Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Plurality of Voices in Reflecting Upon the Research Process: Trajectories of Collaboration in an Argentinian Setting
Pluralidad de voces en la reflexión sobre el proceso de investigación: trayectorias de colaboración en el contexto argentino
DOI:
https://doi.org/10.15446/profile.v24n1.92319Keywords:
language education research, newer researcher, research process, simultaneous roles (en)investigación en enseñanza de lenguas, investigador novato, proceso de investigación, roles simultáneos (es)
This article describes the trajectories of collaboration experienced by three individuals in three different roles (informant, research assistant, and supervisor) in two research projects about English as a foreign language reading in a higher education context in Argentina. Data come from reflection logs and retrospective narratives written by them from 2009 to 2016 which were analyzed using content analysis, focusing on a continuum of collaboration. The article aligns with the critique of the discourse of “newer researcher” as a linear developmental trajectory as it illustrates the participants’ fluid, critical, complex, and personally relevant pathways. Placed within the debate regarding the affordances, complexities and challenges of the measured university, this research contributes perspectives from a peripheral setting generally underrepresented in the literature.
Este artículo describe las trayectorias de colaboración de tres individuos con diferentes roles (informante, asistente de investigación y supervisor) en dos proyectos de investigación sobre la lectura en inglés como lengua extranjera en un contexto de educación superior de Argentina. Los datos incluyen sus diarios de reflexión y narrativas retrospectivas escritos durante 2009–2016, que fueron analizados usando análisis de contenido, con el foco en el continuo de colaboración de Macfarlane. El artículo se alinea con la crítica al discurso del “investigador novato” como una trayectoria de desarrollo lineal ya que el estudio ilustra los caminos fluidos, críticos, complejos y personalmente relevantes experimentados por los participantes. La investigación contribuye perspectivas de un contexto de la periferia.
References
Allwright, D., & Bailey, K. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge University Press.
Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies: Changing times, changing literacies. International Reading Association.
Bishop, W. (1999). Ethnographic writing research: Writing it down, writing it up, and reading it. Boynton/Cook Publishers.
Blaj-Ward, L. (2011). Skills versus pedagogy? Doctoral research training in the UK Arts and Humanities. Higher Education Research & Development, 30(6), 697–708. https://doi.org/10.1080/07294360.2010.535507
Bottrell, D., & Manathunga, C. (2019). Shedding light on the cracks in neoliberal universities. In D. Bottrell & C. Manathunga (Eds.), Resisting neoliberalism in higher education: Seeing through the cracks (Vol. 1, pp. 1–34). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-95942-9_1
Brew, A. (2010). Transforming academic practice through scholarship. International Journal for Academic Development, 15(2), 105–116. https://doi.org/10.1080/13601441003737618
Brew, A., & Jewell, E. (2012). Enhancing quality learning through experiences of research-based learning: Implications for academic development. International Journal for Academic Development, 17(1), 47–58. https://doi.org/10.1080/1360144X.2011.586461
Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. Multilingual Matters. https://doi.org/10.21832/9781847690807
Canagarajah, A. S. (1995). Review of the book Linguistic imperialism, by R. Phillipson. Language in Society, 24(4), 590–594. https://doi.org/10.1017/S0047404500019102
Canagarajah, A. S. (1996). From critical research practice to critical research reporting. TESOL Quarterly, 30(2), 321–331. https://doi.org/10.2307/3588146
Canagarajah, A. S. (2002). Globalization, methods, and practice in periphery classrooms. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 134–150). Routledge.
Canagarajah, A. S. (2006). The place of World Englishes in composition: Pluralization continued. College Composition and Communication, 57(4), 586–619.
Canagarajah, A. S. (2012). Teacher development in a global profession: An autoethnography. TESOL Quarterly, 46(2), 258–279. https://doi.org/10.1002/tesq.18
Canagarajah, A. S., & Said, S. (2009). English language teaching in the outer and expanding circles. In J. Maybin & J. Swann (Eds.), Routledge companion to English language studies (pp. 157–170). Routledge.
Canagarajah, A. S., & Said, S. (2011). Linguistic imperialism. In J. Simpson (Ed.), The Routledge handbook of applied linguistics (pp. 388–400). Routledge.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
Elliott, J. (2015). Educational action research as the quest for virtue in teaching. Educational Action Research, 23(1), 4–21. https://doi.org/10.1080/09650792.2014.994017
Freeman, M., deMarrais, K., Preissle, J., Roulston, K., & St. Pierre, E. (2007). Standards of evidence in qualitative research: An incitement to discourse. Educational Researcher, 36(1), 25–32. https://doi.org/10.3102/0013189X06298009
Freidson, E. (2001). Professionalism: The third logic. The University of Chicago Press.
