tag:blogger.com,1999:blog-62612226333990138662024-03-13T14:35:06.204-07:00QRfragA blog devoted to the discussion of qualitative research.
Inquire, Create, Change!Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.comBlogger193125tag:blogger.com,1999:blog-6261222633399013866.post-21923544118182764272016-11-16T12:58:00.000-08:002016-11-16T12:58:04.400-08:00What Constitutes Creativity in Qualitative Research Teaching?Here is a set of related sentences:<br />
<br />
<br />
What constitutes creativity in teaching?<br />
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<br />
What constitutes creativity in research teaching?<br />
<br />
<br />
What constitutes creativity in qualitative research teaching?<br />
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Like stair steps, each one brings me closer to the thing that is at the heart of what I do--teach qualitative research in as creative of a manner as possible. But, what is that? <br />
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There is creativity in teaching and research teaching, both of which are necessary and related, but then there is creativity in qualitative research teaching. <br />
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Before we get too much further into this conversation, I should probably mention that I love teaching qualitative research. Maybe it is not coincidental that generally when I am teaching qualitative research, I feel I am deep in the flow of creativity. So, it would stand to reason if I looked more closely at what feels like flow, I might gain some insight into the elusive notion of creativity in qualitative research teaching. <br />
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When I thought about digging deeper, however, I worried that there would be nothing there specific to qualitative research. In other words, was I simply being a creative teacher and/or a creative research teacher? Is that really the sum total of what is needed? But I persisted and here is a list of things I can identity as part of my practice:<br />
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1. I like my students.<br />
2. I like my subject: qualitative research. <br />
3. I have been reading about it for quite some time.<br />
4. I like the mundane parts of my craft as well as the elevated parts, that is, the tedium of organization is as likely to get my attention as the theory, and I consider them to be related. You can't have one without the other.<br />
5. I like to find new ways to put my students in charge of the doing and thinking, so I can sit back and watch them make meaning. <br />
6. I don't mind trying out new or risky instructional activities.<br />
7. I never seem to get tired of the excitement that comes when I see students making new discoveries and shifting their understanding of what research is or could be. <br />
8. I love it when students go out and find new methodology resources. <br />
9. I love it when students identify and develop new efficiencies with digital tools or other items that support their research?<br />
10. I like teaching students how to write up qualitative research.<br />
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Looking over this list of ten items, I am hard put to see how creativity in qualitative research teaching is different than creativity in teaching. I am not sure if that is a good thing or bad. <br />
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To another academic year of qualitative research students, I say, "Thank You!" It gets better year by year. <br />
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<br />Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-91512903269655820202016-11-09T11:38:00.000-08:002016-11-09T11:38:01.464-08:00Wikipedia: Why should female academic qualitative researchers care? <br />
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<a href="https://1.bp.blogspot.com/-SPrviLmAlq4/WAJ3DT4Uo2I/AAAAAAAAAyM/ffYz4cskNVQw4ZrMSicHTdlLtfr3lw3GwCLcB/s1600/wikipedia.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://1.bp.blogspot.com/-SPrviLmAlq4/WAJ3DT4Uo2I/AAAAAAAAAyM/ffYz4cskNVQw4ZrMSicHTdlLtfr3lw3GwCLcB/s1600/wikipedia.jpg" /></a></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "calibri";"><span style="mso-spacerun: yes;"><br /></span></span></b></div>
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<span style="font-family: "calibri";">I have been slow to come to the Wikipedia party.<span style="mso-spacerun: yes;"> </span>I knew people who edited.<span style="mso-spacerun: yes;"> </span>I had heard other academics complain, “never
