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Abstract

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.

Keywords

Collaborative Analytic Inquiry, Key Events, Meaning-Making, Qualitative Methods Course

Author Bio(s)

Janet Richards is a professor in the Department of Teaching and Learning and affiliate faculty in Educational Measurement at the University of South Florida. She is senior editor of Literacy Research and Practice and teaches qualitative research courses, including arts-based research. Correspondence regarding this article can also be addressed directly to: jrichards@usf.edu.

Steven Haberlin, a former teacher of gifted elementary students, is a second year doctoral student in the Department of Elementary Education at the University of South Florida where he is pursuing Certification in qualitative research methods. Correspondence regarding this article can be addressed directly to: stevehaberlin@yahoo.com.

Publication Date

12-3-2017

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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