Revisiting Peshkin: teaching reflexive practice through categorization

Abstract

Purpose

Qualitative research is well-established and widely adopted across a range of disciplines; however, there is little discussion of the teaching of qualitative research methods. What engagements there are primarily focus on methods rather than core concepts that inform ethical and effective use of those approaches. “Subjectivity” and “reflexivity” are pervasive concepts taken up in numerous textbooks, handbooks, and journal guidelines. But, despite being an expected and critical aspect of qualitative methodologies, few scholars consider how researchers might learn to engage with these necessary aspects effectively.

Design/methodology/approach

This is a conceptual paper written from the authors' experiences teaching qualitative research to graduate students at the master's and doctoral levels.

Findings

This conceptual paper offers an andragogical discussion of how novice and student researchers might learn to consider the concepts of reflexivity and subjectivity. Additionally, it considers how the deep and critical reflection inherent in both subjectivity and reflexivity are valuable aspects in extending discussions and applications of qualitative research in various disciplines.

Originality/value

This paper offers a fresh and unique consideration of teaching novice researchers how to practice reflexivity and examine their subjectivities using the work of Alan Peshkin as a model.

Citation

Pope, E.M. and Shelton, S.A. (2023), "Revisiting Peshkin: teaching reflexive practice through categorization", Qualitative Research Journal, Vol. 23 No. 4, pp. 397-408. https://doi.org/10.1108/QRJ-11-2022-0148