Suchergebnisse

This article analyzes feminist praxis and nongovernmental organization (NGO) activism in the Heyang Project, which endeavored to increase women's political participation in rural governance through village elections in Shaanxi Province, China (2004–2013). It presents an NGO-centered framework to challenge the Western and state-centered lenses that have been used to frame and assess the development of NGOs, civil society, and the women's movement in China. I disrupt the exclusive power upheld by the researcher by inserting the interpretative voices of the researched. I demonstrate that the Project transcends the predicament of a binary conceptualization. The NGO successfully interweaves and juxtaposes seemly contradictory forces.

This Special Issue focuses on the learning of qualitative research as a legitimate and productive site of inquiry with the potential to illuminate and advance pedagogical practices. Its three objectives were (1) empowering and giving voice to new generations of qualitative research practitioners, (2) facilitating dialogue across the divide between the teaching and learning of critical qualitative research, and (3) mapping out a space of knowledge production and accumulation in critical qualitative research. The Issue includes five articles written by junior scholars or graduate students with or under the supervision of their mentors/supervisors. From different angle and to varying degrees, they touch on the role of teacher in the teaching/learning, the emotional aspect of learning, and the institutional context within which the learning takes place.

Over the last decade, qualitative researchers have begun to challenge the domination and universalistic claims of the Global North. Nevertheless, it is still unclear what pursuing qualitative research (QR) from the Global South might entail. I advance this effort by situating it in the larger context of the decentering endeavor in social science and decolonizing methodologies in aboriginal scholarship. Informed by their locally-grounded approach in the quest for constructing alternative social science accounts and articulating decolonized knowledge, I argue that writing locally-grounded histories is an essential first step to explore methodologies and epistemologies of QR from the Global South. Noting that no national history of QR has been derived from the Global South, I present an example of writing the history of QR by examining MAO Zedong's legacy of "investigative research" (IR). Specifically, I analyze the practices of IR during China's "Great Leap Forward" (1958-62). In conclusion, I discuss the implications of IR to the development of social science research in contemporary China. I lay out key issues in pursuing QR from the Global South and present how such a pursuit is relevant to social science inquiry in the Global North. (author's abstract)

In den letzten Jahrzehnten gab es zahlreiche Veröffentlichungen zu den Praktiken und dem Stand qualitativer Sozialforschung auch außerhalb des angloamerikanischen Zentrums. Viele dieser Veröffentlichungen sind deskriptiv und befassen sich mit Überblicken und Entwicklungspfaden qualitativer Forschung in unterschiedlichen Ländern. In jüngster Zeit haben Forschende aus der "Peripherie" allerdings begonnen, eine gemeinsame professionelle Identität herauszubilden gegenüber dem angloamerikanischen Zentrum und sowohl dessen Dominanz als auch die Trennung zwischen Peripherie und Zentrum infrage zu stellen. Allerdings sind die Anstrengungen zur Entwicklung einer gemeinsamen Identität noch in ihren Anfängen begriffen. In meinem Beitrag schlage ich einen globalen und zugleich lokalen Analyserahmen vor, um eine solche globalisierte qualitative Forschung voranzutreiben: Forschende in der Peripherie sollten zugleich die angloamerikanische Vorherrschaft herausfordern und lokale hegemoniale Diskurse stiften. Ich gebe Anregungen, was Forschende in der Peripherie und im Zentrum tun könnten, um die gegenwärtige Arbeitsteilung aufzubrechen, bei der Theorien und Methoden im Zentrum generiert und in den Peripherien lediglich konsumiert und reproduziert werden. In diesem Zusammenhang muss der Indigenisierung qualitativer Sozialforschung in den Peripherien größere Aufmerksamkeit als bisher geschenkt werden.

Reflexivity has gained paramount status in qualitative inquiry. It is central to debates on subjectivity, objectivity, and, ultimately, the scientific foundation of social science knowledge and research. Although much work on doing reflexivity by researchers and practitioners has been published, scholars have only recently begun to explore how one goes about teaching reflexivity in qualitative research. This paper contributes to the endeavour by first identifying challenges of teaching reflexivity. It then describes how I use an existing data set and hands-on learning as complementary strategies to teach reflexiv-ity in a course on qualitative interviewing. It concludes with a discussion of the implications of teaching reflexivity in sociology in general and in qualitative research methods in particular.