use Wikipedia as a reference in a professional paper!”<span style="mso-spacerun: yes;"> </span>I used it regularly myself.<span style="mso-spacerun: yes;"> </span>I realized it wasn’t perfect, and I took the
information with a grain of salt, glancing over the references to see where the
stuff came from.<span style="mso-spacerun: yes;"> </span>Sometimes I quoted
Wikipedia because I wanted to reference the information most people had access
to at any given time.<span style="mso-spacerun: yes;"> </span>But by and large,
Wikipedia was backgrounded for me.<span style="mso-spacerun: yes;"> </span></span></div>
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<div style="margin: 0in 0in 8pt;">
<span style="font-family: "calibri";">That was until recently, when, thanks to my Library
colleague, Sara Marks, I began to pay attention.<span style="mso-spacerun: yes;"> </span>For over a decade, Sara has been editing
Wikipedia, leading wikihackathons, and attending Wikimania, the international
conference of Wikipedians.<span style="mso-spacerun: yes;"> </span>She is deeply
into it.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "calibri";">So, when I went to her recently and said I would like to see
if I could use Wikipedia editing as a practical means of using the information
my advanced qualitative research class would glean from writing papers on
methodological topics…her eyes begin to glow with a strange light.<span style="mso-spacerun: yes;"> </span>It could be done, she promised me.<span style="mso-spacerun: yes;"> </span>I should have realized she was choking back a
smile, pleased to think she might be adding more Wikipedians to the
institution.<span style="mso-spacerun: yes;"> </span></span></div>
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<div style="margin: 0in 0in 8pt;">
<span style="font-family: "calibri";">In anticipation of getting started planning a project, I
began, on my own, to dip into Wikipedia and see what was already available on
my topic.<span style="mso-spacerun: yes;"> </span>The article on qualitative
research was one of the first places I visited.<span style="mso-spacerun: yes;">
</span></span><a href="https://en.wikipedia.org/wiki/Qualitative_research"><span style="color: #0563c1; font-family: "calibri";">https://en.wikipedia.org/wiki/Qualitative_research</span></a><span style="mso-spacerun: yes;"><span style="font-family: "calibri";"> </span></span></div>
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<div style="margin: 0in 0in 8pt;">
<span style="font-family: "calibri";">It’s not a very inviting place.<span style="mso-spacerun: yes;"> </span>There is a banner across the top warning the
reader that the article has multiple problems—related to writing and
references.<span style="mso-spacerun: yes;"> </span>The topic seems to be
“owned” by sociology, as it is linked to that project.<span style="mso-spacerun: yes;"> </span>Based on some of the text near the beginning,
I had the feeling it might have been written by a student of Robert Bicklin (of
Bogden and Bicklin fame!)<span style="mso-spacerun: yes;"> </span>At least, I
thought, there is lots to do here.<span style="mso-spacerun: yes;">
</span>Definitely room for growth as an editor.<span style="mso-spacerun: yes;">
</span></span></div>
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<span style="font-family: "calibri";">Interesting, but I wasn’t getting close to my key concerns
which I would express like this:</span></div>
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<li style="color: black; font-family: "Calibri",sans-serif; font-size: 11pt; font-style: normal; font-weight: normal;"><div style="color: black; font-family: "Calibri",sans-serif; font-size: 11pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-top: 0in; mso-list: l0 level1 lfo1;">
Why does <b style="mso-bidi-font-weight: normal;">anyone
</b>care about Wikipedia?<span style="mso-spacerun: yes;"> </span>Why is it such
a phenomenon?</div>
</li>
<li style="color: black; font-family: "Calibri",sans-serif; font-size: 11pt; font-style: normal; font-weight: normal;"><div style="color: black; font-family: "Calibri",sans-serif; font-size: 11pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-top: 0in; mso-list: l0 level1 lfo1;">
Why should I, as an <b style="mso-bidi-font-weight: normal;">academic,</b> care about Wikipedia?<span style="mso-spacerun: yes;">
</span>[Many academics hate it with a passion, so why am I hanging around here
looking at it?]</div>
</li>
<li style="color: black; font-family: "Calibri",sans-serif; font-size: 11pt; font-style: normal; font-weight: normal;"><div style="color: black; font-family: "Calibri",sans-serif; font-size: 11pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-top: 0in; mso-list: l0 level1 lfo1;">
