to draw comics the scholarly way: Creating comics-based research in the academy. In P. Leavy (Ed.), Handbook of arts-based research (pp. 396–424). New York: Guilford Press.
Lawrence-Lightfoot, S. and Davis, J. (1997). The art and science of portraiture. San Francisco: Jossey-Bass.
Leavy, P. (Ed.) (2019) The handbook of arts-based research. New York: Guilford Press.
Madison, D. S., and Hamera, J. (Eds.) (2006). The SAGE handbook of performance studies. Thousand Oaks, CA: Sage.
Mannay, D. (2010). Making the familiar strange: Can visual research methods render the familiar setting more perceptible? Qualitative Research, 10, 91–111.
Milgram, S. (1974). Obedience to authority: An experimental view. New York: Harper & Row.
Miller, K. E. (2016). Dear critics: Addressing concerns and justifying the benefits of photography as a research method work. http://nbn-resolving.de/urn:nbn:de:0114-fqs1503274
Mulkay, M. (1985). The word and the world: Explorations in the form of sociological analysis. London: Allen & Unwin.
Muñoz, K. L. (2014). Transcribing silence: Culture, relationships, and communication. Thousand Oaks, CA: Left Coast Press.
Newbury, J. & Hoskins, M. (2010). Relational inquiry: Generating new knowledge with adolescent girls who use crystal meth. Qualitative Inquiry, 16(8), 642–650.
Newman, F. (1996). Performance of a lifetime: A practical-philosophical guide to the joyous life. New York: Castillo.
Norris, J. (2010). Playbuilding as qualitative research: A participatory arts-based approach. Walnut Creek, CA: Left Coast Press.
Park, H.-Y. (2009). Writing in Korean, living in the U.S.: A screenplay about a bilingual boy and his mom. Qualitative Inquiry, 15, 1103–1124.
Pedri-Spade, C. (2016). The drum is your document: Decolonizing research through Anishinabe song and story. International Review of Qualitative Research, 9, 385–406.
Pelias, R. (1999). Writing performance: Poeticizing the researcher's body. Carbondale, IL: Southern Illinois University Press.
Pelias, R. (2014). Performance: An alphabet of performative writing. Walnut Creek, CA: Left Coast Press.
Pelias, R. (2018). Writing performance, identity, and everyday life: The selected works of Ronald J. Pelias. New York: Routledge.
Pfohl, S. (1992). Death at the Parasite Café. New York: St. Martins.
Ray, L. (2016). ‘Beading becomes a part of your life’: Transforming the academy through the use of beading as a method of inquiry. International Review of Qualitative Research, 9, 363–378.
Richardson, L. (1997). Fields of play. New Brunswick, NJ: Rutgers University Press.
Richardson, L., and St. Pierre, E. A. (2005). Writing: A method of inquiry. In N. Denzin and Y. Lincoln (Eds.), Handbook of qualitative research (pp. 959–978). Thousand Oaks, CA: Sage.
Rolling, J. H. (2014). Artistic method in research as a flexible architecture for theory-building. International Review of Qualitative Research, 7, 161–168.
Russell, G., and Bohan, J. (1999). Hearing voices: The use of research and the politics of change. Psychology of Women Quarterly, 23, 403–418.
Saldaña, J. (2011). Ethnotheatre: Research from page to stage. Walnut Creek, CA: Left Coast Press.
Shailor, J. (2010). Performing new lives: Prison theater. Philadelphia: Jessica Kingsley Press.
Spry, T. (2001). Performing autoethnography: An embodied methodological praxis. Qualitative Inquiry, 7, 706–732.
Spry, T. (2011). Writing and performing autoethnography. Thousand Oaks, CA: Left Coast Press.
Sughrua, W. M. (2016). Heightened performative autoethnography: Resisting oppressive spaces within paradigms. New York: Peter Lang.
Tillmann-Healy, L. M. (1996). A secret life in the culture of thinness. In C. Ellis and A. P. Bochner (Eds.), Composing ethnography (pp. 76–105). Walnut Creek, CA: AltaMira Press.
7 We Are All Researchers
Dan Wulff and Sally St. George
Twenty-two years ago, we wrote an article entitled ‘Research as Practice – Practice as Research’ based upon our social constructionist stance (Gergen, 2009, 2015) and our experiences of integrating our practice of family therapy with research. The article was rejected by a journal editor, stating that ‘everyone was already merging research and practice and this was not a new idea’. As new academics at the time, we were crestfallen and took the feedback to heart, even though from our experience we saw little evidence that people were seeing practice and research as the same. We noticed efforts to create bridges and translations across research and practice, but we did not see others re-visioning them as one and the same process.
We have read numerous articles focused on connections between research and practice where researchers focus on the evidence for, and application of, research results to further certain preferred practices (Farley-Ripple et al., 2018). While we see advantages of bridging research results with practice applications, our perspective is to not separate them into two ideas in the first place that then need to be bridged. We have connected with professional kindred spirits who share, at least in part, the interest in seeing research and practice combined into a single initiative (Relational Research Network of the Taos Institute, see https://www.taosinstitute.net/relational-researchnetwork).
We have remained committed to the notion of practice and research being variations of the same thing and continued to experiment with this idea in our practice setting (mostly at the Calgary Family Therapy Centre; St. George et al., 2015b; Wulff et al., 2015). We were impressed by how generative it was in our professional world and became interested in how it could be productively used in other human endeavors, including everyday activities (e.g., making decisions about how to balance work and personal life, choosing how to invest time and money, evaluating job choices and decisions, creating and engaging with preferred life styles) (McNamee and Hosking, 2012).
While joining these two ideas can contribute to research and researchers, our driving motivation is to improve practices with which to go forward. We are not interested in trying to develop a single ‘truth’ or certainty because we believe in the utility of multiplicities (Anderson, 2014; Gergen, 2015). ‘Practices’ could include parents trying to find better ways to respond to problems with a child, teachers looking to provide better instruction or manage learning difficulties, managers of a small business wanting to improve staff/employee relationships or alter the way their service is delivered, nurses wanting better ways to connect with ‘noncompliant’ patients, lawyers who are looking to refocus legal practice to embrace a different orientation or clientele, or religious leaders wanting to reshape their congregation's relationship to the surrounding neighborhood. In all of these situations, seeing practice and research as part-and-parcel of each other facilitates directed movement in the moment.
Examining aspects of a situation, the context, the history, and the persons involved are sensible and useful considerations
