Locating Pagkatao: Self-Reflexivity in Philippine LGBTQI History-Writing

At a time when a global pandemic has disrupted lives to a large extent across the globe, doing research has become ever more complex, challenging and uncertain. Such unexpected shifts in the dynamics of research, resulting in unpredictable consequences, have prompted the author to further reflect on her positionality as a researcher writing LGBTQI history. In this paper, the author joins scholars who propose self-reflexivity as both an analytical and ethical tool in understanding volatile research contexts. In gender and sexuality studies much has been written about the importance of self-reflexivity in understanding the impact of researchers' social and epistemic locations in knowledge production. The paper argues that self-reflexive practice is especially important in studying the histories of gender and sexual identities in a multiply colonised society such as the Philippines. The author reflects on her own identity and its continuing impact on her research process. Through a decolonial lens, she uses the Filipino psychological concept of pagkatao and unpacks its multi-layered meanings as selfhood, humanness and human dignity – three crucial elements in writing the history of identities. © 2023, Arnold-Bergstraesser-Institute. All rights reserved.

Reflexivity and Practice in COVID-19: Qualitative Analysis of Student Responses to Improvisation in Their Research Methods Course

The improvisations needed to adapt to COVID-19 teaching and learning conditions affected students and faculty alike. This study uses chaos theory and improvisation to examine an undergraduate communication research methods course that was initially delivered synchronously/face-to-face and then transitioned to asynchronous/online in March 2020. Reflective writings were collected at the end of the semester with the 25 students enrolled in the course and follow-up interviews conducted with six students. Thematic analysis revealed that available and attentive student-participant, student-student, and student-instructor communication complemented learner-centered and person-centered goals, but unavailable or inattentive communication, especially with participants and students in the research team, contributed to negative perceptions of learner-centered goals. Implications explore how communication research methods pedagogy may achieve greater available, attentive, and learner/person-oriented goals through modeling, resourcing, reflexivity, and appreciation in online and offline course delivery to enhance shifts in communication pedagogy, whether voluntarily or involuntarily initiated by faculty.

Comprensión, confianza y ética en las entrevistas con personas migrantes

Qualitative social research on the lives of migrants in Chile involves investigating the social suffering that arises from the "migratory condition" that is produced. The progressive recrudescence of migration policies both at national and international level since the end of the 20th century has further deepened the effects of the COVID 19 pandemic, generating a complex scenario for research in this area for two reasons: the online modality assumed by the interviewing exercise, and the increase of frictions in the relationship between Chileans and migrants. In this text we ask ourselves how to investigate someone who suffers, for which we stop, on the one hand, in the interview as an exercise that should be vigilant of the structural conditions in which it occurs and that can produce symbolic violence, while it should tend to the understanding of the social from the singularity of a life that the interview attends. This implies considering that the ethics of research runs through the very exercise of, in this case, the interview, so that it is not an external constraint to the method, but an integral part of its deployment. Informed consents play a fundamental role in the achievement of the above, however, they often turn out to be standardized protocols that fail to protect or inform the participating subjects, given their technical language and the little reflection on the social relationship they establish, with the result that Informed Consent ends up being installed in the distance between the researcher and the research participant. This is why it is necessary to stop and consider what is understood by ethics, in order to make the interview a fair institution that is built on the recognition of the other as part of the research exercise. Thus, ethics in qualitative social research must be recognized as both situated and, therefore, as reflexive and non-standardized. Thus, we conclude by arguing that in qualitative social research, understanding and ethics are imbricated in a single exercise.

Burning beds and political stasis: Bernard Stiegler and the entropic nature of Australian anti-reflexivity

The entropic state that engulfed the East Coast of Australia in the first eight months of 2020 followed thirty years of uninterrupted economic growth and 10 years of tenuous federal governments divided on the question of climate change. The twin geophysical crises of catastrophic bushfires and the COVID-19 pandemic have led to a public reckoning around our guardianship of the environment, as well as our relationship with science and indigenous knowledge. Congruent with this was the rapid transformation of both schools and universities to online learning, causing the most significant rupture to the traditional ‘grammar of schooling' for decades. This unprecedented conflation of crises has resulted in the unusual situation where education can be radically transformed, as the material conditions that usually remain latent (thus negating the possibility for change) suddenly exist. As a result, there has been an increased openness to pedagogies of potentiality, as schools and universities resist the urge to ‘return to normal'. Amongst these pedagogies, the philosophy of Bernard Stiegler is unique in its direct response to the entropic state with a counter-impulse, negantropy, which seeks to harness our technological capacity under an ethos of care and unite it with our existential purpose to flourish and thrive. This paper will consider the possibilities of Stiegler's utopian call for action in relation to the Australian context, as schools and universities reconceptualise the sharing of knowledge and the purpose of education that seeks to rectify the gaps of the past.

