Patricia Noske | University of the Incarnate Word (original) (raw)

Papers by Patricia Noske

International Review of Qualitative Research

International Review of Qualitative Research, 2018

In this article we explore discomforts two doctoral students experienced in a qualitative researc... more In this article we explore discomforts two doctoral students experienced in a qualitative research methods class designed to introduce the diversity of qualitative research. The discomforts, purposefully facilitated by the teacher, created opportunities for students to consider their roles as professionals and scholars. We use student class posts, reflection journals, and audio-recorded conversations from our yearlong research to focus on the discomfort of nonsingularity of qualitative research. We make visible how this discomfort became instrumental in our understanding of the polyphony of qualitative research and of our responsibilities as scholars. We argue that discomforts, when part of a class design, can open doors for deeper understandings of our learning and of qualitative research. This article represents a professor's and two doctoral students' journeys through a qualitative research methods class as well as subsequent dialogues about our learnings of qualitative ways of thinking and researching. In writing this article, we followed Ellis and Berger's (2003) and other scholars' (Mercieca & Mercieca, 2013; Richardson, 2000) calls to show more of the nonlinear and reflective ways of doing and writing qualitative research. We use class data, our dialogues, and reflections written at various points in time to show the processes of teaching and learning for discomfort. We begin with a poem, which Patricia read one night as we wondered how to represent complexities and nonlinear pathways of our teaching, learning, and collaborating. Patricia wrote this poem for another class in response to a documentary about the Cuban literacy project (Murphy, 2012), but her words became an anchor for understanding our qualitative research journeys. After the poem, below we provide our responses, written to capture the overall memory of the qualitative

International Review of Qualitative Research

International Review of Qualitative Research, 2018

In this article we explore discomforts two doctoral students experienced in a qualitative researc... more In this article we explore discomforts two doctoral students experienced in a qualitative research methods class designed to introduce the diversity of qualitative research. The discomforts, purposefully facilitated by the teacher, created opportunities for students to consider their roles as professionals and scholars. We use student class posts, reflection journals, and audio-recorded conversations from our yearlong research to focus on the discomfort of nonsingularity of qualitative research. We make visible how this discomfort became instrumental in our understanding of the polyphony of qualitative research and of our responsibilities as scholars. We argue that discomforts, when part of a class design, can open doors for deeper understandings of our learning and of qualitative research. This article represents a professor's and two doctoral students' journeys through a qualitative research methods class as well as subsequent dialogues about our learnings of qualitative ways of thinking and researching. In writing this article, we followed Ellis and Berger's (2003) and other scholars' (Mercieca & Mercieca, 2013; Richardson, 2000) calls to show more of the nonlinear and reflective ways of doing and writing qualitative research. We use class data, our dialogues, and reflections written at various points in time to show the processes of teaching and learning for discomfort. We begin with a poem, which Patricia read one night as we wondered how to represent complexities and nonlinear pathways of our teaching, learning, and collaborating. Patricia wrote this poem for another class in response to a documentary about the Cuban literacy project (Murphy, 2012), but her words became an anchor for understanding our qualitative research journeys. After the poem, below we provide our responses, written to capture the overall memory of the qualitative