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ERIC Number: EJ1032184
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
Reference Count: 61
ISSN: ISSN-1743-727X
Reflections from a Tarnished Mirror: An Application of Alvesson and Sköldberg's "Reflexive Interpretation" to a Study of Curriculum Design in Higher Education
Bates, Agnieszka
International Journal of Research & Method in Education, v37 n3 p227-241 2014
It is now widely understood that reflexivity constitutes a vital element of good qualitative research. However, reflexive accounts often draw on a single theoretical framework, thus privileging and legitimizing a particular interpretation of empirical data. This paper focuses on Alvesson and Sköldberg's "reflexive interpretation", which arises from the interplay between the perspectives of grounded theory, hermeneutics, critical theory and postmodernism. The positioning of the researcher in such a multi-paradigmatic relationship to the empirical data offers the potential for deeper meaning. By applying Alvesson and Sköldberg's approach to a case study of curriculum design, I explore issues of teaching reflection to postgraduate students. Problematizing the case study data at the level of hermeneutics provides insights into the temporality, complexity and symbolic meaning disclosed through the interpretive act. Whilst critical theory locates the findings within the political-ideological context, the postmodern perspective questions my power and authority as a teacher-researcher of reflection.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A