InstructionsUsing reflective writing as a critical thinking process, consider your researcher positionality as a doctoral-level qualitative researcher and offer a reflective discussion that encompasses four to five paragraphs:After reviewing the Week 8 Resources and Figure 8.1, use writing-as-inquiry to reflect on the aspects of yourself as a scholar and qualitative researcher and begin to articulate how you would describe your own researcher positionality.Review the five-course learning objectives (CLOs, see them listed again below) and assess the new learning you have gained in this course and how you will apply it to your future qualitative research design.Reflect on the gains and challenges in this course experience, and evaluate the current state of your ability to offer a substantive rationale for the choice of the qualitative method for doctoral-level research and the justification of a specific qualitative research design to explore a focused educational problem.Finally, consider the additional development you will need as you continue your coursework and your development as a doctoral qualitative researcher and your researcher positionality.Length: 4-5 paragraphs (1 page)References: Optional
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Writing-as-Inquiry: Qualitative Researcher
Positionality
Throughout this course, you have considered qualitative
research and a specific research design aligned with the
qualitative method as relevant and appropriate to address an
educational problem. Educational problems can be viewed quite
differently when approached from an individual theoretical or
professional perspective that carries with it an educator’s
worldview. Therefore, it can be also important for doctoral-level
qualitative researchers to contemplate their own researcher
positionality as a necessary process for critical self-reflection
and examination to determine the researcher’s stance within the
social constructs, biases, layers and contexts, power balances,
dual/multiple identities, transparency, and
objectivity/subjectivity within the research (Throne & Bourke,
2019). For example, think about where you stand in relation to
your potential participants and the data you will gather.
Through the description and illumination of researcher
positionality, the qualitative research can serve to reduce bias
within the doctoral study by offering a transparent and
elucidated perspective of self-as-researcher to approach the
educational problem of inquiry (see Figure 8.1). The elucidation
of researcher positionality can also clarify ethical and respectful
boundaries for the doctoral researcher, human subject
participants, and assumptions and preconceptions carried into
the research study thereby strengthening the fidelity of study
results and for many, doctoral student confidence, agency, and
skill as an independent investigator ready to conduct further
research. As you successfully complete this advanced research
methods course, you will move on to the design of a qualitative
research prospectus to demonstrate your ability to propose an
initial study design for dissertation research.
Figure 8.1. Doctoral researcher positionality.
Be sure to review this week’s resources carefully. You are
expected to apply the information from these resources when
you prepare your assignments.
References
Throne, R., & Bourke, B. (2019). Online research supervisor
engagement: Fostering graduate student researcher
positionality. In K. Walters & P. Henry (Eds.), Fostering multiple
levels of engagement in higher education
environments. Hershey, PA: IGI Global.
Throne, R., Bourke, B., Bowlin, L., Hailey, V., Joseph, S., &
Yedgarian, V. (2018). Insider/outsider, betwixt and between:
Post-doc perspectives of researcher positionality after
dissertation research. 2nd annual Conference on Academic
Research in Education, Las Vegas, NV.

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