Navigating the terrain of methodological uncertainties to new spaces of research

Edited book (chapter)


Salton, Yvonne. 2016. "Navigating the terrain of methodological uncertainties to new spaces of research." Rossi, Dolene, Gacenga, Francis and Danaher, Patrick Alan (ed.) Navigating the education research maze: contextual, conceptual, methodological and transformational challenges and opportunities for researchers. Switzerland. Palgrave Macmillan. pp. 67-78
Chapter Title

Navigating the terrain of methodological uncertainties to new spaces of research

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID2865
Book TitleNavigating the education research maze: contextual, conceptual, methodological and transformational challenges and opportunities for researchers
Authors
AuthorSalton, Yvonne
EditorsRossi, Dolene, Gacenga, Francis and Danaher, Patrick Alan
Page Range67-78
SeriesPalgrave Studies in Education Research Methods
Chapter Number4
Number of Pages12
Year2016
PublisherPalgrave Macmillan
Place of PublicationSwitzerland
ISBN9783319398525
9783319398532
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-319-39853-2_4
Web Address (URL)https://link.springer.com/chapter/10.1007/978-3-319-39853-2_4
Abstract

A central aspect of research, is the researcher’s philosophical perspective which influences methodological choices. This chapter captures my emerging philosophical perspective and the methodological challenges faced during confirmation of my PhD. One challenge, was when the methodological choice of hermeneutic phenomenology was questioned by my confirmation panel against my research philosophical perspective underpinned by Foucault (1991) and Derrida (1999). This led to uncertainties in the choice of methodology in relation to my perspective. The need to respond to these concerns moved me to re-conceptualise self in research. My developing philosophical perspective emerges through this chapter as a journey through the research maze, and captures the new spaces of research that methodological uncertainties led me to. This chapter takes the reader through my navigation of the research maze, and introduces them to a range of lessons that I learnt. These lessons provide direction and insight for other PhD students of the potential dilemmas faced when attempting to unravel the complexities inherent in methodology, to find their own space of research.

Keywordsresearcher self; methodology; philosophical perspectives
ANZSRC Field of Research 2020399999. Other education not elsewhere classified
Public Notes

Files associated with this item cannot be displayed due to copyright restrictions.

Byline AffiliationsSchool of Teacher Education and Early Childhood
Institution of OriginUniversity of Southern Queensland
Permalink -

https://research.usq.edu.au/item/q4517/navigating-the-terrain-of-methodological-uncertainties-to-new-spaces-of-research

  • 1077
    total views
  • 16
    total downloads
  • 4
    views this month
  • 0
    downloads this month

Export as

Related outputs

“I Want to Contribute, but…”: Exploring the Perceived Valuing of Doctoral Qualifications Held by Teachers in Schools
Larsen, Ellen, Fanshawe, Melissa and Salton, Yvonne. 2023. "“I Want to Contribute, but…”: Exploring the Perceived Valuing of Doctoral Qualifications Held by Teachers in Schools ." The Educational Forum. https://doi.org/10.1080/00131725.2023.2229389
Working toward a place-based online pedagogy
Maxwell, Jacinta, Burke, Katie and Salton, Yvonne. 2023. "Working toward a place-based online pedagogy." Journal of Geography in Higher Education. https://doi.org/10.1080/03098265.2023.2198199
Early career researchers’ collective advocacy work within an Australian university context
Larsen, Ellen, Salton, Yvonne, Fanshawe, Melissa, Gaunt, Lorraine, Ryan, Lisa, Findlay, Yvonne and Albion, Peter. 2024. "Early career researchers’ collective advocacy work within an Australian university context." The Australian Educational Researcher. 51, pp. 275-296. https://doi.org/10.1007/s13384-022-00604-6
The ‘good’ teacher in an era of professional standards: policy frameworks and lived realities
Salton, Yvonne, Riddle, Stewart and Baguley, Margaret. 2022. "The ‘good’ teacher in an era of professional standards: policy frameworks and lived realities." Teachers and Teaching: Theory and Practice. 28 (1), pp. 51-63. https://doi.org/10.1080/13540602.2021.2017274
Images of the teacher self in an era of teacher quality and standardisation
Salton, Yvonne Anne. 2019. Images of the teacher self in an era of teacher quality and standardisation. PhD Thesis Doctor of Philosophy. University of Southern Queensland. https://doi.org/10.26192/ymah-dp76
Historical inquiry in the middle years
Salton, Yvonne and McIntyre, Jennifer. 2012. "Historical inquiry in the middle years." Middle Years of Schooling Association Newsletter.
The homogenising effect of standardised curriculum on pedagogy
Salton, Yvonne. 2015. "The homogenising effect of standardised curriculum on pedagogy." Larkin, Kevin, Kawka, Marta, Noble, Karen, Van Rensburg, Henriette, Brodie, Lyn and Danaher, Patrick Alan (ed.) Empowering educators: proven principles and successful strategies. Houndmills, Basingstoke, Hampshire, United Kingdom. Palgrave Macmillan. pp. 69-82
The voice as subject or object
Salton, Yvonne. 2014. "The voice as subject or object." Midgley, Warren, Davies, Andy, Oliver, Mark E. and Danaher, Patrick Alan (ed.) Echoes: ethics and issues of voice in education research. Rotterdam, Netherlands. Sense Publishers. pp. 53-65
The significance of the linguistic representation of self in research
Salton, Yvonne. 2013. "The significance of the linguistic representation of self in research." Midgley, Warren, Danaher, Patrick Alan and Baguley, Margaret (ed.) The role of participants in education research: ethics, epistemologies, and methods. Abingdon, OX. United Kingdom. Routledge. pp. 85-92