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Journal articles on the topic 'Social inquiry'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Martin, Jerry L., David R. Dickens, Andrea Fontana, Mas'ud Zavarzadeh, and Donald Morton. "Postmodernism and Social Inquiry." Political Psychology 17, no. 4 (December 1996): 831. http://dx.doi.org/10.2307/3792151.

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2

McCall, Michal M. ":Postmodernism and Social Inquiry." Symbolic Interaction 19, no. 4 (November 1996): 363–65. http://dx.doi.org/10.1525/si.1996.19.4.363.

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3

Weblin, Mark. "Anderson and Social Inquiry." Australian Journal of Anthropology 3, no. 1-2 (March 1992): 80–99. http://dx.doi.org/10.1111/j.1835-9310.1992.tb00154.x.

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4

Freese, Jeremy, and Sara Shostak. "Genetics and Social Inquiry." Annual Review of Sociology 35, no. 1 (August 2009): 107–28. http://dx.doi.org/10.1146/annurev-soc-070308-120040.

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5

St. Pierre, Elizabeth Adams. "Writing Post Qualitative Inquiry." Qualitative Inquiry 24, no. 9 (October 9, 2017): 603–8. http://dx.doi.org/10.1177/1077800417734567.

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This article explains how writing served the author as a method of inquiry for several decades and how a long preparation using Derrida’s deconstruction, Foucault’s historical approaches, and Deleuze and Guattari’s experimental concepts slowly deconstructed conventional humanist qualitative methodology enabling post qualitative inquiry. The author encourages those who inquire now, after the ontological turn, to break the habit of rushing to preexisting research methodologies and, instead, to follow the provocations that come from everywhere in the inquiry that is living and writing.

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Gillieatt, Sue, Christina Fernandes, Angela Fielding, Antonia Hendrick, Robyn Martin, and Susi Matthews. "Social Network Analysis and Social Work Inquiry." Australian Social Work 68, no. 3 (June 11, 2015): 338–51. http://dx.doi.org/10.1080/0312407x.2015.1035660.

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7

Shannon, Margaret A. "Participation as social inquiry and social learning (reviewed paper)." Schweizerische Zeitschrift fur Forstwesen 157, no. 10 (October 1, 2006): 430–37. http://dx.doi.org/10.3188/szf.2006.0430.

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The extent to which participatory processes are deliberative social inquiry by animated citizens organized in communities of inquiry and engaged in civic science is a measure of the degree to which social institutions reveal a public philosophy of democracy. This paper examines the argument that public participation creates the conditions for social inquiry when a polity defines itself, organizes itself,creates the necessary information for social choices, and exercises its responsibility to make public judgments and exercise public accountability.

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8

Holmes, Brian, and D. C. Phillips. "Philosophy, Science and Social Inquiry." European Journal of Education 23, no. 4 (1988): 356. http://dx.doi.org/10.2307/1503120.

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RICHARDSON, FRANK C., and BLAINE J. FOWERS. "Social Inquiry: A Hermeneutic Reconceptualization." American Behavioral Scientist 41, no. 4 (January 1998): 461–64. http://dx.doi.org/10.1177/0002764298041004002.

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10

Cunliffe, Ann L. "Social Poetics as Management Inquiry." Journal of Management Inquiry 11, no. 2 (June 2002): 128–46. http://dx.doi.org/10.1177/10592602011002006.

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11

Blok, Anders. "Another Social Inquiry is Possible!" Science as Culture 27, no. 2 (November 10, 2017): 276–81. http://dx.doi.org/10.1080/09505431.2017.1398226.

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St.Pierre, Elizabeth Adams. "Haecceity: Laying Out a Plane for Post Qualitative Inquiry." Qualitative Inquiry 23, no. 9 (September 4, 2017): 686–98. http://dx.doi.org/10.1177/1077800417727764.

