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Performative identity and the researcher as drag: an autoethnographic account of positionality in educational research

Alex Southern Orcid Logo

International Journal of Research & Method in Education, Volume: 45, Issue: 1, Pages: 73 - 85

Swansea University Author: Alex Southern Orcid Logo

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DOI (Published version): 10.1080/1743727x.2021.1926969

Abstract

The following article comprises an autoethnographic discussion of researcher identity in school-based educational research. The research centred on a professional learning programme in which arts/education practitioners delivered workshops for teachers that used creative, arts practice with a focus...

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Published in: International Journal of Research & Method in Education
ISSN: 1743-727X 1743-7288
Published: Informa UK Limited 2022
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URI: https://cronfa.swan.ac.uk/Record/cronfa56629
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last_indexed 2022-04-09T03:20:03Z
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spelling 2022-04-08T12:12:11.8903081 v2 56629 2021-04-07 Performative identity and the researcher as drag: an autoethnographic account of positionality in educational research 63b9a4a5fb1660d0dea73c55a4525a74 0000-0002-7543-3148 Alex Southern Alex Southern true false 2021-04-07 SOSS The following article comprises an autoethnographic discussion of researcher identity in school-based educational research. The research centred on a professional learning programme in which arts/education practitioners delivered workshops for teachers that used creative, arts practice with a focus on mindful techniques to support teachers’ wellbeing during school improvement initiatives. I developed a reflexive, participatory methodology that comprised interviews with the arts/education practitioners, and observations of the workshops in order to generate data that explored how creativity was articulated through the programme. My discussion focuses on the appropriateness of the research design and qualitative, reflexive methodology to addressing the research aims, and on my values and positionality throughout the data generation activity and subsequent analysis. Finally, I discuss my shifting identity/ies in what I define as a queer/ed research space, and conceptualise my performative researcher identity as a form of drag. Journal Article International Journal of Research &amp; Method in Education 45 1 73 85 Informa UK Limited 1743-727X 1743-7288 positionality, reflexivity, researcher identity, autoethnography, queer theory 1 1 2022 2022-01-01 10.1080/1743727x.2021.1926969 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University 2022-04-08T12:12:11.8903081 2021-04-07T09:42:01.4182060 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Alex Southern 0000-0002-7543-3148 1 56629__19612__88e7fd0a8eac4adf8c4ede5174ea4662.pdf Southern 2021 Performative Identity Author Accepted.pdf 2021-04-07T09:45:25.4267289 Output 321125 application/pdf Accepted Manuscript true 2022-11-17T00:00:00.0000000 true eng
title Performative identity and the researcher as drag: an autoethnographic account of positionality in educational research
spellingShingle Performative identity and the researcher as drag: an autoethnographic account of positionality in educational research
Alex Southern
title_short Performative identity and the researcher as drag: an autoethnographic account of positionality in educational research
title_full Performative identity and the researcher as drag: an autoethnographic account of positionality in educational research
title_fullStr Performative identity and the researcher as drag: an autoethnographic account of positionality in educational research
title_full_unstemmed Performative identity and the researcher as drag: an autoethnographic account of positionality in educational research
title_sort Performative identity and the researcher as drag: an autoethnographic account of positionality in educational research
author_id_str_mv 63b9a4a5fb1660d0dea73c55a4525a74
author_id_fullname_str_mv 63b9a4a5fb1660d0dea73c55a4525a74_***_Alex Southern
author Alex Southern
author2 Alex Southern
format Journal article
container_title International Journal of Research &amp; Method in Education
container_volume 45
container_issue 1
container_start_page 73
publishDate 2022
institution Swansea University
issn 1743-727X
1743-7288
doi_str_mv 10.1080/1743727x.2021.1926969
publisher Informa UK Limited
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
document_store_str 1
active_str 0
description The following article comprises an autoethnographic discussion of researcher identity in school-based educational research. The research centred on a professional learning programme in which arts/education practitioners delivered workshops for teachers that used creative, arts practice with a focus on mindful techniques to support teachers’ wellbeing during school improvement initiatives. I developed a reflexive, participatory methodology that comprised interviews with the arts/education practitioners, and observations of the workshops in order to generate data that explored how creativity was articulated through the programme. My discussion focuses on the appropriateness of the research design and qualitative, reflexive methodology to addressing the research aims, and on my values and positionality throughout the data generation activity and subsequent analysis. Finally, I discuss my shifting identity/ies in what I define as a queer/ed research space, and conceptualise my performative researcher identity as a form of drag.
published_date 2022-01-01T20:13:32Z
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score 11.048302

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