Misfortune of qualitative social research in the times of academic capitalism
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Abstract
The interest qualitative research shows is remarkable both for the study of the use and organization of time as well as for the social construction of temporal categories. The focus is not so much on the role that the temporal dimension plays in the formation of qualitative research itself. By taking into account such a dimension we perceive that this research requires letting time take its course, taking time in its own development process. This logic collides head-on with the chrono-logic prevailing in today's academic capitalism, giving rise to the epistemological misfortune of qualitative social research as a slow research. This article briefly reviews the scope of this misfortune. We start by paying attention to the context in which it is framed; then we will continue with the description of the constituent moments of qualitative social research in order to conclude with a proposal for the future: the necessary reaffirmation of the epistemological logic of qualitative social research.
##plugins.themes.bootstrap3.article.details##
How to Cite
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
openAccess
Abad Miguélez, B. (2018). Regímenes de movilidad y expropiación del tiempo: la espera como cronopolítica. Arbor, 194 (788), a453. Recuperado de: https://doi.org/10.3989/arbor.2018.788n2013
Adams, V., Murphy, M. & Clarke, A. (2009). Anticipation: Technoscience, life, affect, temporality. Subjectivity 28, 246–265. Recuperado de: https://doi.org/10.1057/sub.2009.18
Ball, S. (2003). The Teacher's Soul and the Terrors of Performativity. Journal of education policy, 18 (2), 215-228. Recuperado de: https://doi.org/10.1080/0268093022000043065
Bourdieu, P. (1992). Homo academicus. Paris: Les Éditions de Minuit.
Callejo Gallego, J. (2002). Observación, entrevista y grupo de discusión: el silencio de tres prácticas de investigación. Revista Española de Salud Pública, 76 (5), 409-422. Recuperado de: http://scielo.isciii.es/pdf/resp/v76n5/colabora3.pdf
Cannizzo, F. (2015). Academic subjectivities: Governmentality and Self-Development in Higher Education. Foucault Studies, 20. Recuperado de: https://doi.org/10.22439/fs.v0i0.4937
Dalsgaard, S. & Nielsen, M. (2013). Time and the Field. Introduction. Social Analysis, 57 (1), 1-9. Recuperado de: https://doi.org/10.3167/sa.2013.570101
Davila Legerén, A. & Huici Urmeneta, V. (2018). Más allá de una investigación social cualitativa extractiva: Escucha, silencio y conversación. Revista Anhanguera, 1, 119-141. Recuperado de: http://pos.anhanguera.edu.br/wp-content/uploads/2017/03/revista-anhanguera-pesquisa-quali-2018.pdf
Deleuze, G. (2017). Del bergsonismo. Buenos Aires: Editorial Cactus
Deleuze, G. & Guattari, F. (2004). Mil mesetas Capitalismo y esquizofrenia. Pamplona: Pretextos.
Denzin, N.K. (2013). “The Death of Data?” Cultural Studies/Critical Methodologies, 13(4), 353 –356. Recuperado de: https://doi.org/10.1177/1532708613487882
Fine, G.A. & Deegan, J.G. (1996). Three Principles of Serendip: insight, chance and discovery in qualitative research. International Journal of Qualitative Studies in Education, 9 (4), 434-447. Recuperado de: https://doi.org/10.1080/0951839960090405
Gallas, A. (2018). Introduction: The Proliferation of Precarious Labour in Academia. Global Labour Journal, 9(1), 69-75. Recuperado de: https://doi.org/10.15173/glj.v9i1.3428
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P. & Trow, M. (1994). The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies. London: Sage.
Keller, E. F. (1983). A Feeling for the Organism: The Life and Work of Barbara McClintock. New York: Henry Holt and Company.
Koro-Ljungberg, M. & Barko, T. (2012). 'Answers,' Assemblages, and Qualitative Research. Qualitative Inquiry, 18 (3), 256-265. Recuperado de: https://doi.org/10.1177/1077800411431562
Levy, D. M. (2007). No time to think: Reflections on information technology and contemplative scholarship. Ethics and Information Technology, 9, 237–249. Recuperado de: http://faculty.washington.edu/dmlevy/Levy_No_Time_to_Think.pdf
Lofland, J. & Lofland, L. (1984). Analyzing Social Settings: A Guide to Qualitative Observation and Analysis. Belmont (CA): Wadsworth Publishing Co Inc.
