The

Abstract

There is much written on research methodologies and the merits of each within academic texts. Researchers provide written accounts of their methodologies, their results locating these in literature previously reviewed. New ideas, models and frameworks of knowing develop from the discussion of the findings than contribute greatly to knowledge within a given discipline. What is seldom captured is the actual process of engaging in research, the ups and downs of the journey, whose voices are captured and for what reason and the relational and ethical dilemmas along the way that need to be negotiated. This article aims to give voice to my experiences of a research process with social care students as I attempted to develop a new model of relational reflexivity within their education and practice preparation. I discuss some of my experiences as a practitioner researcher as they relate to the research aims, design and method of inquiry. I offer my perspective as a way of challenging the clean-cut process often portrayed, where the researcher objectively and seamlessly goes through the various stages of the research process, before arriving at their conclusions in a tidy and comprehensive fashion.