Transmethodology: an innovative research approach for inclusion studies for those with Traumatic Brain Injury
DOI:
https://doi.org/10.7146/ocps.v22i.133195Keywords:
lived experience, Traumatic Brain Injury, voice, onto-epistemology, transmethodology, higher educationAbstract
Students with traumatic brain injury (TBI) are often marginalized in terms of participation in higher education because of an implicit association of TBI with less academic functioning. The first named author is a Ph.D. scholar who aimed to add her voice to the voices of others and examine the lived experience of students with the same condition to identify possible supports that would enhance inclusion in higher education. This research was driven by the desire to illuminate both the hidden nuances of personal experience (hence the use of autoethnography) and to highlight the lack of research about educational participation of TBI survivors. The analysis was from both professional and personal perspectives. Through an examination via an iterative and interconnected research process, the authors explored the question, what are the supports for participation and access for students with TBI in higher education considering the first author’s experiences. Traditional research might provide generalizable data but may not facilitate deep illumination of experience and voice. This examination transcended traditional research and comprised autoethnographic and interview-based inquiry. It challenged the research team to consider different perspectives and to interrogate their own interconnections in the same engagement while working towards the same goal. The concept of transmethodology will be discussed regarding the development of multiple perspectives that can assist in transgressing the common divisions in the theory and practice divide and explores knowledge of marginalization regarding participation for students with TBI. This paper argues for the importance of innovations such as transmethodology when researching deeply personal phenomena.
References
Adorno, T., and Horkheimer, M. (1992). Dialectic of Enlightenment-Philosophical Fragments. London: Verso.
Agger, B. (1991). Critical theory, poststructuralism, postmodernism: Their sociological relevance. Annual Review of Sociology. 17(1), 105-131. https://doi.org/10.1146/annurev.so.17.080191.000541.
Association for Higher Access and Disability (AHEAD) (2018, September 1). Numbers of students with disabilities studying in higher education in Ireland 2017/18. https://ahead.ie/part-rates-launch-2017-18
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
Bass, B. M., & Avolio, B. J. (1997). Full range leadership development: Manual for the multifactor leadership questionnaire. Redwood City, CA: Mind Garden.
Bentley, M., Fleury, S. C., & Garrison, J. (2007). Critical constructivism for teaching and learning in a democratic society. Journal of Thought, 42(3-4), 9-22.
Blumenfeld, P. C., Marx, R. W., Soloway, E., and Krajcik, J. (1996). Learning with peers: From small group cooperation to collaborative communities. Educational Researcher. 25(8), 37-39. https://doi.org/10.3102%2F0013189X025008037
Brainline (2017, April 1). What is a TBI?. https://www.brainline.org/tbi-basics/what-tbi
Callus, A. M., & Camilleri-Zahra, A. (2017). Nothing about us without us: disabled people determining their human rights through the UNCRPD. https://www.edu.mt/library/oar/bitstream/123456789/32954/1/Nothing_about_us_without_us.pdf
Chang, H. (2008). Autoethnography as method. Walnut Creek, CA: USA: Left Coast Press.
Cloute, K., Mitchell, A., & Yates, P. (2008). Traumatic brain injury and the construction of identity: A discursive approach. Neuropsychological Rehabilitation, 18(5-6), 651-670, https://doi.org/10.1080/09602010701306989
Denzin, N. K. (1997). Interpretive ethnography: Ethnographic practices for the 21st century. London: Sage Publications.
Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction. 13(5), 533-568. https://doi.org/10.1016/S0959-4752(02)00025-7
Ellis, C. (1995-a). Final negotiations: A story of love, loss and chronic illness. Philadelphia: Temple University Press.
Ellis, C. (2004-b). The ethnographic I: A methodological novel about autoethnography. Walnut Creek, California: AltaMira Press, 13.
Ellis, C., and Bochner, A. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject. In N.K. Denzin & Y.S. Lincoln (Ed.). Handbook of Qualitative research (2nd Ed.). Sage.
Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: an overview. Historical social research/Historische sozialforschung, 273-290.
Fischer, T. (2009). Bracketing in qualitative research: Conceptual and practical matters. Psychotherapy Research. 19(4-5), 583-590. https://doi.org/10.1080/10503300902798375
Foster, K., McAllister, M., & O'Brien, L. (2006). Extending the boundaries: Autoethnography as an emergent method in mental health nursing research. International Journal of Mental Health Nursing, 15(1), 44-53, doi: 10.1111/j.1447-0349.2006. 00402.x
Giroux, H. A. (2009). Critical theory in educational practice. In A. Darder, M. Baltodano, & R. D. Torres (Eds.), The critical pedagogy reader (pp. 27–56). New York: Routledge.
Goodall, H. L. (1998). Notes for the autoethnography and autobiography panel NCA. A paper presented at the National Communication Association Convention in New York City.
Heidegger, M. (1962). Being and time. (J. Macquarie & E. Robinson, Trans.). New York: Harper and Row.
Haug, F. (1987). Others. Female sexualization: A collective work of memory. Carter, E. (Trans.). London: Verso.
Hitchens, C. (2012). Mortality. CITY: Hachette.
Hodgins, M., & Mannix-McNamara, P. (2021). The neoliberal university in Ireland: Institutional bullying by another name? Societies, 11(2), 52.
Holt, L. (2008). Embodied social capital and geographic perspectives: performing the habitus. Progress in human geography. 32(2), 227-246. https://doi.org/10.1177%2F0309132507087648.
Hooks, B. (1994). Teaching to transgress. Education as a freedom of practice. New York: Routledge.
Hooks, B. (2010) Teaching Critical Thinking: practical wisdom. New York: Routledge.
