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Down the methodological rabbit hole: thinking diffractively with resistant data

Levy, Gary, Halse, Christine and Wright, Jan 2015, Down the methodological rabbit hole: thinking diffractively with resistant data, Qualitative research, vol. 16, pp. 183-197, doi: 10.1177/1468794115571434.

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Title Down the methodological rabbit hole: thinking diffractively with resistant data
Author(s) Levy, Gary
Halse, Christine
Wright, Jan
Journal name Qualitative research
Volume number 16
Start page 183
End page 197
Total pages 15
Publisher Sage
Place of publication London, Eng.
Publication date 2015-04
ISSN 1468-7941
1741-3109
Keyword(s) anorexia
children
diffractive methodology,
feminist post-humanism
post-qualitative thinking
resistant data
Summary This article, part of a larger study, began with an inquiry into the ways a small group of preteen boys and girls with diagnosed eating disorders discussed their ideas and attitudes about healthy bodies in individual interviews. Despite applying some of the usual analytic procedures, the data yielded little of significance in relation to body and health discourses, or to gender differences. We therefore wondered whether our underlying epistemological lenses and methodological toolkit had prevented us from seeing and hearing what was happening with this particular cohort. By shifting from a predominantly feminist post-structuralist, socio-cultural approach to one more inflected with varieties of feminist post-humanism and post-qualitative thinking, the data came differently into focus, and invited closer consideration. Employing a diffractive analysis then allowed some fresh, unexpected salience in the data to become more apparent.
Language eng
DOI 10.1177/1468794115571434
Field of Research 160807 Sociological Methodology and Research Methods
Socio Economic Objective 970116 Expanding Knowledge through Studies of Human Society
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Sage
Persistent URL http://hdl.handle.net/10536/DRO/DU:30076092

Document type: Journal Article
Collection: School of Education
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