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This article traces 25 years of scholarship that used the concept haecceity to slowly deconstruct or deterritorialize conventional qualitative methodology and think post qualitative inquiry, which might help lay out a plane of inquiry that will enable new concepts and practices such as using concepts instead of methods to inquire.

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13

Persico, Christine, and W. Thomas Heaney. ""Group Interviews: A Social Methodology for Social Inquiry."." Adult Education Quarterly 38, no. 2 (June 1988): 122–23. http://dx.doi.org/10.1177/0001848188038002015.

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14

Cacciattolo, Marcelle, Mark Vicars, and Tarquam McKenna. "Behind closed doors: negotiating the Ethical Borgs in qualitative inquiry." Qualitative Research Journal 15, no. 1 (February 2, 2015): 98–108. http://dx.doi.org/10.1108/qrj-11-2014-0058.

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Purpose – The Ethical Borgs are a fictional panel of a set of people who have the task of attending to the manner in which research “should” occur. The scenario is a series of “fictionalised encounters” between two researchers presenting their research proposals to the panel for approval. The purpose of this paper is to revisit and play out two researchers’ individual and collective experiences of gaining ethical clearance as emergent researchers. The tension of their place and status in academia drives their identity. Design/methodology/approach – This paper is presented in the form of a short play. The focus is on the manner in which the performance of the academic self as researcher can be impeded or assisted by the deliberations of the “Ethical Borgs”. These fictional encounters demonstrate the tension of being located in the in-between worlds of researchers in-waiting who need to negotiate their roles and whose ethical anxieties are critiqued through the lens of the “naive inquirer” the “too hard don’t touch inquirer” and the “medicalised” lens inquirer. Findings – The major themes examined in this paper address how the Ethical Borgs increasingly exercise power and have authority to authorise social inquiry. Originality/value – Questions that are also raised include what academic approval is required to inquire? How does a naive inquirer manoeuvre his or her way through institutionalised and bureaucratic procedures?

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15

Holmwood, John. "The Challenge of Global Social Inquiry." Sociological Research Online 14, no. 4 (September 2009): 100–104. http://dx.doi.org/10.5153/sro.1993.

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Calls to provincialise sociology have been criticised as relativistic and self-contradictory. Utilising the arguments of Boaventura de Sousa Santos and Peter Winch, the present paper defends a provincialised sociology against these criticisms and argues that only a provincialised sociology can meet the challenge of global social inquiry.

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16

Kreijns, Karel, Frederik Van Acker, Marjan Vermeulen, and Hans Van Buuren. "Community of Inquiry: Social Presence Revisited." E-Learning and Digital Media 11, no. 1 (January 2014): 5–18. http://dx.doi.org/10.2304/elea.2014.11.1.5.

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17

Colter, Robert, and Joseph Ulatowski. "Social Dexterity in Inquiry and Argumentation." American Association of Philosophy Teachers Studies in Pedagogy 2 (2016): 6–27. http://dx.doi.org/10.5840/aaptstudies201713117.

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18

Hemingway, John L. "Leisure studies and interpretive social inquiry." Leisure Studies 14, no. 1 (January 1995): 32–47. http://dx.doi.org/10.1080/02614369500390031.

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19

López, Juan J. "Theory Choice in Comparative Social Inquiry." Polity 25, no. 2 (December 1992): 267–82. http://dx.doi.org/10.2307/3235111.

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20

Shelton, Allen. "Storytelling Sociology: Narrative as Social Inquiry." Contemporary Sociology: A Journal of Reviews 36, no. 3 (May 2007): 243–45. http://dx.doi.org/10.1177/009430610703600321.

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21

Schatzki, Theodore. "Book Review: On Interpretive Social Inquiry." Philosophy of the Social Sciences 35, no. 2 (June 2005): 231–49. http://dx.doi.org/10.1177/0048393105275281.

