In:Reflexive and Reflective Research Approaches in Applied Linguistics
Edited by Pejman Habibie and Richard D. Sawyer
[Research Methods in Applied Linguistics 8] 2025
► pp. 1–19
Chapter 1Reflectivity and reflexivity in qualitative research and scholarship
Published online: 3 March 2025
https://doi.org/10.1075/rmal.8.01saw
https://doi.org/10.1075/rmal.8.01saw
Abstract
In this chapter, we first introduce four reflexive methodologies: autoethnography, duoethnography,
narrative inquiry, and currere. Although these four approaches vary, they all involve inquirers telling
stories about self and culture. Researchers working with these methodologies explore subjective yet socially situated,
personal yet relational, and discursive yet emancipatory questions and topics. Describing these methodologies, we refer both
to published accounts and literature and to specific chapters in this book. Central to these methodologies are the related
concepts of reflection and reflexivity. Given their multiple levels, reflection and reflexivity assume a range of profiles,
both individually and collectively. As a framework for “reading” reflection and reflexivity in this chapter, we consider the
following structure: (a) what they are, (b) how they are enacted and mobilized within inquiry, and (c) what they yield within
and from inquiry. Finally, we present an overview of the subsequent chapters in this volume.
Article outline
- Introduction
- A brief introduction to narrative, autoethnography, currere, and duoethnography
- Identifying reflection and reflexivity
- How are they utilized: Iterative dynamics
- A lived critical stance: Self, others, and society
- Difference as heurism
- Dialogue and heteroglossia
- Criticality
- Interaction/transactions with reader
- What do they yield: Subjectivity, transactive knowledge, and praxis
- Overview of the book
- Part I.Reflectivity and reflexivity in research
- Part II.Reflectivity and reflexivity and Applied Linguistics Research
- Part III.Reflective and reflexive studies
- Coda
References
References (51)
Ahmed, A., & Morgan, B. (2021). Postmemory
and multilingual identities in English language teaching: A duoethnography. The
Language Learning
Journal, 49(4), 483–498.
Allen, C. R. (2018). Diary
of an angry black man: My currere journey within the curriculum of hip hop culture and the life of
Malcolm X. Currere Exchange
Journal, 2(2), 60–68. [URL]
Barad, K. (2003). Post
humanist performativity: Toward an understanding of how matter comes to mater. Signs:
Journal of Women in Culture and
Society, 28(3), 801–831. [URL]
Barton, B. (2011). My
auto/ethnographic dilemma: Who owns the story? Qualitative
Sociology, 34, 431–445.
Benozzo, A. (2018). Poststructuralism. In C. Cassell, A. L. Cunliff, & G. Grandy (Eds.), The
Sage handbook of qualitative research methods in business and
management (pp. 86–101). Sage. [URL]
Bochner, A. P., & Herrmann, A. F. (2020). Practicing
narrative inquiry II: Making meanings move. In P. Leavy (Ed.), The
Oxford handbook of qualitative research (2nd
ed., pp. 285–328). Oxford University Press. [URL]
Bodle, A., & Loveless, D. J. (2016). (Un)
becoming the I: A duoethnography of displacement. In R. D. Sawyer & J. Norris (Eds.), Interdisciplinary
reflective practice through
duoethnography (pp. 103–120). Palgrave Macmillan.
Bourdieu, P. (1983). The
field of cultural production, or the economic world
reversed. Poetics 12(4–5), 311–356.
Buber, M. (1958). I
and thou (R. G. Smith, Trans.). Charles Scribner’s Sons, MacMillan Publishing Company.
Cell, E. (1984). Learning
to learn from experience. State University of New York Press. [URL]
Chiseri-Strater, E. (1996). Turning
in upon ourselves: Positionality, subjectivity, and reflexivity in case study and ethnographic
research. In P. Mortensen & G. E. Kirsch (Eds.). Ethics
and representation in qualitative studies of
literacy (pp. 115–133). National Council of Teachers of English.
Clandinin, D. J. (2004). Narrative
and story in teacher education. In T. Russess & H. Munby (Eds.), Teachers
and teaching: From classroom to
reflection (pp. 124–124). Routledge.
Clandinin, D. J., Pushor, D., & Orr, A. M. (2007). Navigating
sites for narrative inquiry. Journal of Teacher
Education, 58(1), 21–35.