Why should I, as a <b style="mso-bidi-font-weight: normal;">qualitative researcher</b>, care about Wikipedia?<span style="mso-spacerun: yes;"> </span>[If the generic article possesses warnings,
what is the state of the other articles related to this topic?]</div>
</li>
<li style="color: black; font-family: "Calibri",sans-serif; font-size: 11pt; font-style: normal; font-weight: normal;"><div style="color: black; font-family: "Calibri",sans-serif; font-size: 11pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-top: 0in; mso-list: l0 level1 lfo1;">
Why should I, as a <b style="mso-bidi-font-weight: normal;">teacher</b>, care about Wikipedia? [Do I want students to struggle with
poorly formed text and mis-information?<span style="mso-spacerun: yes;">
</span>Is that learning?<span style="mso-spacerun: yes;"> </span>Shouldn’t they
be given the right information and the best models?]</div>
</li>
<li style="color: black; font-family: "Calibri",sans-serif; font-size: 11pt; font-style: normal; font-weight: normal;"><div style="color: black; font-family: "Calibri",sans-serif; font-size: 11pt; font-style: normal; font-weight: normal; margin-bottom: 8pt; margin-top: 0in; mso-list: l0 level1 lfo1;">
Why should I, as a <b style="mso-bidi-font-weight: normal;">woman</b>, care about Wikipedia? [I was already aware that there was a
dearth of women represented on Wikipedia, but poking around I found that only
10% of the editors are female.]</div>
</li>
</ul>
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<div style="margin: 0in 0in 8pt;">
<span style="font-family: "calibri";">Here are some reasons that I have come up with to answer my
questions:</span></div>
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<div style="margin: 0in 0in 8pt;">
<span style="font-family: "calibri";">Wikipedia is one of the top Internet sites in the
world.<span style="mso-spacerun: yes;"> </span>It has more unique visitors visit
it every day than multiple of the world’s top newspapers and other
communication sites.<span style="mso-spacerun: yes;"> </span>It is developing
repositories of information in languages from across the world.<span style="mso-spacerun: yes;"> </span></span></div>
<br />
<div style="margin: 0in 0in 8pt;">
<span style="font-family: "calibri";">Wikipedia is a unique experiment in community knowledge
creation, primarily driven by volunteers.<span style="mso-spacerun: yes;">
</span>The information on Wikipedia is getting better and better.<span style="mso-spacerun: yes;"> </span>It grows, changes, and is revised with great
rapidity (in certain areas).<span style="mso-spacerun: yes;"> </span>Some
disciplines or organizations are taking on the task of vetting the information
in their area of expertise.<span style="mso-spacerun: yes;"> </span>As this
happens, Wikipedia takes on a greater and greater role as a central source of
information.<span style="mso-spacerun: yes;"> </span></span></div>
<br />
<div style="margin: 0in 0in 8pt;">
<span style="font-family: "calibri";">Wikipedia is widely accessible, unlike many kinds of
journals or books in specific disciplinary areas.<span style="mso-spacerun: yes;"> </span>For many people in different corners of the
world, Wikipedia may be a primary text.<span style="mso-spacerun: yes;">
</span>If qualitative researchers want to make their topics known to the world,
they probably need to care about the kind and quality of information that is
represented about qualitative research in Wikipedia.<span style="mso-spacerun: yes;"> </span>As with many things technological, however, I
would bet that Wikipedia has not yet caused the hearts of too many qualitative
researchers to beat faster.<span style="mso-spacerun: yes;"> </span></span></div>
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<div style="margin: 0in 0in 8pt;">
<span style="font-family: "calibri";">As I searched for resources about how to teach with
Wikipedia, I realized that it was a phenomenal tool.<span style="mso-spacerun: yes;"> </span>Higher education classrooms around the globe
have begun to make Wikipedia editing a component of a dynamic class.<span style="mso-spacerun: yes;"> </span>I was excited to see that I would not be
alone if I undertook this effort.<span style="mso-spacerun: yes;">
</span>Moreover, there were good resources available to help me hone my
skills.<span style="mso-spacerun: yes;"> </span></span></div>
<br />
<div style="margin: 0in 0in 8pt;">
<span style="font-family: "calibri";">This last week, Michelle Obama was featured on a documentary
about the ways girls are losing out in the educational arena.<span style="mso-spacerun: yes;"> </span>To be blunt, millions of girls around the
