Little research portrays collaborative analytic inquiry in practice. Drawing on our dual lenses, we, a professor and a doctoral student in an advanced qualitative methods course, applied principles of collaborative analytic inquiry to construct new understandings about key events that occurred during an advanced qualitative research class. Using asynchronous e-mail communication, we shared, affirmed, and questioned each other’s and our own storied recollections of moments of joy and learning intertwined with some challenging issues. To begin our inquiry, we planned and negotiated our responsibilities, voiced our concerns and questions pertinent to the project, and avowed our willingness to risk emotional vulnerability and discomfort as we confronted our truths. We also studied the extant literature to learn about analytic inquiry since our work, followed some tenets of this research method. We conducted our work in three phases. In the third phase of our study we documented what we believed were significant, problematic issues in the course and responded to each other’s and our own assumptions. Our reflections helped us establish the value of collaborative analytic inquiry to create space for self-study. In the process of our work we came to recognize that the broad themes in our research, although not generalizable, might occur in any teaching context.
Collaborative Analytic Inquiry, Key Events, Meaning-Making, Qualitative Methods Course
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Recommended APA Citation
Richards, J. C., & Haberlin, S. (2017). Exploring Perceptions of Key Events in a Qualitative Research Class: Applying Some Principles of Collaborative Analytic Inquiry in Practice. The Qualitative Report, 22(12), 3139-3153. Retrieved from http://nsuworks.nova.edu/tqr/vol22/iss12/4