Gibson, S., Baskerville, D., Berry, A., Black, A., Norris, K., & Symeonidou, S. (2017). Including students as co-enquirers: Matters of identity, agency, language and labelling in an international participatory research study. International Journal of Educational Research, 81, 108–118. https://doi.org/10.1016/j.ijer.2016.11.008
Grundy, A., & McGinn, M. (2009). Learning research together: Reciprocal benefits for individuals with and without disabilities. In M. Garner, C. Wagner, & B. Kawulich (Eds.), Teaching research methods in the social sciences (pp. 195–203). Ashgate.
Hancock, S., Clegg, S., Crossouard, B., Kahn, P., & Weller, S. (2016). Who is the newer researcher into higher education? Locating ourselves in shifting terrains. Higher Education Research & Development, 35(2), 282–295. https://doi.org/10.1080/07294360.2015.1087384
Häusler, A., Leal, P., Parba, J., West, G., & Crookes, G. (2018). “How did you become political?”: Narratives of junior researcher-practitioners in applied linguistics. Critical Inquiry in Language Studies, 15(4), 282–301. https://doi.org/10.1080/15427587.2018.1453303
Kindt, J. (2016). On academic writing: A personal note. Higher Education Research & Development, 35(5), 1086–1088. https://doi.org/10.1080/07294360.2016.1172766
Leung, J., Ferrari, A., Baxter, A., Schoultz, M., Beattie, M., & Harris, M. (2017). Systematic reviews: Inducting research students into scholarly conversations? Higher Education Research & Development, 36(1), 217–220. https://doi.org/10.1080/07294360.2016.1190527
Li, Y. (2007). Apprentice scholarly writing in a community of practice: An intraview of an NNES graduate student writing a research article. TESOL Quarterly, 41(1), 55–79. https://doi.org/10.1002/j.1545-7249.2007.tb00040.x
Macfarlane, B. (2017). The paradox of collaboration: A moral continuum. Higher Education Research & Development, 36(3), 472–485. https://doi.org/10.1080/07294360.2017.1288707
Matthews, K., Lodge, J., & Bosanquet, A. (2014). Early career academic perceptions, attitudes and professional development activities: Questioning the teaching and research gap to further academic development. International Journal for Academic Development, 19(2), 112–124. https://doi.org/10.1080/1360144X.2012.724421
McBurnie, A. (2011). Research assistants at Kwantlen Polytechnic University: Positioning and training for success [Master’s thesis, Royal Roads University]. Theses Canada Portal database.
McGinn, M., & Niemczyk, E. (2013). Research practice in research assistantships: Introducing the special issue on research assistantships. Journal of Research Practice, 9(2). http://jrp.icaap.org/index.php/jrp/article/view/384/310
Mearns, T. (2012). Using CLIL to enhance pupils’ experience of learning and raise attainment in German and health education: A teacher research project. The Language Learning Journal, 40(2), 175–192. https://doi.org/10.1080/09571736.2011.621212
Mitchell, C., O’Reilly-Scanlon, K., & Weber, S. (Eds.). (2005). Just who do we think we are? Methodologies for autobiography and self-study in education. Routledge.
Overall, N., Deane, K., & Peterson, E. (2011). Promoting doctoral students’ research self-efficacy: Combining academic guidance with autonomy support. Higher Education Research & Development, 30(6), 791–805. https://doi.org/10.1080/07294360.2010.535508
Peseta, T., Barrie, S., & McLean, J. (2017). Academic life in the measured university: Pleasures, paradoxes and politics. Higher Education Research & Development, 36(3), 453–457. https://doi.org/10.1080/07294360.2017.1293909
Porto, M., & Byram, M. (2017). New perspectives on intercultural language research and teaching: Exploring learners’ understandings of texts from other cultures. Routledge. https://doi.org/10.4324/9781315562520
Scott, J. (2014). Memoir as a form of auto-ethnographic research for exploring the practice of transnational higher education in China. Higher Education Research & Development, 33(4), 757–768. https://doi.org/10.1080/07294360.2013.863844
Sutton, P. (2017). Lost souls? The demoralization of academic labour in the measured university. Higher Education Research & Development, 36(3), 625–636. https://doi.org/10.1080/07294360.2017.1289365
Tatto, M. (Ed.). (2007). Reforming teaching globally. Symposium Books. https://doi.org/10.15730/books.11
Turner, S. (2010). The silenced assistant: Reflections of invisible interpreters and research assistants. Asia Pacific Viewpoint, 51(2), 206–219. https://doi.org/10.1111/j.1467-8373.2010.01425.x
Vavrus, F. (2002). Postcoloniality and English: Exploring language policy and the politics of development in Tanzania. TESOL Quarterly, 36(3), 373–397. https://doi.org/10.2307/3588418
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
License
Copyright (c) 2022 Melina Porto, Anahí Pesci, Mariela Riva
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
