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Abstract

In this chapter, we aim to untangle the varied constructionisms informing qualitative research pedagogies and focus on three frames we grouped under the constructionism umbrella: constructivism, social constructivism, and social constructionism. We outline differences and intersections in the histories and epistemological orientations of the three frames and draw implications for the teaching and learning of qualitative research. We introduce three figures to demonstrate our understanding of how each frame conceptualizes and guides the teaching and the intended learning outcomes. We argue that the different frames to constructionism can be positioned on a continuum and no one frame addresses all potential learning situations. We offer our untangling of constructionisms as a way for other teachers and learners of qualitative research to explore and reflect on what theories and assumptions guide their own work in the teaching and learning of qualitative research.

In: Engaging Students in Socially Constructed Qualitative Research Pedagogies

Abstract

In this chapter, we explore how the creation of a comic strip by a doctoral student at the end of the semester reflects her learning of qualitative research in the context of teaching from a social constructionist frame. We highlight the intersections of dialogue, imagery, and expressed emotions represented in the comic strip with class activities and multimodal conversations with the professor, peers, and self. We show how the use of a comic as a reflexive tool deepens the creator’s understanding of their learning journey and emphasizes actions needed to continue learning. We offer the sequential art form as a way for learners of qualitative research to reflect on their own construction of knowledge about research, the learning process, themselves, and qualitative inquiry. We encourage teachers of qualitative research in higher education to promote the use of art practices and encourage students to try out sequential art as a way to creatively own their learning, explore overtime development of their understandings, and demonstrate reflexivity in becoming scholars of qualitative research.

In: Engaging Students in Socially Constructed Qualitative Research Pedagogies
This volume is an innovative, practical contribution to the developing field of qualitative research pedagogy. It is also applicable more broadly to the active teaching in higher education. Based upon constructionist tenets, this book contains three parts that offer strategies and approaches to actively engage students in qualitative inquiry. Chapter authors with roots in six countries (United States, Lithuania, Canada, Israel, China and Russia) offer practical and creative strategies and theoretical foundations for engaging students in active learning of research. The book will be of interest for instructors who wish to enhance their pedagogy and creativity in teaching, and for students who will appreciate the inclusion of students’ assignments and authentic scenarios through which instructors support students in student learning and doing of qualitative research.
In: Engaging Students in Socially Constructed Qualitative Research Pedagogies
In: Engaging Students in Socially Constructed Qualitative Research Pedagogies
In: Engaging Students in Socially Constructed Qualitative Research Pedagogies

Abstract

In this chapter we explore the Learning Essays assignment students wrote at the end of a doctoral Qualitative Research class designed with a social constructionist pedagogical framework. The assignment was an opportunity for students to look back on their learning over the semester and explore the rich points that deepened their understandings of qualitative research and themselves as researchers. We explore our positionalities, introduce the social constructionist qualitative research pedagogy we co-constructed in the class, and show how the Learning Essays assignment revealed the importance of connecting research to our life experiences, embracing confusions as rich points, and focusing on the being rather than methods of doing. We end the chapter with a poem which highlights the potentials of the collective, social constructionist pedagogy of qualitative research. Through our retrospective analyses and narratives, we offer the readers a multivocal invitation for exploring your own encounters with the teaching and learning of qualitative research.

In: Engaging Students in Socially Constructed Qualitative Research Pedagogies