Source: International Journal of Qualitative Studies in Education, Volume 23, Issue 4
(July 2010), pages 423 – 433.
What can be known and how to render what we know are perpetual quandaries met by qualitative research, complicated further by the understanding that the everyday discourses influencing our representations are often tacit, unspoken or heard so often that they seem to warrant little reflection.
In this article, the author offers analytic memos as a means for addressing the subject of representation in qualitative research.
The author considers the representation's philosophical and ethical dimensions, grounded in one of the author's own formative experiences as an academic, writing the dissertation.