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22

Monk-Turner, Elizabeth. "Epistemology, social inquiry and quantum theory." Qualitative Research Journal 20, no. 2 (March 25, 2020): 228–42. http://dx.doi.org/10.1108/qrj-10-2019-0085.

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PurposeThis work examines assumptions of positivism and the traditional scientific method.Design/methodology/approachInsights from quantum mechanics are explored especially as they relate to method, measurement and what is knowable. An argument is made that how social scientists, particularly sociologists, understand the nature of “reality out there” and describe the social world may be challenged by quantum ideas. The benefits of utilized mixed methods, considering quantum insights, cannot be overstated.FindingsIt is the proposition of this work that insights from modern physics alter the understanding of the world “out there.” Wheeler suggested that the most profound implication from modern physics is that “there is no out there” (1982; see also Baggott, 1992). Grappling with how modern physics may alter understanding in the social sciences will be difficult; however, that does not mean the task should not be undertaken (see Goswami, 1993). A starting point for the social sciences may be relinquishing an old mechanistic science that depends on the establishment of an objective, empirically based, verifiable reality. Mechanistic science demands “one true reality – a clear-cut reality on which everyone can agree…. Mechanistic science is by definition reductionistic…it has had to try to reduce complexity to oversimplification and process to statis. This creates an illusionary world…that has little or nothing to do with the complexity of the process of the reality of creation as we know, experience, and participate in it” (Goswami, 1993, pp. 64, 66).Research limitations/implicationsMany physicists have popularized quantum ideas for others interested in contemplating the implications of modern physics. Because of the difficulty in conceiving of quantum ideas, the meaning of the quantum in popular culture is far removed from the parent discipline. Thus, the culture has been shaped by the rhetoric and ideas surrounding the basic quantum mathematical formulas. And, over time, as quantum ideas have come to be part of the popular culture, even the link to the popularized literature in physics is lost. Rather, quantum ideas may be viewed as cultural formations that take on a life of their own.Practical implicationsThe work allows a critique of positivist method and provides insight on how to frame qualitative methodology in a new way.Social implicationsThe work utilizes popularized ideas in quantum theory: the preeminent theory that describes all matter. Little work in sociology utilizes this perspective in understanding research methods.Originality/valueQuantum insights have rarely been explored in highlighting limitations in positivism. The current work aims to build on quantum insights and how these may help us better understand the social world around us.

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23

Butler, Richard. "Stories and Experiments in Social Inquiry." Organization Studies 18, no. 6 (November 1997): 927–48. http://dx.doi.org/10.1177/017084069701800602.

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24

Russi, Luigi. "Eavesdropping: The craft of social inquiry." Journal for the Theory of Social Behaviour 51, no. 3 (March 11, 2021): 412–29. http://dx.doi.org/10.1111/jtsb.12266.

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25

MacLure, Maggie. "Qualitative Inquiry." Qualitative Inquiry 17, no. 10 (November 11, 2011): 997–1005. http://dx.doi.org/10.1177/1077800411423198.

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26

Rice, Nancy. "Encouraging Inquiry." Journal of Disability Policy Studies 12, no. 1 (June 2001): 28–39. http://dx.doi.org/10.1177/104420730101200104.

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27

Imbrogno, Salvatore. "An Emerging Inquiry for Social Design in Social Development." International Social Work 28, no. 2 (April 1985): 35–43. http://dx.doi.org/10.1177/002087288502800206.

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28

Richardson, Frank C., and John Chambers Christopher. "Social theory as practice: Metatheoretical options for social inquiry." Journal of Theoretical and Philosophical Psychology 13, no. 2 (1993): 137–53. http://dx.doi.org/10.1037/h0091113.

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29

Smith, Lance C., and Richard Q. Shin. "Social Privilege, Social Justice, and Group Counseling: An Inquiry." Journal for Specialists in Group Work 33, no. 4 (October 23, 2008): 351–66. http://dx.doi.org/10.1080/01933920802424415.

