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Unveiling the storied lives of teachers through qualitative bricolage

Unveiling the storied lives of teachers through qualitative bricolage The purpose of this paper is to explore the storied lives of teacher leaders involved in the implementation of a dual language education program for elementary English learners with an emphasis on the role of reflexive methodology in bringing emergent themes to light.Design/methodology/approachThe theory of qualitative bricolage informed the design of the study. Narrative inquiry with a heuristic lens allowed the researcher to explore the storied lives of teachers during an innovative change initiative.FindingsIntergroup communication breakdowns between two diverse groups of teachers, European American and Latino, emerged as a relevant theme. The adaptive methodological approach was critical to the emergence of this theme, indicating that teacher leadership can and should be studied by teachers who know and empathize with the participants and their experiences.Research limitations/implicationsTeachers’ stories demonstrate that cross-cultural communication was challenging and ultimately, detrimental to the program’s development. These themes point to the need for further research regarding how diverse groups of school leaders interact on decision-making teams and how adaptive research techniques can assist in examining intergroup behavior.Originality/valueFindings are presented via a polyphonic account that includes multiple teachers’ voices, concluding with found poetry that illustrates the challenge of communicating across the cultural divide. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Qualitative Research Journal Emerald Publishing

Unveiling the storied lives of teachers through qualitative bricolage

Green, Jennifer
Qualitative Research Journal , Volume 18 (4): 14 – Nov 15, 2018
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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
1443-9883
DOI
10.1108/qrj-d-17-00004
Publisher site
See Article on Publisher Site

Abstract

The purpose of this paper is to explore the storied lives of teacher leaders involved in the implementation of a dual language education program for elementary English learners with an emphasis on the role of reflexive methodology in bringing emergent themes to light.Design/methodology/approachThe theory of qualitative bricolage informed the design of the study. Narrative inquiry with a heuristic lens allowed the researcher to explore the storied lives of teachers during an innovative change initiative.FindingsIntergroup communication breakdowns between two diverse groups of teachers, European American and Latino, emerged as a relevant theme. The adaptive methodological approach was critical to the emergence of this theme, indicating that teacher leadership can and should be studied by teachers who know and empathize with the participants and their experiences.Research limitations/implicationsTeachers’ stories demonstrate that cross-cultural communication was challenging and ultimately, detrimental to the program’s development. These themes point to the need for further research regarding how diverse groups of school leaders interact on decision-making teams and how adaptive research techniques can assist in examining intergroup behavior.Originality/valueFindings are presented via a polyphonic account that includes multiple teachers’ voices, concluding with found poetry that illustrates the challenge of communicating across the cultural divide.

Journal

Qualitative Research Journal – Emerald Publishing

Published: Nov 15, 2018

Keywords: Teacher leadership; Narrative inquiry; Qualitative methodology; English language learners; Bricolage; Cross-cultural communication; Dual language education; Heuristic inquiry

References

  • English language learners: developing literacy in second-language learners – report of the national literacy panel on language-minority children and youth
    August, D.; Shanahan, T.; Escamilla, K.
  • Artful portrayals in qualitative inquiry: the road to found poetry and beyond
    Butler-Kisber, L.
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    Clandinin, D.J.; Huber, J.
  • Educating language minority students and affirming their equal rights: research and practical perspectives
    Hakuta, K.
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    Mahlomaholo, S.
  • Keeping and using reflective journals in the qualitative research process
    Ortlipp, M.
  • Qualitative research and translation dilemmas
    Temple, B.; Young, A.