Narrative Inquiry with a Transdisciplinary Twist: Possibilities and Quandaries
Location
1052
Format Type
Paper
Format Type
Paper
Start Date
January 2016
End Date
January 2016
Abstract
There is a shifting landscape for knowledge generation in contemporary societies that suggests a future for combining qualitative research with dimensions of transdisciplinary inquiry. Transdisciplinary inquiries integrate and synthesize content, theory, and methodology from diverse areas of study that will answer designated research questions framed according “to life-world problems rather than disciplines” (Kueffller, Hirsh-Hadorn, Brummer. et al., 2007, p. 22). Scholars from relevant multiple fields engage equitably in transdisciplinary research and also with knowledgeable practitioners and stakeholders (Hirsh-Haddorn, Pohl, Wiesman, et al., 2008). For example, a sociologist interested in discerning the effects of poverty on impoverished community members might combine qualitative research with transdisciplinary tenets. She would not engage in a study by herself. Rather, she would invite community residents (i.e. stakeholders) as well as scholars and practitioners in germane disciplines to share their insights and help shape the research agenda.
In this narrative inquiry, I documented my doctoral students’ and my thinking as we journeyed together through a Qualitative Transdisciplinary Research class in which we attempted to solve the social justice dilemma of economic disparities between rich and poor in the United States. I believe knowledge is socially constructed. Therefore, student collaboration, and sharing of students’ reflective stances were integral to the course. Data were my students’ e-mail reflections to me, transcriptions of class discussions, and my journal notes. I analyzed the data through the lens of Transformative Learning Theory (Mezirow, 2009) to document students’ meaning-making processes. The inquiry illuminated students’ preliminary apprehensions about the course, limited knowledge of transdisciplinarity, and vague understanding of the principles of social justice. As the semester progressed, they developed a “big picture” overview of multifaceted issues related to transdisciplinarity and social justice. However, despite embracing strong altruistic desires to serve others through social action, they continued to experience transitional liminality (dissonance related to moving to solid acceptance of new frames of reference).
Narrative Inquiry with a Transdisciplinary Twist: Possibilities and Quandaries
1052
There is a shifting landscape for knowledge generation in contemporary societies that suggests a future for combining qualitative research with dimensions of transdisciplinary inquiry. Transdisciplinary inquiries integrate and synthesize content, theory, and methodology from diverse areas of study that will answer designated research questions framed according “to life-world problems rather than disciplines” (Kueffller, Hirsh-Hadorn, Brummer. et al., 2007, p. 22). Scholars from relevant multiple fields engage equitably in transdisciplinary research and also with knowledgeable practitioners and stakeholders (Hirsh-Haddorn, Pohl, Wiesman, et al., 2008). For example, a sociologist interested in discerning the effects of poverty on impoverished community members might combine qualitative research with transdisciplinary tenets. She would not engage in a study by herself. Rather, she would invite community residents (i.e. stakeholders) as well as scholars and practitioners in germane disciplines to share their insights and help shape the research agenda.
In this narrative inquiry, I documented my doctoral students’ and my thinking as we journeyed together through a Qualitative Transdisciplinary Research class in which we attempted to solve the social justice dilemma of economic disparities between rich and poor in the United States. I believe knowledge is socially constructed. Therefore, student collaboration, and sharing of students’ reflective stances were integral to the course. Data were my students’ e-mail reflections to me, transcriptions of class discussions, and my journal notes. I analyzed the data through the lens of Transformative Learning Theory (Mezirow, 2009) to document students’ meaning-making processes. The inquiry illuminated students’ preliminary apprehensions about the course, limited knowledge of transdisciplinarity, and vague understanding of the principles of social justice. As the semester progressed, they developed a “big picture” overview of multifaceted issues related to transdisciplinarity and social justice. However, despite embracing strong altruistic desires to serve others through social action, they continued to experience transitional liminality (dissonance related to moving to solid acceptance of new frames of reference).