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30

Manankil-Rankin, Louela. "Moving From Field Text to Research Text in Narrative Inquiry." Canadian Journal of Nursing Research 48, no. 3-4 (December 2016): 62–69. http://dx.doi.org/10.1177/0844562116684728.

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Narrative Inquiry is a research methodology that enables a researcher to explore experience through a metaphorical analytic three-dimensional space where time, interaction of personal and social conditions, and place make up the dimensions for working with co-participant stories. This inquiry process, analysis, and interpretation involve a series of reflective cognitive movements that make possible the reformulations that take place in the research journey. In this article, I retell the process of my inquiry in moving from field texts (data sources) to research text (interpretation of experience) in Narrative Inquiry. I draw from an inquiry on how nurses experience living their values amidst organizational change to share how I as an inquirer/researcher, moved from field texts to narrative accounts; narrative resonant threads; composite letter as the narrative of experience; personal, practical, and social justifications to construct the research text and represent it another form as a poem. These phases in the inquiry involve considerations in the analytic and interpretive process that are essential in understanding how to conduct Narrative Inquiry. Lastly and unique to my inquiry, I share how a letter can be used as an analytic device in Narrative Inquiry.

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31

Godden, Naomi Joy. "A co-operative inquiry about love using narrative, performative and visual methods." Qualitative Research 17, no. 1 (September 21, 2016): 75–94. http://dx.doi.org/10.1177/1468794116668000.

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Participatory researchers advocate using presentational arts-based methods to collectively inquire into a social phenomenon. In a co-operative inquiry in an Australian rural community, ten community workers inquired into the ‘love ethic’ in their community work practice using narrative, performative and visual methods to gather, analyse and interpret data within cycles of reflection and action. Group members collectively and democratically chose to use presentational inquiry tools such as storytelling, dialogical performance, gift-giving, drawing and other non-traditional approaches to explore the topic and generate collaborative knowledge. These methods were engaging and empowering, and supported group members to develop a love-based framework of community practice. The group’s final collective drawing depicts the roots, trunk, fruit and saplings of a tree representing the values, process, outcomes and cyclical nature of the love ethic in community work.

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32

TAYLOR, ELANOR. "Social Categories in Context." Journal of the American Philosophical Association 6, no. 2 (2020): 171–87. http://dx.doi.org/10.1017/apa.2019.43.

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AbstractSocial categories play a central role in inquiry. Some authors have argued that social categories can only play this role because they have a particular metaphysical status, such as a connection to natural kinds or to comparatively joint-carving properties. This reflects the broadly realist idea that categories that play important roles in inquiry do so for metaphysical reasons. In this paper I argue that such metaphysical views of social categories cannot accommodate ‘empty’ social categories, cases in which social categories that cannot have the metaphysical features attributed to them by such accounts still play a central role in inquiry. I defend an alternative approach: context-dependent naturalness, an analogue of metaphysical naturalness that concerns context-dependent, rather than metaphysical, structure.

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33

Mason-Grant, Joan. "Longino's Social Knowledge." Dialogue 32, no. 2 (1993): 375–82. http://dx.doi.org/10.1017/s0012217300014505.

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The apparently limitless philosophical terrain marked out by the debate over the relation between science and values is constructively revisited in Helen Longino's Science as Social Knowledge. This project is motivated by the view that the ideal of value neutrality places unrealistic constraints on science. Longino seeks to demonstrate that even “good science” embodies social and political interests and values because it is, irreducibly, a social activity. Her strategy is to weave a position which can make sense of both ideology and evidence in the practice of science; her underlying philosophical critique is that the standard impasse between positivism and wholism is structured by an individualist conception of science. In the development of her analysis, she examines and reworks the concepts of evidence, reasoning and objectivity to accommodate her understanding of the social practices which constitute inquiry. She then appeals to the highly charged field of research on the biological bases of alleged sex differences in temperament, behaviour and cognition, to illustrate concretely how her analysis makes sense of a variety of interactions between scientific inquiry and socio-cultural values in contemporary science. Longino thus provides an opening for modes of inquiry, such as feminist science, which are self-consciously shaped by specified socio-political interests and values; she argues that, far from contaminating science, such projects can be more objective than that mode of inquiry practised under the standard myth of asocial, acultural, apolitical objectivity characteristic of modern epistemologies.

