Epistemological theft and appropriation in qualitative inquiry in applied linguistics: lessons from Halaqa
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Othman Z. Barnawi
Abstract
Within the current turn of decolonization in the field of applied linguistics, the dominant discourses may have little to say about exposing and disrupting the act of epistemological theft and appropriation in qualitative research methodologies, even implicitly. Epistemological theft and appropriation refer to the (in)deliberate intricate acts of dispossessing the original knowers of their epistemological ownership over certain knowledges in their research practices. This paper introduces and operationalizes Halaqa as an alternative way of theorizing and doing qualitative research that is not only anchored in non-western epistemologies but can also be employed as a means for disrupting theft and appropriation in literature review and drawing on participants’ narratives within qualitative inquiry. Through a four-month journey of dialogue with three in-service Saudi western-trained language teachers-educators-researchers in our Halaqa, we co-explored possible mechanisms that foster legitimate ownership of epistemologies and emphasize appreciating other ways of knowing that may not be necessarily aligned with our perspectives about ELT in applied linguistics research. This paper concludes with a call for a nuanced and continuous process of self-critique and reappraisal that centers ethical, moral and epistemic imperatives while doing a literature review and drawing on participants’ narratives.
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Articles in the same Issue
- Frontmatter
- Special Issue: Tribal Epistemologies and the discursive construction of COVID-19 knowledge; Guest Editor: Rodney H. Jones
- Disciplinary tribes and the discourse of mainstream media expert opinion articles: evidencing COVID-19 knowledge claims for a public audience
- Ways of seeing and discourse strategies of naming the novel coronavirus in the US and Hong Kong
- Who is our friend and who is our enemy? The enregisterment of tribalising digital discourse during the COVID-19 pandemic
- “By the way I want to give you some masks”: exploring multimodal stance-taking in YouTube videos
- Affective geographies and tribal epistemologies: studying abroad during COVID-19
- Editorial
- Tribal epistemologies and the discursive construction of COVID-19 knowledge
- Special Issue: Against Epistemological Theft and Appropriation; Guest Editors: Othman Z. Barnawi and Hamza R’boul
- The myopic focus on decoloniality in applied linguistics and English language education: citations and stolen subjectivities
- The bidirectionality of epistemological theft and appropriation: contrastive rhetoric in China
- Attempts at including, mediating and creating ‘new’ knowledges: problematising appropriation in intercultural communication education and research
- Epistemological theft and appropriation in qualitative inquiry in applied linguistics: lessons from Halaqa
- Can the subaltern speak in autoethnography?: knowledging through dialogic and retro/intro/pro-spective reflection to stand against epistemic violence
- The violence of literature review and the imperative to ask new questions
- Editorial
- Against epistemological theft and appropriation in applied linguistics research
- Special Issue: Art as social practice: language and marginality; Guest Editors: Roberta Piazza, Birgul Yilmaz and Charlotte Taylor
- ‘Art as social practice: language and marginality’: Special Issue of Applied Linguistics Review
- Objects are not just a thing – (re)negotiating identity through using material objects within the Kurdish diaspora in the UK
- “I am surprised they have allowed you in here to do this”: women’s prison writing as heterotopic space of narrative inclusion
- Walking with: understandings and negotiations of the mundane in research
- Translanguaging art – Questioning boundaries in Monika Szydłowska’s Do you miss your country?
- Reinventing the self through participatory art: writing and performing among rough sleepers
- Research Articles
- Expectation-practice discrepancies: a transcultural exploration of Chinese students’ oral discourse socialization in German academia
- Perceived teacher feedback practices, student feedback motivation and engagement in English learning: a survey of Chinese university students
- Incidental vocabulary learning from listening, reading, and viewing captioned videos: frequency and prior vocabulary knowledge
- A longitudinal study on lecture listening difficulties and self-regulated learning strategies across different proficiency levels in EMI higher education
- Secondary students’ L2 writing motivation and engagement: the impact of teachers’ instructional approaches and feedback practices
- Marked on the voice: the visibility experiences of Russian heritage migrants following the war against Ukraine
Articles in the same Issue
- Frontmatter
- Special Issue: Tribal Epistemologies and the discursive construction of COVID-19 knowledge; Guest Editor: Rodney H. Jones
- Disciplinary tribes and the discourse of mainstream media expert opinion articles: evidencing COVID-19 knowledge claims for a public audience
- Ways of seeing and discourse strategies of naming the novel coronavirus in the US and Hong Kong
- Who is our friend and who is our enemy? The enregisterment of tribalising digital discourse during the COVID-19 pandemic
- “By the way I want to give you some masks”: exploring multimodal stance-taking in YouTube videos
- Affective geographies and tribal epistemologies: studying abroad during COVID-19
- Editorial
- Tribal epistemologies and the discursive construction of COVID-19 knowledge
- Special Issue: Against Epistemological Theft and Appropriation; Guest Editors: Othman Z. Barnawi and Hamza R’boul
- The myopic focus on decoloniality in applied linguistics and English language education: citations and stolen subjectivities
- The bidirectionality of epistemological theft and appropriation: contrastive rhetoric in China
- Attempts at including, mediating and creating ‘new’ knowledges: problematising appropriation in intercultural communication education and research
- Epistemological theft and appropriation in qualitative inquiry in applied linguistics: lessons from Halaqa
- Can the subaltern speak in autoethnography?: knowledging through dialogic and retro/intro/pro-spective reflection to stand against epistemic violence
- The violence of literature review and the imperative to ask new questions
- Editorial
- Against epistemological theft and appropriation in applied linguistics research
- Special Issue: Art as social practice: language and marginality; Guest Editors: Roberta Piazza, Birgul Yilmaz and Charlotte Taylor
- ‘Art as social practice: language and marginality’: Special Issue of Applied Linguistics Review
- Objects are not just a thing – (re)negotiating identity through using material objects within the Kurdish diaspora in the UK
- “I am surprised they have allowed you in here to do this”: women’s prison writing as heterotopic space of narrative inclusion
- Walking with: understandings and negotiations of the mundane in research
- Translanguaging art – Questioning boundaries in Monika Szydłowska’s Do you miss your country?
- Reinventing the self through participatory art: writing and performing among rough sleepers
- Research Articles
- Expectation-practice discrepancies: a transcultural exploration of Chinese students’ oral discourse socialization in German academia
- Perceived teacher feedback practices, student feedback motivation and engagement in English learning: a survey of Chinese university students
- Incidental vocabulary learning from listening, reading, and viewing captioned videos: frequency and prior vocabulary knowledge
- A longitudinal study on lecture listening difficulties and self-regulated learning strategies across different proficiency levels in EMI higher education
- Secondary students’ L2 writing motivation and engagement: the impact of teachers’ instructional approaches and feedback practices
- Marked on the voice: the visibility experiences of Russian heritage migrants following the war against Ukraine
