Metaphors as Research Design: A Revelatory Exploration of Learning Community Facilitators and Their Center of Truth
Format Type
Plenary
Format Type
Paper
Start Date
14-1-2021 10:45 AM
End Date
14-1-2021 11:05 AM
Abstract
Metaphors are revelatory. By the very definition, metaphors communicate a meaning in terms of another; they are connective, perceptive, and expressive. Lakoff and Johnson (1980) argued that metaphors are fundamental mechanisms of the mind. Structures we use in daily conversation can reveal conceptualizations of the world and our place in it. The re-classification of metaphor as more than mere poetic device has given rise to a specific form of metaphorical analysis, conceptual/cognitive metaphor theory (CMT), which has been garnering attention and credibility for conducting qualitative research (Alarcon, Diaz, Vergara, Vasquez, & Torres, 2018; Cameron & Maslen, 2010; Csatar, 2014; Fábián, 2013; Franz & Feld, 2015; Mason, 2018; Sarac, 2018; Schmitt, 2005; Shutova, Devereux, & Korhonen, 2013; Turner & Wan, 2018; Zheng & Song, 2010).
In utilizing CMT for comparative qualitative research with learning community facilitators, we found that reflective interview questions, which directly ask participants to provide metaphorical conceptualizations for their work, may serve to uncover the conceptual center of participants' truth and the rawest essence of understanding and meaning-making. Using Cameron and Maslen's (2010) systematic guide for engaging in cognitive metaphor research (CMR) may alleviate issues of reliability and validity that have traditionally plagued perceptions of qualitative research studies.
Our presentation will (1) contextualize CMT and CMR in qualitative research, (2) present an overview for metaphor-led analysis (using Cameron and Maslen) we used in studying learning communities, (3) offer insights into the systems used to alleviate questions of reliability and validity, and (4) answer questions on metaphorical analysis.
Keywords
Qualitative Research, Case Study, Metaphorical Analysis, Learning Community, Cognitive Metaphor Research
Metaphors as Research Design: A Revelatory Exploration of Learning Community Facilitators and Their Center of Truth
Metaphors are revelatory. By the very definition, metaphors communicate a meaning in terms of another; they are connective, perceptive, and expressive. Lakoff and Johnson (1980) argued that metaphors are fundamental mechanisms of the mind. Structures we use in daily conversation can reveal conceptualizations of the world and our place in it. The re-classification of metaphor as more than mere poetic device has given rise to a specific form of metaphorical analysis, conceptual/cognitive metaphor theory (CMT), which has been garnering attention and credibility for conducting qualitative research (Alarcon, Diaz, Vergara, Vasquez, & Torres, 2018; Cameron & Maslen, 2010; Csatar, 2014; Fábián, 2013; Franz & Feld, 2015; Mason, 2018; Sarac, 2018; Schmitt, 2005; Shutova, Devereux, & Korhonen, 2013; Turner & Wan, 2018; Zheng & Song, 2010).
In utilizing CMT for comparative qualitative research with learning community facilitators, we found that reflective interview questions, which directly ask participants to provide metaphorical conceptualizations for their work, may serve to uncover the conceptual center of participants' truth and the rawest essence of understanding and meaning-making. Using Cameron and Maslen's (2010) systematic guide for engaging in cognitive metaphor research (CMR) may alleviate issues of reliability and validity that have traditionally plagued perceptions of qualitative research studies.
Our presentation will (1) contextualize CMT and CMR in qualitative research, (2) present an overview for metaphor-led analysis (using Cameron and Maslen) we used in studying learning communities, (3) offer insights into the systems used to alleviate questions of reliability and validity, and (4) answer questions on metaphorical analysis.