As a researcher, I need to engage in reflexivity ‘to account for how subjectivity’ is ‘fundamentally intertwined’ with my process (Olmos-Vegaa et al., 2023). A qualitative approach provides an ‘opportunity to excavate’ the evolution of ‘previous frames of reference’ (Nguyen et al., 2023). Moreover ‘ethical reflexivity involves considering the social and political implications of research,’ being mindful of the experience of the participants (von Unger, 2021) – and other stakeholders. Tensions and contradictory demands create challenges, but as von Unger (2021) notes, a way forward might be found through dialogue with peers,’ but also through ‘dialogue with actors in the field.’
Crouch and Pearce (2015, p. 59) posit that since ‘social processes cannot be directly discovered’ the purpose of research is to attempt to ‘understand those processes through the ‘use an interpretivist lens.’ However, assuming that the ‘world is characterized by inequalities’ the role of the researcher is to ‘explore and attempt to expose’ those inequalities through use of a critical lens (Ibid), and the development of ‘participatory action research’ to provoke change (Ibid, p. 63). I am positioned more centrally in the process – acknowledging that my epistemology is ‘culture – value and history specific’ and therefore I must be explicit about my ideology relative to the design of my intervention and where this position has taken me (Ibid, p. 62).
I am drawn towards a critical realism, with its connection to discourse analysis as its distinction between ‘between the causal power of structures and the causal power of agency’ (Newman, 2020, p. 2). Reflecting on the roots of my research question (see Holmes, 2025a) – racism and the issue of digitally mediated translation – I recognize I am attempting to explore the connection between a deeper structural reality and the empirical space above the water – whilst acknowledging that a considerable ontological amount of the iceberg will remain unseen and unknown – see fig. 1.
Figure 1. Adapted from Introducing critical realism. (Wiltshire, 2021)
This image is something I adapted whilst helping students to understand Saunders, Lewis and Thornhill’s (2023) Research Onion – see figure 2.
Figure 2.The Research Onion. [diagram] (Saunders, Lewis and Thornhill, 2023, p.131)
This also helped me to reflect on how my positionality is situated – and how my previous research fits into this paradigm, exploring how frames in the foreground serve forces in the background – emphasizing the importance of ideas, which ‘impact the chain of events’ in the evolution of policies (Holmes, 2025b, p. 14).
My current project aims to discover how the mediation of languages might foster a greater sense of inclusion and empathy between students in the learning space and overcome some of the risks presented by a world where communication is increasingly mediated by machines. In my view, these two elements are not mutually exclusive in respect of the tension between systemic power and human agency.
When I think of the roots of the project, I am also cognizant of the routes of multiculturism – as articulated by Stuart Hall (Paul, 2005), and how, through exploring critical dialogues, we might work towards creating a more equitable, sustainable (UAL, 2023), inclusive and less divided space at UAL in the future.
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References
Crouch, C., and Pearce, J. (2012) Doing research in design. Bloomsbury
Holmes, I.D. (2025a) IP Unit_ Reflective Report. Available at: https://pgcertianholmes2025.myblog.arts.ac.uk/2025/07/15/intervention-reflective-report_-fostering-inclusivity-in-the-international-multi-lingual-multi-cultural-university-space/ (Accessed 12 December 2025)
Holmes, I.D. (2025b) ‘Framing COVID-19: ‘How UK government and media narrated the “crisis,”’ Politics and Policy, Vol. 53 (3) https://doi.org/10.1111/polp.70040
Newman, J. (2020) ‘Critical realism, critical discourse analysis, and the morphogenetic approach.’ Journal of Critical Realism, 19 (5) pp. 433- 455.
Nguyen, D.J.,Mathuews, K., Herron, A. Troyer, R., Graman, Z., Goode, W.A., Shultz, A., Tackett, K. and Moss, M. (2019) ‘Learning to become a scholar-practitioner through research experiences,’ Journal of Student Affairs, Research and Practice, Vol 56 (4) pp. 365-378, DOI: 10.1080/19496591.2019.1611591
Olmos-Vegaa , F.M., Stalmeijerb, R.E. Varpioc, L. and Kahlked, R. (2023) ‘A practical guide to reflexivity in qualitative research.’ AMEE Guide No. 149. Vol. 45, (3) pp. 241–251
Paul, A. (2005) Stuart Hall: “Culture is always a translation.” Available at: https://www.caribbean-beat.com/issue-71/culture-always-translation (Accessed on 17.03.2025)
Saunders, M.N.K., Thornhill, P., and Lewis, A. (2023) Research methods for business students: Ninth ed. Pearson
von Unger, H (2021) ‘Ethical reflexivity as research practice,’ Historical Social Research / Historische Sozialforschung, Vol. 46, (2)- Special Issue: ‘Reflexivity between science and society,’ pp. 186-204
Wiltshire, G. (2021) Introducing critical realism: Workshop four- analysis. Available at: https://www.youtube.com/watch?v=nFpZYF0dF38 (Accessed 20 Nov 2025)
UAL (2023) Roots and Routes. Available at: https://millbankexhibition.myblog.arts.ac.uk/2023/07/19/roots-and-routes/ (Accessed on 17.03.25)