As noted by Leung and Lapum (2005), and Malthouse, Watts, and Roffey-Barentsen (2015), interrogating the role of the self and its positionality is integral to research integrity. Drawing from your readings, discuss some strategies for maintaining transparency and criticality with regard to self in education research?

As a researcher, where do I stand when it comes to the role of self and positionality? In policing, officers are taught to be objective, fair but firm, better to ere on the side of caution, but how can I control my bias’ which I learned and practiced throughout my life? More specifically, why should I control them? I possess intentions and perspectives unique to me and my worldview. These beliefs guide my ontological, epistemological, and methodological choices and actions (Guba, 1994). That is because I have had life experiences, exposure to people, places, and things, and so much more.

 “As critical social researchers, we take the position that the researcher should not shy away from experience being studied” (Reid, et al., p. 8). However, with all the learned bias through our lives, how can one stay objective throughout the research process? As stated by (Leung & Lapum, 2005, p. 2), “Self is to be contained and biases guarded against.” My biases were shaped by experiences, beliefs, values, education, family, friends, etc. I gave two examples of possible research statements in Unit 4, Discussion 1, which I care about. My energy will continue to the end of the study, but I know I have biases that need to be accounted for and made visible. What are they, and why should I care? What covert biases do I have that may be harmful to my research? My law enforcement experience may not allow me to ignore my biases. Still, I know it is essential to be aware of one’s biases for personal well-being and professional success. As stated by Robin DiAngelo, American academic and author, “I don’t believe it’s humanly possible to be free of bias.”

The paper by (Malthouse, et al., 2015) focused on reflective questions in professional workplace problem-solving. My reflective self-questioning has always been after the fact when confronted with professional problems and situations. It appears I have been practicing situated reflective practice (SRP) throughout my policing career because SRP is used where change comes upon an individual by forces beyond their immediate control. That was pretty much a daily occurrence. However, it is time to do some self-exploration from both qualitative and quantitative research perspectives.

I can see how SRP would benefit my research by identifying my biases and making sense of the world by observing extended and external influences. Using this questioning and reflection tool, I will be able to think about and frame social relationships in my study and seek a more professional change and development. The questions I will ask myself will result from deliberation, introspection, and contemplation (Malthouse, et al., 2015). I will have many internal conversations with myself, which will be part of my research reflexivity.

I will struggle with research bias, and I have to inquire into myself, increase my self-awareness, what I think, how I feel, and why I think. My role as a researcher is a balance between receiving the information and capturing and interpreting the information ethically and honestly. I do not believe it will be through poetry, but I am keeping an open mind. That is a good start.

References

Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research.Handbook of qualitative research, 2(163-194), 105.

Leung, D., & Lapum, J. (2005). A Poetical journey: The evolution of a research question. International     Journal of Qualitative Methods, 4(3), 63–82. https://search-ebscohost-            com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h& AN=18878791

Malthouse, R., Watts, M., & Roffey-Barentsen, J. (2015). Reflective questions, self-questioning and managing professionally situated practice. Research in Education, 94(1), 71–87.        https://doi.org/10.7227/rie.0024