presents a case of being newcomer (to research communities) researching newcomer innovation (of others) (Revsbaek, 2014). Suggesting that researcher’s resonant experience is an issue of research validity raises the question of researcher qualifications not only being about academic merits, but also about resonant life experience and the discipline of becoming the one to understand the other.

AB - As the post-qualitative research argument intensifies (St. Pierre, 2011), critiquing data-reliant methods of analysis (Brinkmann, 2014; Jackson & St. Pierre, 2014), we draw on insights from G. H. Mead’s Philosophy of the Present (1932) to describe our situated experience of doing analysis in instances of listening to audio recorded case study material (Revsbæk & Tanggaard, 2015). Iterating the practice of ‘analyzing in the present’ (Ibid.), I take an (auto-)biographic approach to analyzing case study material, drawing on resonant experience of my own to understand that expressed by the (case study) other. The paper presents a case of being newcomer (to research communities) researching newcomer innovation (of others) (Revsbaek, 2014). Suggesting that researcher’s resonant experience is an issue of research validity raises the question of researcher qualifications not only being about academic merits, but also about resonant life experience and the discipline of becoming the one to understand the other.

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KW - autobiography

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Revsbæk L. Analyzing through Resonant Experience - Becoming the one to understand the other. 2016. Afhandling præsenteret på 12th International Congress of Qualitative Inquiry, Illinois, USA.