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Home > HCAS > HCAS_PUBS > HCAS_JOURNALS > TQR Home > TQR > Vol. 24 > No. 6 (2019)

 

Abstract

In this paper, the first author autoethnographically describes, discusses and reflects on her process of becoming a researcher based on her PhD journey. She explores how the development of knowledge and her understandings of what counts as knowledge is entangled with her personal and professional development. The second and third authors join with her to explore and comment on the ways in which her doctoral topic knowledge and her process of becoming a researcher co-evolved. On this basis, all authors challenge and trouble what counts as qualitative knowledge and inquiry in contemporary academia and discuss the need for the provision of curiosity-nurturing and troubling environments.

Keywords

Autoethnography, Onto-Epistemology, Troubling, Critical Qualitative Inquiry, Becoming a Researcher

Author Bio(s)

Trude Klevan, Associate Professor at the University of South-Eastern Norway – background as a child welfare worker, master in clinical health work (MSc). Correspondence regarding this article can be addressed directly to: tkl@usn.no.

Bengt Karlsson, Professor at the University of South-Eastern Norway, Background as nurse in mental health and family therapist Correspondence regarding this article can also be addressed directly to: bengt.karlsson@usn.no.

Alec Grant, formerly a Reader in Narrative Mental Health in the School of Health Sciences at the University of Brighton, professional background in mental health nursing. Now an independent scholar. Correspondence regarding this article can also be addressed directly to: alecgrant32@yahoo.co.uk.

Publication Date

6-3-2019

Creative Commons License

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

DOI

10.46743/2160-3715/2019.3562

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