Results 221 to 230 of about 109,716 (348)
Competing epistemologies: a reflexive thematic analysis of research in general practice. [PDF]
BMC Prim CareToye F +4 more
europepmc +1 more source
Caught in the fire: An accidental ethnography of discomfort in researching sex work
Feminist Anthropology, EarlyView.Abstract Drawing on fifteen years of engagement with researching Israel's sex industry, this article uses accidental ethnography to propose discomfort‐as‐method for feminist anthropology. I argue that discomfort is not a by‐product of fieldwork but a constitutive condition that disciplines researchers and shapes what can be known.
Yeela Lahav‐Raz
wiley +1 more source
Deferring to Expertise whilst Maintaining Autonomy. [PDF]
Episteme (Edinb)Brown RCH.
europepmc +1 more source
Making care audible: Musical gifts and affective reciprocity in the clinic
Feminist Anthropology, EarlyView.Abstract In clinical settings, music therapy is frequently received as a gift—a voluntary offering that invites but does not demand participation. Drawing on ethnographic research with music therapists and patients in Canadian and American hospitals, this article examines how clinical care is co‐constituted through practices of giving, receiving, and ...
Meredith Evans
wiley +1 more source
Future in Educational Research, EarlyView.ABSTRACT Teacher education should equip student teachers with scientific evidence and scientific theories as a resource for future pedagogical action. In opposition to this, student teachers tend to perceive a rather low utility value of scientific evidence and scientific theories for pedagogical action.
Michael Rochnia +4 more
wiley +1 more source
Continuous Regression of Metastatic Pancreatic Adenocarcinoma after Suspending Chemotherapy: A Case Report. [PDF]
Case Rep OncolBayat L, Orlacchio A, Parrott D, Wu J.
europepmc +1 more source
Wonder as a Gateway to Science Meaning‐Making: Primary Pupils’ Narrative Journeys
Future in Educational Research, EarlyView.ABSTRACT This study explores how wonder fosters transformative learning in science education for pupils (11–12 years old), creating meaning about cycles in nature. As an emotional and epistemic trigger, wonder may bridge everyday experiences with abstract scientific concepts by stimulating curiosity and creativity. Through a narrative writing task, the
Pauline Book, Siri‐Christine Seehuus
wiley +1 more source