Writing Our Way Into Shared Understanding
Writing Our Way Into Shared Understanding
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书写我们的共同理解
DOI：
10.1177/1077800409334185
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发表时间：
2009
影响因子：
2
通讯作者：
J. Lapadat
中科院分区：
文献类型：
--
作者：
J. Lapadat
笔者从担任教师的经验中发现，让研究生在定性方法课程中进行研究是很有价值的。在这篇文章中，作者讨论了她是如何使用协作自传式研究方法的。班级成员创作自传体作品，与小组分享，然后小组协作分析和解释这组自传材料。作者接着描述了两个合作自传项目的例子，分别基于记忆-工作和叙事调查框架。讨论了自传写作的复杂性和合作的价值，以及与角色模糊、合作研究人员关系、匿名性、研究伦理委员会时间表和同意周期有关的伦理问题。
From her experience as an instructor, the author finds that it is valuable to engage graduate students in conducting a study within their qualitative methods course. In this article, the author discusses how she used a collaborative autobiographical research approach. Class members generate autobiographical writing to be shared with the group, and then the group collaboratively analyzes and interprets the set of autobiographical materials. The author goes on to describe two examples of collaborative autobiographical projects grounded, respectively, in memory-work and narrative inquiry frameworks. The complexity of autobiographical writing and the value of collaboration are discussed, along with ethical issues relating to role blurring, coresearcher relationships, anonymity, Research Ethics Board timelines, and cycles of consent.