Moments, spaces and temporalities in the virtual interview: reflections from the study of social policies

The aim of this paper is to revisit some aspects of the virtual interview on the Facebook platform, carried out within the framework of two research projects that investigate social programs recipients who organize and manage soup kitchens and picnic areas, in the pandemic context by COVID-19 during 2020 and 2021. This work is based on the review and reflection of the field notes that accompanied the virtual interviews. The systematization of the virtual interview experience makes it possible to delineate that the "opening moment" of the interview involves negotiations around the rhythm of the conversation and the platform for conducting it, while distrust emerges from the interviewees. In the "meantime", the intermittence of communication and its development in different temporalities is observed. "The closure" can occur in an agreed or untimely manner due to the fatigue or mistrust of the interviewed. It is concluded that the different forms of digitalization of life imply observing the locations where interactions take shape, regardless of whether they are physical or virtual media.

‘Intertext' in a New Context: Lessons Learnt from Collaborating, Contributing, and Connecting Through an Online Interdisciplinary Student-Led Symposium During COVID-19

Like so many of our peers who were in the process of completing a Ph.D., we experienced a dislocation from space, routine, and community at the onset of the COVID pandemic. We were no longer meeting in seminars, having incidental chats in the corridors, or engaging in the day-to-day routines that we found supportive as Higher Degrees by Research (HDR) candidates. As student representatives for just over 700 HDRs in our college, we found ourselves wanting to create opportunities to seek out connection during these strange times, but being unsure of how to do this in the context of such a diverse cohort all dealing with different impacts of the pandemic. In September 2020, amidst the second wave of COVID cases in Victoria, we hosted an online student-led interdisciplinary symposium for HDR students in our college (the Intertext Symposium), adapted from its previous face-to-face format. The Symposium surpassed previous years in terms of attendance, engagement, and support from academics. In this chapter we reflect on the lessons learnt from supporting, contributing, and collaborating on the collective goals of the Symposium. We question why people might have sought to engage in the Symposium, the opportunities for further collaborations, and what we will take forward into the future. In addition to reflecting on what we learnt, we also discuss how changes brought about by COVID-related disruptions may have implications for future HDR communities and collaborations. Previous HDR interactions relied heavily on access to physical space, which made it difficult for geographically dispersed candidates to participate. We anticipate models of online conference events and research project management developed during COVID-19 will be used in future events to cater to diverse audiences (such as those who are geographically dispersed, financially disadvantaged, or carers), even in the absence of restrictions and pandemic constraints. In addition, we believe reflexivity and agility will benefit future student representatives and leaders as a means of learning from and responding to complex challenges currently faced by the higher education sector. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

Academic Motherhood in Times of Pandemic: Finding Silver Linings

This chapter reflects our experiences as PhD students and mothers of adolescents during the ongoing COVID-19 pandemic. We describe how our positionality as mothers has shaped our socialisation experience in graduate school and how the impact of our positionality has been exacerbated during the COVID-19 pandemic. Our experiences highlight a disparate graduate school experience for students managing motherhood, family responsibility, and research commitment during the pandemic. We reflect on the disruptions that the pandemic has had on the different aspects of our personal and professional life priorities, including transitioning to online supervision meetings, the solitude of doing research from home, the juggling of family and children's needs, study and work commitments, and physical and mental health concerns. While these may seem like disruptions and distractions to our research, we have discovered new insights through these experiences, and we have found some silver linings. These include seeing our research work and family life as complementary instead of in competition, the opportunity to share our research with our family members, a renewed sense of confidence to deviate from the norm in graduate school, and newfound meaning about academia, learning, and research. Finally, we provide recommendations for policy and practice including the review of graduate school expectations and support systems for students, particularly students who do not fit in the mould of young, single students who devote most of their waking hours to research. In this way, we believe academia can harness the experience and untapped potential of mature students and reimagine the graduate student experience. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