world are not even enrolled in school.<span style="mso-spacerun: yes;">
</span>If they were in school, maybe they would be asked to turn to Wikipedia
to find information—where women are under-represented, and few women are
participating in the development of what has become a universal text.<span style="mso-spacerun: yes;"> </span>That’s not good.<span style="mso-spacerun: yes;"> </span>Wikipedia clearly needs women’s
participation.<span style="mso-spacerun: yes;"> </span>I find it thrilling to
think that I could be developing texts that could become part of the curricula
for these unknown girls and women who may be about to begin their education.<span style="mso-spacerun: yes;"> </span></span></div>
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<div style="margin: 0in 0in 8pt;">
<span style="font-family: "calibri";">I realize that it might be a slow path, but I think I see
Wikipedia in the future of this female, academic, qualitative researcher.<span style="mso-spacerun: yes;"> </span>Tune in for more…</span></div>
Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-37213909854552456292016-11-02T08:53:00.000-07:002016-11-02T08:53:03.764-07:00Doing Qualitative Research Online by Janet SalmonsThis semester I am teaching a class called "Advanced Topics in Qualitative Research". This is the first time we have offered this class in our new Ph.D. in Research Methods and Program Evaluation in Education in the UMass Lowell Graduate School of education. <br />
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In the first part of the semester, I am mixing topics I have selected with the development of students' methodological topics (which they will be presenting later in the semester). I identified topics that I thought were cutting edge, of interest to students, or I thought hadn't been fleshed out in the first qualitative research course they had taken with me. <br />
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Our first text in the "selected by me" category was Janet Salmons book <em>Doing Qualitative Research Online</em> (Sage Publications, 2016). I selected this because I felt the first semester of qualitative research had used the traditional approach focusing on face-to-face interactions, which doesn't really represent reality for anyone in today's digital world. We read the text over two weeks, giving us time to digest the points. <br />
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Most important thing to report first: Everyone in the class liked the text. It is well organized, informative, and clearly written. There are great charts and tables throughout that illustrate the points being made, and students appreciated this component. No one mentioned going to the online resources that are also available (I think they were more concerned with developing their own topics.) Figure 2.1 was our all time favorite table: Designing studies to generate new knowledge--I think I will see a lot more tables like this out of our group in the future. <br />
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As I mentioned in an earlier blog posting, I love Salmons formulation of data as "extant, elicited, and enacted". I think that moves us up a level of generalization to create categories that are very useful for organizing ideas about types of data. <br />
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Personally, I liked it that she didn't belabor the discussion of kinds of research. I also like the "Discussion Questions and Exercises" at the conclusion of each chapter, where she gave students suggestions for looking at the products of research, comparing the end results and how people describe their methodological approach. <br />
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One thing I noted that surprised me was that sampling was discussed in Part III, as if this would be considered after you have done the design and received institutional permission to move forward. At my institution that discussion would have to occur prior to IRB approval. I wondered if the difference is that located/geographical studies in a fixed place are sampled or approached differently than many online populations. This may need more discussion in methodological circles. <br />
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As a QDAS nerd, I was disappointed that there wasn't stronger discussion of the integration of these tools. Her references to further resources in this area could have been stronger. <br />
