Beyond observer and observed in reflexive analysis

Midgley, Warren (2011) Beyond observer and observed in reflexive analysis. In: Beyond binaries in education research. Taylor & Francis (Routledge), New York, NY. USA, pp. 34-45. ISBN 978-0-415-88512-6

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Abstract

This chapter outlines a framework for reflexive analysis which seeks to move beyond the binary conceptualisation of 'observer' and 'observed' (even when what I am observing is myself and my work) in reflexive analysis to explore the notion of 'me looking at you looking at me looking at you…' The chapter draws on the theories of surplus of seeing and transgredience that emerge from the theoretical work of Bakhtin. A larger study exploring the experiences of male Saudi Arabian nursing students at an Australian university is analysed using this framework to demonstrate its potential to uncover layers of meaning that binary 'observer looking in the mirror' frameworks of reflexive analysis may not have the power to explore.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Chapter 4. Permanent restricted access to paper due to publisher copyright restrictions. Print copy held in the USQ Library at call no. 370.72 Bey.
Depositing User: Mr Warren Midgley
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 01 Mar 2011 02:14
Last Modified: 03 Jul 2013 00:31
Uncontrolled Keywords: reflexive analysis; Bakhtin; observer and observed; binaries
Fields of Research (FOR2008): 17 Psychology and Cognitive Sciences > 1701 Psychology > 170112 Sensory Processes, Perception and Performance
13 Education > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified
22 Philosophy and Religious Studies > 2201 Applied Ethics > 220107 Professional Ethics (incl. police and research ethics)
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified
URI: http://eprints.usq.edu.au/id/eprint/18464

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