Emotional reflexivity in the time of COVID-19: working-class emotional practices

We share findings from a qualitative study on emotions in Scottish working-class households during lockdown. The results challenge existing research focused on emotional capital, which often suggests that working-class people struggle to provide emotional resources to those close to them. Using the concept of emotional reflexivity we show how these household members cared for each other's feelings, challenging deficit views of working-class emotionality. This research offers a novel understanding of working-class participants collaboratively making space for each other to feel, many favouring acts of care rather than talking. The COVID-19 lockdown, however, tended to reinforce gendered practices of emotion work, although some participants drew on emotional support beyond the household to try to mitigate this burden. The emotionally reflexive practices seen in these households suggest that sustaining more equality in emotional wellbeing relies on navigating material circumstances, is not always about verbal sharing, is often an interactional achievement, but also means resisting unrealistic expectations of intimate relationships within households as the fountainhead of all emotional succour.

Surveying singles in Japan: qualitative reflections on quantitative social research during COVID time

In this paper, we introduce a project on singles' intimate practices conducted during COVID times as a case study of quantitative social research with a particular focus on qualitative reflections. We thematize the topic of self-reflexivity, which is considered an essential category in qualitative research but largely neglected in quantitative research. We discuss three methodological issues through the lens of self-reflection: 'translation issues';the problems of asking 'sensitive' and the 'right' questions;and the problematics of 'the present' in particularly fluid times. We show that this approach promotes contextualization of the measurement tool, the data and the findings and can be a way for doing quantitative research on intimacy outside the 'standard' nuclear family in pandemic times. Overall, this paper underscores the ways that scholars as individuals and teams are inextricable from our research site, as we navigate disruption even while seeking to understand its implications on our informants. [ FROM AUTHOR] Copyright of International Journal of Social Research Methodology is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Future-proofing I-O psychology: The need for updated graduate curriculum

Comments on an article by Patrick Hyland (see record 2023-54807-014). Hyland provides a model for reflection and reflexivity to prevent industrial-organizational (I-O) psychology research from growing stale. Authors focus is to expand upon Hyland's model by first reflecting on the recent sociohistorical forces that have shaped I-O psychology and then by proactively future-proofing their field through graduate education focused on transparency, software accessibility, and multidisciplinary collaboration. Recent history has seen an upsurge of unprecedented macro events such as COVID-19, nationwide racial division, political unrest, and mental health crisis;these events make authors aware of blind spots within our societal, scientific, and economical systems. Such events force us as a field to be reactive and adaptive by transitioning from old methods to new and developing methods (e.g., work shifting from in-person to online). However, as humans, authors tend to cling to what is familiar and comfortable, and likewise, their field has often chosen to remain comfortable. Authors believe that the proclivity to resist change results in an overreliance on outdated practices and to combat this, authors suggest a grassroots approach to transformation by focusing on future-proofing graduate coursework. In line with the Society of Industrial Organizational Psychology's (SIOP) strategic goals, authors envision a future that equips future generations of researchers and practitioners with the skills and knowledge to be lifelong learners, so they are prepared for ever-changing challenges. Authors suggest updating the I-O graduate course curriculum by (a) implementing open science practices throughout courses, (b) embracing the latest open-source coding technologies (e.g., R and Python), and (c) advancing inferential inclusivity by teaching Bayesian statistics in addition to traditional methods. This three-pronged approach addresses the need for transparency, software accessibility, and multidisciplinary research to prepare graduate students to theorize, plan appropriate study design, thoughtfully consider necessary analyses, interpret meaningful results, and share those results in a clear and far-reaching manner. Researchers can then prepare for (rather than react to) unprecedented macro events, clarifying our collective identity and future-proofing the field with an updated skill set to overcome obstacles. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Silent Footsteps: Renga Poetry as a Collaborative, Creative Research Method Reflecting on the Immobilities of Gender-Based Violence in the Covid-19 Pandemic

