Abstract

Greater attention to methods and methodologies when studying writing in religious contexts is needed to help researchers navigate ethical issues specific to faith communities and religious practices; to improve knowledge regarding the relationships among writing, religion, and faith; and to encourage respect for religious and nonreligious beliefs. To that end, I present findings from a study based on interviews of 14 scholars who have published results from their empirical studies on writing and religion or faith. Specifically, interview data show, first, researchers’ religious positionalities acting as terministic screens and promoting identification with participants, and, second, researchers’ efforts to fairly represent participants’ beliefs and the methods they use to do so. The article also offers a heuristic, based on findings from the interviews, for maintaining a reflective position when conducting research on writing and religious contexts.

Journal
Written Communication
Published
2015-10-01
DOI
10.1177/0741088315601645
CompPile
Search in CompPile ↗
Open Access
Closed
Topics
Export

Citation Context

References (61) · 15 in this index

  1. Balancing acts: Essays on the teaching writing in honor of William F. Irmscher
  2. 10.1207/s15430421tip3903_7
  3. Ethics and representation in qualitative studies of literacy
  4. A rhetoric of motives
  5. 10.1525/9780520340664-005
Show all 61 →
  1. College English
  2. Mapping Christian rhetorics: Connecting conversations, charting new territories
  3. A communion of friendship: Literacy, spiritual practice, and women in recovery
  4. College Composition and Communication
  5. 10.4324/9781315769912
  6. Composition Studies
  7. Negotiating religion faith in the composition classroom
  8. The effects of feminist approaches on research methodologies
  9. Writing without teachers
  10. Paper presented at the Annual Conference of College Composition and Communication
  11. College English
  12. 10.3998/mpub.23686
  13. Amish literacy: What and how it means
  14. Negotiating religion faith in the composition classroom
  15. 10.1086/428417
  16. College English
  17. JAC
  18. 10.1086/428420
  19. 10.1525/aeq.1993.24.2.05x1117y
  20. Written Communication
  21. 10.1075/swll.2
  22. College English
  23. Ethical dilemmas in feminist research. The politics of location, interpretation, and publ…
  24. College Composition and Communication
  25. The ethics of Internet research: A rhetorical, case-based approach
  26. College Composition and Communication
  27. Negotiating religion faith in the composition classroom
  28. Negotiating religion faith in the composition classroom
  29. Ethics and representation in qualitative studies of literacy
  30. A community text arises: A literate text and a literacy tradition in African-American churches
  31. Written Communication
  32. Writing studies research in practice: Methods and methodologies
  33. Negotiating religion faith in the composition classroom
  34. 10.1080/15295030802032283
  35. 10.1093/acprof:oso/9780199398973.001.0001
  36. Written Communication
  37. Literacy and religious agency: An ethnographic study of an online LDS women’s group
  38. Computers and Composition
  39. College English
  40. 10.2307/j.ctt6wr9q4.10
  41. Written Communication
  42. Practicing research in writing studies
  43. 10.1086/428424
  44. Feminist methods in social research
  45. College English
  46. Interviewing as qualitative research
  47. Negotiating religious faith in the composition classroom
  48. 10.1525/aeq.2005.36.1.093
  49. Working the ruins: Feminist poststructural theory in education
  50. Practicing research in writing studies: Reflexive and ethically responsible research
  51. Thomson-Bunn H. (2009). When God’s word isn’t good enough: Exploring Christian discourses in the college comp…
  52. Mapping Christian rhetorics: Connecting conversations, charting new territories
  53. Feminist ethics
  54. Written Communication
  55. Negotiating religion faith in the composition classroom
  56. Ethics and representation in qualitative studies of literacy