Connelly, F. M., & Clandinin, D. J. (1990). Stories
of experience and narrative inquiry. Educational
Researcher, 19(5), 2–14. [URL]
Davids, T., & Willemse, K. (Eds.). (2014). Embodied
engagements: Feminist ethnography at the crossing of knowledge production and representation — An
introduction. Women’s Studies International
Forum, 43, 1–4.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2000). The
Sage handbook of qualitative research (2nd
ed.). Sage.
Ellis, C., & Adams, T. E. (2020). Practicing
autoethnography and living the autoethnographic
life. In P. Leavy (Ed.). The
Oxford handbook of qualitative research (2nd
ed, pp. 359–396). Oxford University Press. [URL]
Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography:
An overview. Forum Qualitative Sozialforschung / Forum: Qualitative Social
Research, 12(1), Art.10.
Ellis, C., & Bochner, A. P. (2000). Autoethnography,
personal narrative, reflexivity: Research as
subject. In N. K. Denzin & Y. S. Lincoln (Eds.). Handbook
of qualitative research (2nd
ed. pp. 733–768). Sage.
Fine, M., Weiss, L., Weseen, S., & Wong, L. (2000). For
whom? Qualitative research, representations, and social
responsibilities. In N. K. Denzin & Y. S. Lincoln (Eds.), Sage
handbook of qualitative research (2nd
ed. pp. 107–132). Sage.
Flinders, D. J., Noddings, N., & Thornton, S. J. (1986). The
null curriculum: Its theoretical basis and practical implications. Curriculum
Inquiry, 16(1), 33–42.
Formenti, L., & Luraschi, S. (2017). How
do you breathe? Duoethnography as a means to re-embody research in the
academy. In A. V. S. Wilson (Ed.), Re-enchanting
the
academy (pp. 305–324). Rubedo Press.
Freeman, M. (2004). Data
are everywhere: Narrative criticism in the literature of
experience. In C. Daiute, & C. Lightfoot (Eds.), Narrative
analysis: Studying the development of individuals in
society (pp. 63–81). Sage.
Huckaby, M. F., & Weinburgh, M. (2016). Alleyways
and pathways: Our avenues through patriotic songs. In J. Norris, R. D. Sawyer, & D. Lund (Eds.), Duoethnography:
Dialogic methods for social, health, and educational
research (pp. 157–176). Routledge.
Josselson, R. (2011). Bet
you think this song is about you: Whose narrative is it in narrative
research? Narrative
Matters, 1(1), 33–51. [URL]
Kester, K. (2022). Global
citizenship education and peace education: Toward a postcritical praxis. Educational
Philosophy and
Theory, 55(1), 45–56.
McClellan, P., & Sader, J. (2012). Power
and privilege. In J. Norris, R. D. Sawyer, & D. Lund (Eds.), Duoethnography:
Dialogic methods for social, health, and educational
research (pp. 137–156). Left Coast Press.
Norris, J., Sawyer, R. D., & Lund, D. (Eds.). (2012). Duoethnography:
Dialogic methods for social, health, and educational research. Left Coast Press.
Oberg, A., & Wilson, T. (2002). Side
by side: Being in research autobiographically. Educational
Insights, 7(2), 4–16.
Patti, C. J. (2012). Split
shadows: Myths of a lost father and son. Qualitative
Inquiry, 18(2), 153–161.
Pillow, W. S. (2015). Reflexivity
as interpretation and genealogy in research. Cultural Studies. Critical
Methodologies, 15(6), 419–434.
Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (2000). Understanding
curriculum. Peter Lang.
Pino Gavidia, L. A., & Adu, J. (2022). Critical
narrative inquiry: An examination of a methodological approach. International Journal
of Qualitative Methods, 21.
Rosenblatt, L. (1978). The
reader, the text, the poem: The transactional theory of the literary work. Southern Illinois Press.
Sawyer, R. D. (2022). Queer
narrative theory and currere: Thoughts toward queering currere as a method of queer (curricular)
self-study. Journal of Curriculum
Theorizing, 37(1), 23–38. [URL]
Sawyer, R. D., & Liggett, T. (2012). Postcolonial
education: Using a duoethnographic lens to explore a personal curriculum of
post/decolonization. In J. Norris, R. D. Sawyer, & D. Lund (Eds.), Duoethnography:
Dialogic methods for social, health, and educational
research (pp. 71–88). Left Coast Press. [URL]