Howell, J. M., & Avolio, B. J. (1993). Transformational leadership, transactional leadership, locus of control, and support for innovation: Key predictors of consolidated-business-unit performance. Journal of applied psychology, 78(6), 891.
Jacobs‐Huey, L. (2002). The natives are gazing and talking back: Reviewing the problematics of positionality, voice, and accountability among" native" anthropologists. American Anthropologist, 104(3), 791-804.
Khawaja, I., and Mørck, L. L. (2019). Mo(ve)ment ethnography and researcher positioning- a transmethodological take?. Paper presented at International Society for Theoretical Psychology (ISTP), Copenhagen 2019, Copenhagen, Denmark.
Kousholt, D., & Khawaja, I. (2021). Transmethodology: Creating spaces for transgressive and transformative inquiry. Outlines. Critical Practice Studies, 22 (Special Issue), 1–21. Retrieved from https://tidsskrift.dk/outlines/article/view/126190 (Original work published May 10, 2021).
Lather, P., & St. Pierre, E. A. (2013). Post-qualitative research. International Journal of Qualitative Studies in Education, 26, 629-633.
Larkin, M., Watts, S., & Clifton, E. (2006). Giving voice and making sense in interpretative phenomenological analysis. Qualitative research in psychology, 3(2), 102-120. DOI: 10.1191/1478088706qp062oa.
Majoko, T. (2018). Participation in higher education: Voices of students with disabilities. Cogent Education,5(1), 1542761. doi=10.1080/2331186X.2018.1542761
Mannix-McNamara, P. (2010). Exploring the nature of teaching and learning: An explicit examination of the contribution of educative relationships to effective higher education pedagogy and the role of self- study in the development of teacher professional identity [Doctoral dissertation, University of Limerick]. Retrieved from https://ulir.ul.ie/handle/10344/2536.
McLaren, P. (2009). Critical pedagogy: a look at the major concepts. In A. Darder, M.P. Baltodanoinequal, & R. D. Torres (Eds.), The critical pedagogy reader (pp. 61-83). New York: Routledge.
Merleau-Ponty, M. (1945). Phenomenology of perception. London: Routledge & Kegan.
Merleau-Ponty, M. (1962). Phenomenology of perception. (C. Smith, Trans.). London: Routledge & Kegan.
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA.: Jossey-Bass.
Moshman, D. (1982). Exogenous, endogenous, and dialectical constructivism. Developmental Review, 2(4), 371-384.
Noblitt, G. W. (1993). Power and caring. American Educational Research Journal, 30(1), 23-38.
Oppong, S. (2014). Between Bandura and Giddens: Structuration theory in social psychological research?. Psychological Thought, 7(2).
Reed-Dahaney, D. (1997). Auto/ethnography: Rewriting the self and the social. New York: Oxford University Press.
Reguero, M. (2017). Good practices in doctoral supervision: reflections from the Tarragona Think Tank. Good Practices in Doctoral Supervision, 1-370. DOI: 10.17345/9788484246534
Richardson, L. (2000). Evaluating ethnography. Qualitative inquiry, 6(2), 253-255. https://doi.org/10.1177/107780040000600207.
Richardson, L., & St Pierre, E. (2000). A method of inquiry. Handbook of qualitative research, 923-948.
Shiels, T., Kenny, N., Shiels, R., & Mannix-McNamara, P. (2021). Incivility in Higher Education: Challenges of Inclusion for Neurodiverse Students with Traumatic Brain Injury in Ireland. Societies, 11(2), 60. https://doi.org/10.3390/soc11020060
Sparkes, A. (2002). Telling tales in sport and physical activity: A qualitative journey. Champaign, IL: Human Kinetics Publishers.
Spry, T. (2011). Body, paper, stage: Writing and performing autoethnography. Walnut Creek, CA: Left Coast Press.
Shevlin, M., Kenny, M., and McNeela, E. (2004). Participation in higher education for students with disabilities: an Irish perspective. Disability & Society, 19(1), 15-30. https://doi.org/10.1080/0968759032000155604.
Sherry, M. (2006). If I only had a brain: Deconstructing brain injury. US: Routledge.
Springgay, S. & Truman, S.E. (2018) On the Need for Methods Beyond Proceduralism: Speculative Middles, (In) Tensions, and Response-Ability in Research. Qualitative Inquiry, 24 (3), 203-214
Vandermause, R. K. (2012). Being wholesome: The paradox of methamphetamine addiction and recovery–A hermeneutical phenomenological interpretation within an interdisciplinary, transmethodological study. Qualitative Social Work, 11(3), 299-318.
Vygotsky, L. S. (1994). The problem of the environment. In Van der Veer, R. and Valsiner. J. (Eds.) The Vygotsky reader. Oxford: Blackwell. 338–354.
Wall, S. (2008). Easier said than done: Writing an autoethnography. International journal of qualitative methods, 7(1), 38-53. https://doi.org/10.1177%2F160940690800700103.
Watermeyer, B. P. (2009). Conceptualizing psycho-emotional aspects of disablist discrimination and impairment: Towards a psychoanalytically informed disability studies (Doctoral dissertation, Stellenbosch: University of Stellenbosch).
Downloads
Published
How to Cite
Issue
Section
License
From issue no. 1 2022 and onward, the journal uses the CC Attribution-NonCommercial- Share Alike 4.0 license (https://creativecommons.org/licenses/by-nc-sa/4.0/) The authors retain the copyright to their articles.
The articles published in the previous 37 issues (From Vol. 1, no. 1, 1999 to Vol. 22, No. 1, 2021, are published according to Danish Copyright legislation. This implies that readers can download, read, and link to the articles, but they cannot republish these articles. The journal retain the copyright of these articles. Authors can upload them in their institutional repositories as a part of a green open access policy.