Researchers’ proximity to their field of interest can make it difficult to create what Bourdieu called “the strange point of view” needed to look beyond the field’s implicit beliefs when producing new knowledge. Based on a Bourdieusian approach to reflexive sociology, this article discusses proximity and distance when conducting research on and with one’s own students. To problematize proximity and distance in a research project, this article discusses a case in which a teacher/researcher conducted research on and with her own students in a bachelor’s degree program in sign language and interpreting as part of a project focusing on the students’ development of professional characteristics as interpreters for individuals with deafblindness. This article argues that student participation and input created an epistemological rupture and represented the strange point of view that became a counterweight to the researcher’s proximity to the field.

中文翻译：

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对自己的学生进行研究并与自己的学生一起进行研究


研究人员离自己感兴趣的领域很近，因此很难创造出布迪厄所说的“奇怪的观点”，这种观点需要在产生新知识时超越该领域的隐含信念。基于布迪厄斯的反思社会学方法，本文讨论了在对自己的学生进行研究时以及与自己的学生一起进行研究时的接近和距离。为了解决研究项目中的接近和距离问题，本文讨论了一个案例，其中一位教师/研究人员在手语和口译学士学位课程中与自己的学生进行研究，作为关注学生发展的项目的一部分作为聋盲人的口译员的职业特征。本文认为，学生的参与和投入造成了认识论的断裂，并代表了一种奇怪的观点，这种观点成为了研究人员接近该领域的制衡因素。