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34

Bosk, Emily Adlin. "Kathleen Wells, Narrative Inquiry." Qualitative Social Work 10, no. 4 (December 2011): 537–45. http://dx.doi.org/10.1177/1473325011425481a.

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35

Taguchi, Hillevi Lenz, and Elizabeth Adams St.Pierre. "Using Concept as Method in Educational and Social Science Inquiry." Qualitative Inquiry 23, no. 9 (October 5, 2017): 643–48. http://dx.doi.org/10.1177/1077800417732634.

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This article introduces this special issue of Qualitative Inquiry focused on using concepts as methods in educational and social science inquiry to account for an ontological arrangement in which humans are not seen as the only beginning of inquiry and in which transcendental and/or radical empiricism is in play. With the articles of this issue, we would like to offer a partly new or reconceptualized way of doing educational inquiry: a way where concepts—acts of thought—are practices that reorient thinking, undo the theory/practice binary, and open inquiry to new possibilities.

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36

Tanaka, Michele. "Finding Courage in the Unknown: Transformative Inquiry as Indigenist Inquiry." in education 21, no. 2 (December 21, 2015): 65–88. http://dx.doi.org/10.37119/ojs2015.v21i2.276.

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Educators often wonder how to respond purposefully to vexing issues such as ecological sustainability, social justice and holistic health and wellness. The search for useful ways of proceeding can be addressed through engagement in the process of transformative inquiry, a mode of inquiry for educators that resonates with indigenous views and ways of being. At its heart, the approach seeks to support preservice teachers in their personal journeys towards decolonizing and indigenizing. Ultimately, these efforts ripple out to affect their future students and the institutions in which they learn, teach and, hopefully, inquire. Weaving poetry written from my own experience on becoming indigenist, with the work of scholars such as Manulani Meyer, Lorna Williams, Marie Battise, Shawn Wilson, and Gregory Cajete, I highlight salient aspects of transformative inquiry that can be particularly useful in changing the trajectory of both education and educational research: welcoming spirit, deep and generous listening, connecting to place, and finding courage in the unknown.Keywords: Transformative inquiry; indigenizing education; decolonizing research; teacher education; educational research

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37

Solomos, John. "Social Research and the Stephen Lawrence Inquiry." Sociological Research Online 4, no. 1 (March 1999): 124–28. http://dx.doi.org/10.5153/sro.236.

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This article begins by exploring the conceptualisation of racism that is to be found in the Macpherson Report and the implications that this has for social research. It then looks at some of the policy recommendations of the report and the ways in which its key recommendations raise important dilemmas for policy initiatives on race. The final part of the article moves somewhat beyond the content of the Macpherson Report and suggest that we as researchers need to develop a critical self-awareness of the limitations of our research agendas in addressing phenomena that are addressed in the report, such as racism within institutional settings and racist violence.

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38

Dave, Harshad. "An inquiry on social issues – Part 1." Business Ethics and Leadership 1, no. 2 (2017): 78–88. http://dx.doi.org/10.21272/bel.1(2).78-88.2017.

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39

Dave, Harshad. "An Inquiry on Social Issues − Part 2." Business Ethics and Leadership 1, no. 3 (2017): 45–63. http://dx.doi.org/10.21272/bel.1(3).45-63.2017.

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40

Berkeley, Bennie. "Exploring Structured Thematic Inquiry in Social Research." OALib 01, no. 06 (2014): 1–7. http://dx.doi.org/10.4236/oalib.1100889.

