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ERIC Number: EJ1215855
Record Type: Journal
Publication Date: 2019
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1743-727X
EISSN: N/A
Dialectic Dialogue: Reflections on Adopting a Dialectic Stance
Cronenberg, Stephanie; Headley, Marcia Gail
International Journal of Research & Method in Education, v42 n3 p267-287 2019
A multiplicity of perspectives and methods are necessary to investigate the complexities of human development and educational institutions. However, many would-be MM researchers still have questions about how to conceptualize and conduct MM research. Taking a dialectic stance, or mixing research approaches to suit the demands of a research problem, is one way to integrate multiple perspectives from conception to conclusions in a MM research study. In this spirit, we engage in a meta-dialogue focused on our use of the dialectic stance in our dissertations. Using an autoethnographic approach we now call 'dialectic dialogue', we analytically and reflectively reexamine our respective research processes to investigate, individually and collaboratively, how taking a dialectic stance influenced the paradigms, methodologies, and methods of our MM dissertations. Three verbal and artistic metaphors for our experience emerged from our discussion: feeling boxed in, getting lucky, and radical commitment. Each metaphor is discussed from our individual and shared perspectives. Our goal is to open our dialogue to a field-wide conversation about the dialectic stance; thus, we conclude with questions for the MM field to consider. This article will be of particular interest to newcomers to the field of MM and their mentors.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A