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Don't let me forget to mention that I particularly liked the way she set up her appendix in the "Do you want to learn more about..." form. Very effective and much less distanced than the usual annotated bibliography. <br />
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Although the title of the book has the term "online" in it, I think this text would make a good cross-over text, that is, it could be used to teach qualitative research in its emerging hybrid form that intersects hybrid and online. <br />
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So: Thumbs up! from the Fall 2016 course in Advanced Topics in Qualitative Research. <br />
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<br />Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com1tag:blogger.com,1999:blog-6261222633399013866.post-10175948407663220682016-10-30T13:13:00.000-07:002016-10-30T13:13:04.319-07:00International Congress on Qualitative Inquiry: Call for ProposalsIt is that time of year again. The International Congress on Qualitative Inquiry is getting ready for Year 13--2017. The Digital Tools Special Interest Group needs your submission. I have posted the call for applications below. Or, you can go to our web page for more information, and to see what we have been up to. The submissions are due at the beginning of December, and the conference is in mid-May. Join me on the University of Illinois-Champaign campus for another exciting year discussing qualitative research with fellow hard core aficionados! <br />
<br /><br />
<br /><br />
<a href="https://digitaltoolsforqualitativeresearch.org/" target="_blank">https://digitaltoolsforqualitativeresearch.org/</a><br />
<br /><br />
<div style="text-align: left;">
<strong>The Digital Tools track at ICQI 2017</strong></div>
The theme of the 2017 Congress is “Qualitative Inquiry in the Public Sphere,” and the Digital Tools for Qualitative Research SIG will once again host a special track during the conference. Please note that the emphasis of this SIG is on the intersection of digital tools and qualitative researchers rather than the findings of qualitative studies that address questions of technology use. See prior programs for examples and consider submitting sessions on distance learning, computers in the schools, etc. to other tracks or to the general Congress.<br />
You may submit poster, paper or panel proposals related to the conference theme and/or to one of the following themes:<br />
<ul>
<li>Digital Tools for Qualitative Research: What are they (old and new; hybrid or repurposed)? What are the various and intersecting sub-groups of tools that comprise qualitative research technology? How are they being used? What constitutes good use? How do we know?</li>
<li>Methodological Quandaries: How are qualitative researchers making sense of the methodological issues raised by the use of digital tools? What methodological tasks are served by the use of new tools? How do digital tools impact the use of different interpretive frameworks?</li>
<li>Ethics and Social Justice: What ethical issues do these tools raise? Whom do they help? Whom do they hurt? How is justice or injustice occurring through the use of digital tools in qualitative research?</li>
<li>The Literature of and Theoretical Perspectives on Digital Tools in Qualitative Research: How are we theorizing and contextualizing these tools? How do researchers’ affiliation with or critique of these tools shape our communities of practice?</li>
<li>Other: A topic of your choice that addresses our focus on the intersection of digital tools and qualitative researchers (or digital tools and qualitative methodologies).</li>
</ul>
<div style="text-align: left;">
<strong>Submitting a poster, paper or panel proposal</strong></div>
Please submit your abstracts to the Digital Tools for Qualitative Research SIG through the conference website:<a data-saferedirecturl="https://www.google.com/url?hl=en&q=http://icqi.org/submission&source=gmail&ust=1473699512641000&usg=AFQjCNH1ZL6zJ7Gm6wXXsN7d7Pl8nD2pWw" href="http://icqi.org/submission">http://icqi.org/submission</a>.<br />
<ul>
<li>Abstracts must be 150 words or less.</li>
<li>Each submission should clearly specify its category: poster, paper or panel.</li>
<li>Choose the Digital Tools for Qualitative Research track during the submission process.</li>
<li>To assist in the grouping of papers, you might also identify one of the themes described above (Digital Tools for Qualitative Research, Methodological Quandaries, Ethics and Social Justice, The Literature of and Theoretical Perspectives on Digital Tools, and/or the Congress theme – “Qualitative Inquiry in the Public Sphere”).</li>
