Macbeth2001
| Macbeth2001 | |
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| BibType | ARTICLE |
| Key | Macbeth2001 |
| Author(s) | Douglas Macbeth |
| Title | On “reflexivity” in qualitative research: two readings, and a third |
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| Tag(s) | EMCA, Ethnomethodology, Education, Reflexivity, Research Methods |
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| Year | 2001 |
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| Journal | Qualitative Inquiry |
| Volume | 7 |
| Number | 1 |
| Pages | 35–68 |
| URL | Link |
| DOI | 10.1177/107780040100700103 |
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Abstract
Reflexivity has become a signal topic in contemporary discussions of qualitative research, especially in educational studies. It shows two general inflections in the literature. Positional reflexivity leads the analyst to examine place, biography, self, and other to understand how they shape the analytic exercise. Textual reflexivity leads the analyst to examine and then disrupt the very exercise of textual representation. The purpose of this article is to develop a critical reading of contemporary formulations of reflexivity in the literature and then reintroduce an earlier discussion in social science, Garfinkel’s ethno-methodological “constitutive reflexivity.” The author suggests that postmodern attachments not withstanding, positional and textual reflexivities may have far more in common with Enlightenment certainties than is commonly allowed. As for constitutive reflexivity, a brief analysis of a videotaped sequence from a fifth-grade classroom is offered as an example of its alternative program and topics.
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