TY - JOUR
T1 - Metaphors as a way to explore qualitative data
AU - Koro-Ljungberg, Mirka
N1 - Funding Information:
1. This article is based on my dissertation study of Finnish scientists. This fcoused collecteicasve study of 26Acadmyeprsoformfveisaos® eruoslprrdduodc2±4ehsoofinteurirwvedatafromeachpaantrticip fcousing on giftednes, sucsces, asnd creiat. Thyetstudiyvis supported in part by gars nform tthe Finnish Cultural Fundatioon and form the Academy of Finland.
Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
PY - 2001/5
Y1 - 2001/5
N2 - Qualitative data can allow us to see multiple meanings and realities of human experiences. Sometimes the variations of realities makes interpretation challenging. This article provides examples of how metaphors, related to the life history context, “extend horizons of insight and create new possibilities” (Morgan, 1997, p. 351) to view the participants, the researcher, and the story of research as well as to add to the knowledge about Finnish scientists’ creative processes. Metaphors connect different layers of text (academic story (normal font), personal story(bold font), and the meta-story) and tease out a story of research with multiple faces, changing stages, views, and alternative interpretations. I do not look for conclusions or a single definition of creativity. Rather, I ask questions and trouble the “category of creativity”, addressing methodological issues of educational research.
AB - Qualitative data can allow us to see multiple meanings and realities of human experiences. Sometimes the variations of realities makes interpretation challenging. This article provides examples of how metaphors, related to the life history context, “extend horizons of insight and create new possibilities” (Morgan, 1997, p. 351) to view the participants, the researcher, and the story of research as well as to add to the knowledge about Finnish scientists’ creative processes. Metaphors connect different layers of text (academic story (normal font), personal story(bold font), and the meta-story) and tease out a story of research with multiple faces, changing stages, views, and alternative interpretations. I do not look for conclusions or a single definition of creativity. Rather, I ask questions and trouble the “category of creativity”, addressing methodological issues of educational research.
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U2 - 10.1080/09518390110029102
DO - 10.1080/09518390110029102
M3 - Article
AN - SCOPUS:85008848443
SN - 0951-8398
VL - 14
SP - 367
EP - 379
JO - International Journal of Qualitative Studies in Education
JF - International Journal of Qualitative Studies in Education
IS - 3
ER -