In the Covid-19 global crisis, gender-based violence (GBV) has been reshaped and reconfigured, with increases in some places and decreases in others. During our exploration of the changes in GBV through trans/feminist collaborative reflexive storying, we noticed the fragmentary nature of our storied recollections, which both represented and heightened the emotions in the work. With an intention of distilling the words even further, we challenged ourselves, as transdisciplinary researchers, to create a collaborative renga poem, which we titled, "Silent Footsteps.” An ancient Japanese form, the renga is a series of short, linked verses. This article demonstrates that renga offers an accessible, collaborative poetic research method, not only for research teams but also for non-academic groups to connect with each other. It has the ability to convey deep emotion, with an authentic personal voice, while being confined to structure and rules. Along with creating two stanzas each turn in a round of emails, we all wrote a reflection to engage with the process that identifies this method of writing research as holistic and creative, able to further connect the authors, reflect on the new knowledge and meaning that this work has motivated. Based on these reflections, which are woven throughout and on the renga poem, which is presented in full at the end, we argue that (a) renga is a timely poetic form, (b) it enhances transdisciplinary collaboration, and (c) that it offers both resistance and catharsis.

Threading a decolonial feminist response to COVID-19: One community psychologist's reflection on the assemblages of violence.

To challenge and interrogate the assemblages of violence produced by racial capitalism, and exacerbated by the COVID-19 pandemic, community psychologists must engage in a transdisciplinary critical ethically reflexive practice. In this reflexive essay, or first-person account, I offer a decolonial feminist response to COVID-19 that draws strength from the writings of three women of Color decolonial and postcolonial feminist thinkers: Gloria E. Anzaldúa, Sylvia Wynter, and Arundhati Roy. Through their writings I share my reflections on the sociopolitical moment associated with COVID-19. Of importance, I argue in support of engaging a decolonial feminist standpoint to understand the inequitable and dehumanizing conditions under COVID-19, and the possibilities for transformative justice. I offer this reflexive essay with the intention of summoning community psychology and community psychologists to look toward transdisciplinarity, such as that which characterizes a decolonial standpoint and feminist epistemologies. Writings oriented toward imagination, relationality, and borderland ways of thinking that are outside, in-between or within, the self and the collective "we" can offer valuable guidance. The invitation toward a transdisciplinary critical ethically reflexive practice calls us to bear witness to movements for social justice; to leverage our personal, professional and institutional resources to support communities in struggle. A decolonial feminist standpoint guided by the words of Anzaldúa, Wynter, and Roy can cultivate liberatory conditions that can materialize as racial freedom, community wellbeing, and societal thriving.

Building academic resilience: Lessons for academics and institutions

In this penultimate chapter, we link the key themes on academic resilience to the changing context of the academic workforce around the world. We provide provocations for individual academics and institutional leaders to reflect on the complexities of the academic landscape and academic identity regardless of contexts and adversities. We include in this chapter powerful reflections for academics and institutions to build academic resilience by tapping into structural or institutional resources, collective solidarities, and personal resources. By offering these reflections, we hope our readers-individuals and institutions-will reflect on strategies to navigate the changing and unstable terrains of academia. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A catalyst for change: Developing a collaborative reflexive ethnographic approach to research with hospital doctors during the COVID-19 pandemic

The understanding of what ethnography looks like, and its purpose, is continuously evolving. COVID-19 posed a significant challenge to ethnographers, particularly those working in health-related research. Researchers have developed alternative forms of ethnography to overcome some of these challenges;we developed the Mobile Instant Messaging Ethnography (MIME) adaptation to ethnography in 2021 to overcome restrictions to our own research with hospital doctors. However, for ethnographic innovations to make a substantial contribution to methodology, they should not simply be borne of necessity, but of a dedicated drive to expand paradigms of research, to empower participant groups and to produce change – in local systems, in participant-collaborators and in researchers and the research process itself. In this paper, we reflect on our experiences using MIME, involving collaborative remote observation and reflection with 28 hospital doctors in Ireland from June to December 2021. After reviewing literature on ethnography in COVID-19 and general epistemological developments in ethnography, we detail the MIME approach and illustrate how MIME presents an evolution of the ethnographic approach, not only practically but in terms of its reflexive shift, its connected and co-creative foundations, and its ability to drive change in research approaches, participant life-worlds and real-world improvement.

