Masks as methodology and the phenomenological turn: issues of interpretation

Leitch, R. M. and Conroy, J. C. (2015) Masks as methodology and the phenomenological turn: issues of interpretation. In: Smeyers, P., Bridges, D., Burbules, N. C. and Griffiths, M. (eds.) International Handbook of Interpretation in Educational Research. Series: Springer international handbooks of education. Springer: Dordrecht, pp. 1553-1550. ISBN 9789401792813 (doi: 10.1007/978-94-017-9282-0_75)

Abstract

The purpose of this chapter is to argue for (i) the heuristic value of the concept of mask and masking in research which has its basis in psychodynamic theory but relating it to socio-cultural theory as means to understanding self-experience (ii) the value of creating and performing masks as one valuable methodological ‘embodied’ form in social and educational research that represent individuals’ richly textured self-other constructions and allow for the interrogation of any simplistic dichotomies associated with notions of ‘inside’ ‘outside’ categories (iii) exploring possibilities and dilemmas of interpretation within this frame. In order to more fully understand the methodological and theoretical dynamics of mask work in revealing the complex interface professional identity and personal being we draw on both anthropological and psychological resources. In so doing we illustrate how these methods can add significantly to the repertoire of researchers in education.

• Item Type: Book Sections
• Status: Published
• Glasgow Author(s) Enlighten ID: Conroy, Professor James
• Authors: Leitch, R. M., and Conroy, J. C.
• College/School: College of Social Sciences > School of Education > Pedagogy Policy and Practice; College of Social Sciences > School of Education > Educational Leadership & Policy
• Publisher: Springer
• ISBN: 9789401792813
• Published Online: 26 November 2014