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Abstract

Researchers request a variety of levels of engagement from their participants in a research study. This can range from merely serving as a data generation opportunity to being actively involved in each stage of the project. The latter is a co-researcher. In this paper, I explore how nine participants in a qualitative case study became co-researchers by the study’s conclusion. The increase in their active participation required methodological alterations to the project while I conducted the study. This paper presents these alterations by examining: (1) my position as a researcher; (2) my relationship with the participants; (3) the trajectory of the project; (4) data analysis; and (5) the presentation of the findings. I conclude with a discussion of such alterations for qualitative research and offer suggestions for novice researchers when experiencing situations during research that may warrant unanticipated methodological changes.

Keywords

Co-Researcher, Interfaith Dialogue, Methodological Change, Qualitative Research, Responsive Research

Author Bio(s)

Elizabeth M. Pope is an Assistant Professor of Educational Research in the College of Education at the University of West Georgia. She has an M.A. in religion, a Ph.D. in adult education and a certificate in Interdisciplinary Qualitative Studies from the University of Georgia. Her research interests lie in the areas of adult learning through interfaith experiences, transformative learning, and in teaching and learning qualitative research. Correspondence concerning this article should be addressed to Elizabeth Pope at the University of West Georgia, 1601 Maple Street, Carrollton, GA 30116; 678-839-6119; Email: epope@westga.edu.

Acknowledgements

My thanks to the participants/co-researchers of the Trialogue who became so deeply involved in this project. While their identities are hidden to maintain confidentiality, they were deeply influential in the robust outcome of this project.

Publication Date

10-24-2020

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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