Let there be a "We”: introducing an ethics of collective academic care

Purpose: This study aims to think critically about collaborative working through the practical application of an ethics of care approach. The authors address the following research questions: How can the authors embed an ethics of care into academic collaboration? What are the benefits and challenges of this kind of collaborative approach? The contextual focus also incorporates a collective sense making of academic identities over the course of the COVID-19 pandemic. Design/methodology/approach: The authors focus on the activities of the "Consumer Research with Impact for Society” collective at and around the 2021 Academy of Marketing conference. The authors draw on the insights and labour of the group in terms of individual and collaborative reflexivity, workshops and the development of a collaborative poem. Findings: First, the authors present the "web of words” as the adopted approach to collaborative writing. Second, the authors consider the broader takeaways that have emerged from the collaboration in relation to blurring of boundaries, care in collaboration and transformations. Originality/value: The overarching contribution of the paper is to introduce an Ethics of Collective Academic Care. The authors discuss three further contributions that emerged as central in its operationalisation: arts-based research, tensions and conflicts and structural issues. The application of the "web of words” approach also offers a template for an alternative means of engaging with, and representing, those involved in the research. © 2023, Emerald Publishing Limited.

Accountability and neglect in UK social care innovation

Innovation alters who is accountable for social care and how they are held to account. This article shows how organisational, institutional and technological innovation in infrastructures of social care can reconfigure accountability instruments and propel change between distinct modes of accountability. However, innovation also sustains neglect, both in terms of issues, objects and subjects missing from research, and in terms of low levels of institutional reflexivity mobilised to evaluate and direct innovation's impacts. Evidenced using two-level situational analysis – across a UK research portfolio and within a public robotics lab – we argue that confronting this neglect is critical for post-pandemic reform.

Linking Public Art to Research

Folkestone, Kent, has the largest urban outdoor exhibition of contemporary art in the United Kingdom. This permanent exhibition shows the work of forty-eight contemporary artists whose work is displayed throughout the town, with many pieces having been created for the specific site in which they are located. This article provides an introduction to and personal reflective commentary on some artworks within the collection at Folkestone and how they supported the author's thinking during the COVID-19 pandemic. Eight artworks are discussed with a commentary on how they linked to the themes within research into experiences of part-time undergraduates at a distance learning university.

Immigrant academic mothers negotiating ideal worker and mother norms during the COVID-19 pandemic: Duoethnography as a co-mentoring tool for transformative learning.

How are immigrant academic mothers negotiating the confounding terrains of work and family during the pandemic? How can they support each other in learning how to resist the prevalent notions of ideal working and mothering amidst the demanding schedule of working remotely and parenting? This study addresses these questions through sharing a narrative of how two immigrant mothers in academia challenged and began the journey of transforming their gendered work and family identities. Building on personal essays and 6 weeks of extensive journaling that reflected our positionalities and experiences of motherhood, work-life, and intersections between work and home during the pandemic, we offer a fine-grained understanding of how we helped each other as co-mentors to identify moments of our lived experiences as triggers for transformative learning. In doing so, we realized how duoethnography could be more than just a research methodology in helping us co-construct a relational space to empathize and challenge each other's perspectives about our roles as mothers and professors and the gendered nature of social forces shaping those roles.

Pivoting to online: The benefits, challenges and possibilities for international programme evaluations

Global South non-government organizations rely on international funding and aid for continued service delivery. Service evaluation plays a significant role in ensuring compliance and ongoing service funding. Traditional service evaluation approaches could not take place during 2021 due to COVID-19, alternate mechanisms needed to be embraced. This article reports on the benefits and challenges of undertaking service evaluations online during the pandemic and the learnings and possibilities for a post-pandemic world. It emphasizes the importance of translating a relational approach to service evaluation to the online environment. Key learnings include that while some of the benefits of context and in-person connection are lost, taking a relational approach involving careful planning and reflexivity means the online evaluation process can be successful. Undertaking service evaluations online offers possibilities in a post-pandemic world as cost-effective alternatives to the expensive and time-consuming reality of in-person service evaluation across international borders and within development contexts. © The Author(s) 2022.

What Can Grounded Theory do for Human Resource Development? An Approach for Post-Pandemic Research and Beyond

As employee preferences change and organizations adapt and transform as a result of the Covid-19 pandemic, new research opportunities are present for HRD scholars interested in training and development, organizational behavior, job design, change management, the creation of healthy and productive workplaces, and more. In the face of new opportunities for research, we discuss the value of revisiting grounded theory methodology as a resource for generating theory in HRD contexts. As a methodology, grounded theory is a useful tool for exploring processes and building theory grounded in data. In this paper, we examine the potential of grounded theory to contribute meaningfully to the research and practice of HRD by discussing the historical development of grounded theory, the current state of grounded theory research in HRD, and the implications of grounded theory work on the future of HRD scholarship.