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41

Harris, Janet C. "Social Contexts, Scholarly Inquiry, and Physical Education." Quest 39, no. 3 (December 1987): 282–94. http://dx.doi.org/10.1080/00336297.1987.10483880.

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42

Ethington, Philip J., and Eileen L. McDonagh. "The Common Space of Social Science Inquiry." Polity 28, no. 1 (September 1995): 85–90. http://dx.doi.org/10.2307/3235187.

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43

Miller, JoAnn, and Robert Perrucci. "Editors' Note: Science v. Social Science Inquiry." Contemporary Sociology: A Journal of Reviews 34, no. 5 (September 2005): ix—x. http://dx.doi.org/10.1177/009430610503400501.

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44

Steverson, Leonard A. "Rethinking Social Inquiry: Diverse Tools, Shared Standards." Contemporary Sociology: A Journal of Reviews 34, no. 5 (September 2005): 566–67. http://dx.doi.org/10.1177/009430610503400570.

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45

Gunnell, John G. "Social Inquiry and the Pursuit of Reality." Philosophy of the Social Sciences 46, no. 6 (August 2, 2016): 584–603. http://dx.doi.org/10.1177/0048393116649714.

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46

Mondak, Jeffery J., and Damarys Canache. "Knowledge Variables in Cross-National Social Inquiry*." Social Science Quarterly 85, no. 3 (September 2004): 539–58. http://dx.doi.org/10.1111/j.0038-4941.2004.00232.x.

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47

Richardson, Frank C., and Brent D. Slife. "Critical thinking in social and psychological inquiry." Journal of Theoretical and Philosophical Psychology 31, no. 3 (August 2011): 165–72. http://dx.doi.org/10.1037/a0024723.

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48

Caine, Vera, Pam Steeves, D. Jean Clandinin, Andrew Estefan, Janice Huber, and M. Shaun Murphy. "Social justice practice: A narrative inquiry perspective." Education, Citizenship and Social Justice 13, no. 2 (May 24, 2017): 133–43. http://dx.doi.org/10.1177/1746197917710235.

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Narrative inquiry is both phenomenon and methodology for understanding experience. In this article, we further develop our understandings of narrative inquiry as a practice of social justice. In particular, we explore ways in which social justice issues can be re-framed and re-imagined, with attention to consequent action. Drawing on work alongside Kevlar, a youth who left school early, we explore our understandings. Being grounded in pragmatism and emphasizing relational understanding of experience situate narrative inquiry and call us to think narratively with stories. This allows for movement away from dominant narratives and toward openings to imagine otherwise in dynamic and interactive ways.

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49

Hyland, Nora E., and Susan E. Noffke. "Understanding Diversity Through Social and Community Inquiry." Journal of Teacher Education 56, no. 4 (September 2005): 367–81. http://dx.doi.org/10.1177/0022487105279568.

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50

Elman, Colin, Diana Kapiszewski, and Arthur Lupia. "Transparent Social Inquiry: Implications for Political Science." Annual Review of Political Science 21, no. 1 (May 11, 2018): 29–47. http://dx.doi.org/10.1146/annurev-polisci-091515-025429.

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Political scientists use diverse methods to study important topics. The findings they reach and conclusions they draw can have significant social implications and are sometimes controversial. As a result, audiences can be skeptical about the rigor and relevance of the knowledge claims that political scientists produce. For these reasons, being a political scientist means facing myriad questions about how we know what we claim to know. Transparency can help political scientists address these questions. An emerging literature and set of practices suggest that sharing more data and providing more information about our analytic and interpretive choices can help others understand the rigor and relevance of our claims. At the same time, increasing transparency can be costly and has been contentious. This review describes opportunities created by, and difficulties posed by, attempts to increase transparency. We conclude that, despite the challenges, consensus about the value and practice of transparency is emerging within and across political science's diverse and dynamic research communities.

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