Cookies and Coding: A Critical Discourse Analysis of Collaborative Research Interactions (original) (raw)

2017

Abstract

This session presents the preliminary results of a study on the collaborative research process of three graduate student researchers at OISE. Specifically, the study explores the nature of collaborative work for early-career/graduate researchers and ways of attaining ‘researcher praxis’ – that is, negotiating theoretical aspirations with the practical side of conducting research in the field. Whether achieved through self-study (e.g., Pithouse-Morgan & Samaras, 2016), action-research (e.g., Goodnough, 2010), or reflective practice (e.g., Farrell, 2013), praxis, grounded in social and constructivist views of learning, usually involves some form of collaboration. Using Critical Discourse Analysis (CDA), the three researchers conducted an inductive data analysis of their documented oral and written research interactions (e.g., face-to-face interactions, phone conversations, emails, Whatsapp exchanges, etc.) to identify the various collaborative features and functions of their interactions, for example, how they built rapport, negotiated ideas, set goals, made decisions, assigned and adopted roles, developed plans of actions, and shared responsibilities. After engaging in CDA, the researchers critically reflected on their analysis process to identify how their individual and collective researcher praxis was informed by their coding practices. The aim of the study is twofold: to suggest one potential method for conducting and reflecting on collaborative research through CDA, and to begin a dialogue on the inner-workings of collaborative research practices and methods for early-career/graduate researchers. The findings of this study will be presented as an invitation to the audience to reflect on the potential implications of collaborative research for developing researcher praxis among graduate students in Higher Education. References Farrell, T. S. C. (2013). Reflective writing for language teachers. Sheffield: Equinox. Goodnough, K. (2010). The role of action research in transforming teacher identity: Modes of belonging and ecological perspectives. Educational Action Research, 18(2), 167-182. Pithouse-Morgan, K., & Samaras, A. P. (2016). Polyvocal Professional Learning through Self-Study Research. Rotterdam: Springer.

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