Explicating positionality: a journey of dialogical and reflexive storytelling

Authors

  • Celina Carter Ryerson University
  • Jennifer L. Lapum Ryerson University
  • Lynn F. Lavallée Ryerson University
  • Lori Schindel Martin Ryerson University

Abstract

Qualitative researchers must be aware of and explicit about their social background as well as political and ideological assumptions. To facilitate this awareness, we believe that researchers need to begin with their own story as they seek to understand the stories of others. Taking into account the vulnerable act of storytelling, it is salient to consider how to share personal narratives in an authentic way within academic settings. In this article, we share our process and reflections of engaging in reflexive and dialogical storytelling. The focus of the article is the re-storying of one researcher’s experience as she and her research team explore her emotions and positionality prior to conducting research on First Nations men’s narratives of identity. We integrate a series of methodological lessons concerning reflexivity throughout the re-storying.

Author Biographies

Celina Carter, Ryerson University

Urban Health Research Program Research Coordinator Daphne Cockwell School of Nursing (DCSN), Faculty of Community Services, Ryerson University

Jennifer L. Lapum, Ryerson University

Associate Professor from the Daphne Cockwell School of Nursing, Ryerson University. Toronto, Ontario

Lynn F. Lavallée, Ryerson University

Associate Director, Undergraduate Program & Associate Professor for the School of Social Work at Ryerson University. Ethics Board Chair

Lori Schindel Martin, Ryerson University

Associate Professor and Associate Director - Scholarly, Research and Creative Activities from the Daphne Cockwell School of Nursing, Ryerson University. Toronto, Ontario

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Published

2014-11-28

Issue

Section

Articles