Who Am I? Who Are You? – Negotiating a Researcher Identity

Tara-Lynn Scheffel


This article examines the process of negotiating a researcher identity with teachers and students during an ethnographic case study that explored literacy engagement in a grade two classroom. I consider the tensions presented and the negotiations undertaken during the study and conclude that the rhythm of negotiation is of critical importance to establishing trust in qualitative research.


researcher identity; grade two classroom; literacy

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DOI: http://dx.doi.org/10.20360/G26K53