Metaphors

Why metaphors?

I decided to include my collection of metaphors as I see the possibility of incorporating metaphors into my doctoral work through writing and during presentations. The metaphors may be used during an examination or conference presentation to provide a visual and/or text representation of a particular concept or revelation. I also found that developing metaphors promotes reflexivity which has been an important aspect of my learning and journey. I hope to continue building my metaphor collection. The first collection is a visual ethnography using photographs that I have taken along with text demonstrating the connectivity between the image and the written message. The second metaphor is based on children's literature and uses a story as a metaphor.

1. Visual Ethnography

Similar to my belief when using any technology for representations, I believe that using photographs in a meaningful ethnographic representation requires careful consideration and deliberation of whether the “photograph can be used to create representations that express experiences and ideas in ways written words cannot” (Pink, 2007, p.163). It is through changes in assumptions that a greater appreciation for reflexivity and subjectivity will be realized in research.

The photographs below are subjective representations with metaphorical meaning. The images in the photographs inspired me to engage reflexively and self-consciously on my role as a researcher and a learner. There is no singular narrative; however each photograph is intentionally framed with expressive text. The focus is not on the content of the photograph but rather on how it is given meaning (Pink, 2007, P.133).

"Objective reality can never be captured" (Denzin and Lincoln, 2008, p.7)

The optical illusion of a starfish is a metaphor for relexivity. I have found myself engaging in reflexivity and self-consciously on my role as a researcher and a learner. The starfish reminds me of my ontological premise of a subjective reality and how relfexivity informs research. Naturally, researchers will see differences in versions of what is "true" or real since observational research is influenced by the researcher, the researched and the audience interpreting the representation. There is a gap between visibility and reality - what we see is not necessarily real or true and what is real may not be visible; it is simply a version of reality. You may or may not have recognized the image in this photograph is actually a candle. This demonstrates that as a researcher, I have control over what will be highlighted and what will be obscured in the "reality" of the presentation. The image in this slide was captured precisely when the sun was shining through my kitchen window in the afternoon, casting a reflection on the starfish candle.

"The images seem to shape and define one another, and an emotional, gestalt effect is produced" (Denzin and Lincoln, 2008, p.6)

The metaphor of clouds or cloud based work environments represent research processes in which knowledge is constructed collaboratively. The images in the clouds seem to shape and define one another; they are often continously joined images with various parts connected and with no identifiable centre - similar to a patchwork quilt. The reason I chose a cloud for this representation instead of a patchwork quilt is because a "cloud" based work environment is often used to descrie technological tools that enable collaboration, connections and co-construction of knowledge, such as Web 2.0 tools (i.e. blogs, wikis, social networking sites, etc.). Also, there are numerous layers and relationships that add to the context and situated meaning of what is observed in the clouds. I chose this particular image as it reminds me of my child's priceless reaction when he saw the clouds from his window seat on the airplane and his awe in literally being on top of the clouds.

"Visual images are given new meanings in a range of different contexts" (Pink, 2007, p.32)

I have expereinced a rupture of sense-making practices from accepting traditional positivist research to recognizing the need for more interpretive methods to address unanswered questions. The metaphor of a photograph from a different perspective represents a departure from conventional forms. The image of the coconut tree from below would not have been realized if my child didn't run under the coconut tree while we were on vacation in Mexico. When I followed him and looked up, I saw the beautifil image that I would have otherwise missed. It is through my children that I am reminded every day to depart from conventional forms and to look at things from different perspectives. I am reminded to make my thinking open to the influence of others.

"Learning is not a predictable linear process" (Angrosino, p.176)

The sunflower represents an appreciation of reciprocal relationships. There are many relationships involved in the growth of a sunflower. The sunflower rises above all other plants but doesn't cast much of a shadow so other plants can grow along side it while being protected. Bee pollinators can increase the sunflower yield and meanwhile, the sunflower provides needed food for many insects. Sunflowers remind me to consider the interconnected relationships inherent in a research inquiry. In addition, the sunflower is also circular in shape and symbolizes community. This photo was captured from my flower bed in the front of our house. It has now become a tradition that as a family we plant sunflower seed each year in the spring and by the end of August we are known as the sunflower house in our neighborhood. It is amazing how such a small seed can have such an enoromous effect on fostering family commitment and building community.

"There is constant disruption of the seemingly placid surface of inquiry" (Pink, 2007, p.257)

The learning processes during my doctoral journey so far have left several footprints on my thinking. The readings and the dialogues provoked my thinking about myself as a researcher and consumer of research. I thought my steps were leading in one direction; however, I uncovered new directions that need contemplation, further exploration and understanding. The snow represents the uneven ground, along with the wet and cold feeling that constitutes my uneasiness about this unknown journey. The footprints in mulit-directions demonstrate my understanding that my endpoint is not set and I know my journey will go off in various directions. The different sizes of footprints represent the collaborative nature of the journey as there are many contributors that will mark prints on my path. Some contributions will be repetitive and continuous and some will impact with more depth than others. The footprints marked in the photograph are actual footprints of my children and also depict the significance of the support provided by my family throughout this journey of hope.