MacLure, M. (2013). The Wonder of Data. Cultural Studies/Critical Methodologies, 13 (4), 228-232. Recuperado de: https://doi.org/10.1177/1532708613487863
Mannay, D. & Morgan, M. (2015). Doing ethnography or applying a qualitative technique? Reflections from the “waiting field”. Qualitative Research, 15 (2), 166-182. Recuperado de: https://journals.sagepub.com/doi/10.1177/1468794113517391
Mills, D. & Ratcliffe, R. (2012). After Method? Ethnography in the Knowledge Economy. Qualitative Research, 12, 147–64. Recuperado de: https://doi.org/10.1177/1468794111420902
Mordechai, G. (2006). Welcoming Confusion, Embracing Uncertainty: Educating Teacher Candidates in an Age of Certitude. Paideusis, 15 (2), 15-25. Recuperado de: http://journals.sfu.ca/pie/index.php/pie/article/view/74/22
Morrish, L. & Sauntson, H. (2016). Performance Management and the Stifling of Academic Freedom and Knowledge Production. Journal of Historical Sociology, 29(1), 42–64. Recuperado de: https://doi.org/10.1111/johs.12122
O'Neill, M., Martell, L., Mendick, H. & Müller, R. (eds.) (2014). Slow Movement/Slow University: Critical Engagements. Introduction to the Thematic Section. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 15 (3). Art. 16. Recuperado de: http://dx.doi.org/10.17169/fqs-15.3.2229
Pascale. C.M. (2011). Cartographies of Knowledge- Exploring Qualitative Epistemologies. Thousand Oaks, California: Sage.
Pels, D. (2003). Unhastening Science. Autonomy and Reflexivity in the Social theory of Knowledge. Liverpool, UK: Liverpool University Press.
Rivoal, I. & Salazar, N.B. (2013). Contemporary Ethnographic Practice and the Value of Serendipity. Social Anthropology, 21(2), 178–185. Recuperado de: https://doi.org/10.1111/1469-8676.12026
Ryan-Flood, R., & Gill, R. (2010). Breaking the silence: The hidden injuries of neo-liberal academia. En R. Ryan- Flood, & R. Gill (Eds.), Secrecy and silence in the research process: feminist reflections (pp. 228-244). Abingdon, Oxon; New York, NY: Routledge.
Schwandt, T. A. (2008). Educating for intelligent belief in evaluation. American Journal of Evaluation, 29(2), 139-150. Recuperado de: https://journals.sagepub.com/doi/10.1177/1098214008316889
Slaughter, S. & Leslie, L. (1997). Academic Capitalism. Politics, Policies and the Entrepreneurial University. Baltimore, Maryland (USA): Johns Hopkins UP.
Smith, S. (2015). Multiple temporalities of knowing in academic research. Social Science Information, 54 (2), 149-176. Recuperado de: https://doi.org/10.1177/0539018414566421
Strathern, M. (1990). Artefacts of History: Events and the Interpretation of Images. En J. Siikala (Ed.), Culture and History in the Pacific (pp. 25-44). Helsinki: Suomen Antropologinen Seura.
Torrance, H. (2008). Building Confidence in Qualitative Research Engaging the Demands of Policy. Qualitative Inquiry, 14 (4), 507-527. Recuperado de: https://doi.org/10.1177/1077800407309380
Vostal, F. (2015). Academic life in the fast lane: The experience of time and speed in British academia. Time & Society, 24 (1), 71-95. Recuperado de: https://doi.org/10.1177/0961463X13517537
Ylijoki, O-H. (2016). Projectification and conflicting temporalities in academic knowledge production. Theory of Science, 38 (1), 7-26. Recuperado de: http://teorievedy.flu.cas.cz/index.php/tv/article/view/331/363