After Words: Negotiating Participant and Portraitist Response in the Study “Aftermath”
- 1 March 2020
- journal article
- Published by Harvard Education Publishing Group in Harvard Educational Review
- Vol. 90 (1), 102-126
- https://doi.org/10.17763/1943-5045-90.1.102
Abstract
In this essay, Pei Pei Liu identifies the act of unveiling a completed portrait to solicit participant response as central to the conceptualization of portraiture. While this explicit extension of research relationships into the study “aftermath” distinguishes portraiture from many other qualitative methods, little practical guidance exists for portraitists striving to navigate this process, as published portraits and methodological writings rarely depict the event. To address this gap, Liu shares case studies from her own work that illustrate the inherent tensions stemming from multiple and sometimes conflicting rationales for soliciting participant response in portraiture. She then proposes three methodological commitments that could help portraitists and other qualitative researchers bring greater clarity and intentionality to this complex process.Keywords
This publication has 27 references indexed in Scilit:
- What is good action research?Action Research, 2010
- Phenomenology and participant feedback: convention or contention?Nurse Researcher, 2010
- From voice to agency: Guiding principles for participatory action research with youthNew Directions for Youth Development, 2009
- ReciprocityAction Research, 2008
- What Is “Good” Education Research?Educational Researcher, 2005
- Reflections on Portraiture: A Dialogue Between Art and ScienceQualitative Inquiry, 2005
- Three Voices in Portraiture: Actor, Artist, and AudienceQualitative Inquiry, 2003
- Qualitative Analysis on Stage: Making the Research Process More PublicEducational Researcher, 2002
- Truth or fiction: problems of validity and authenticity in narratives of action researchEducational Action Research, 2002
- Methodology in the fold and the irruption of transgressive dataInternational Journal of Qualitative Studies in Education, 1997