<li>Submission Deadline: <span data-term="goog_427795128">December 1, 2016</span>.</li>
<li>Proposals that are not accepted by the SIG will be considered for inclusion in the general Congress.</li>
</ul>
Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-78865478632468899232016-10-26T07:02:00.001-07:002016-10-30T13:14:37.778-07:00Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-13088899610072755252016-10-26T07:02:00.000-07:002016-10-30T13:14:32.726-07:00Diana Eck: India: A Sacred Geography—Writing at the Intersection of Anthropology and Religion<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://2.bp.blogspot.com/-bZEQColeMac/V9QRcFFcHqI/AAAAAAAAAxA/LX14DC0jg0Q1uW0yNNiB9UQVDvLh13JjgCLcB/s1600/120px-Lotus_Nelumbo_nucifera_Flower_Close_2048px.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://2.bp.blogspot.com/-bZEQColeMac/V9QRcFFcHqI/AAAAAAAAAxA/LX14DC0jg0Q1uW0yNNiB9UQVDvLh13JjgCLcB/s1600/120px-Lotus_Nelumbo_nucifera_Flower_Close_2048px.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Lotus; courtesy of Creative Commons</td></tr>
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<span style="font-family: "calibri";">Recently shopping for some light reading for a short
vacation, I came across Diana Eck’s <i style="mso-bidi-font-style: normal;">India:
A Sacred Geography</i> on Amazon.<span style="mso-spacerun: yes;"> </span>I was
surprised to see Eck's name associated with a book on India, because my
knowledge of her was related to work on diversity in the American religious scene.<span style="mso-spacerun: yes;"> </span>In fact, at first I thought the odd last name
was only a coincidence; but not so!!<span style="mso-spacerun: yes;"> </span>Eck's decades long work with Indian religious issues is actually the catalyst for her
current work with pluralism and American religious change.<span style="mso-spacerun: yes;"> </span></span><br />
<span style="font-family: "calibri";"><o:p><br /></o:p></span><br />
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<span style="font-family: "calibri";"><i style="mso-bidi-font-style: normal;">India: A Sacred
Geography</i> is a rich treat.<span style="mso-spacerun: yes;"> </span>A book
that has been gestating in its author for many, many years.<span style="mso-spacerun: yes;"> </span>This long process of production started with
her earliest work on Benaras (her dissertation I would presume), and includes
many years of visiting India, going to numerous places of pilgrimage, and
thinking about landscape, architecture, literature, language—how it all fits
together.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "calibri";">The underlying premise is that India was India long before
the latest colonial invasions.<span style="mso-spacerun: yes;"> </span>India
created itself by foot and pilgrimage, endowing the landscape with a sense of
meaning and story that is re-enacted again and again by the constant visiting
that crosses various territories.<span style="mso-spacerun: yes;"> </span>More
powerful than any boundary drawn by British or other parties, India’s sense of
consolidation is written on the landscape through the circulation of
pilgrims.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<div class="MsoNormal" style="margin: 0in 0in 8pt 0.5in;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "calibri";"></span></i><br />
<blockquote class="tr_bq">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "calibri";">“Many
Indian scholars have noted the significance of the network of pilgrimage places
in constructing a sense of Indian “nationhood” not as a nation-state in the
modern usage of the term, but as a shared, living landscape, with all this
cultural and regional complexity,” says Eck (location 365)</span></i> </blockquote>
<span style="font-family: "calibri";">A landscape that is created in this way is mythic,
historical, and contemporary.<span style="mso-spacerun: yes;"> </span>It is both
natural and contrived.<span style="mso-spacerun: yes;"> </span>Of the natural—rivers
play a huge role, of which there are many, many crossing the geography of the
country. <span style="mso-spacerun: yes;"> </span>Of the contrived, temples, buildings,
and cities are significant.<span style="mso-spacerun: yes;"> </span>Tirthas,
dhams, lingas—I began to lose count of the many kinds of constructions that
could be linked to weave together this landscape.<span style="mso-spacerun: yes;"> </span></span><br />
<span style="font-family: "calibri";"><o:p><br /></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "calibri";">The anthropologic piece, for me, is the way Eck understands
this landscape of vast proportions from a kind of participant-observation
perspective.<span style="mso-spacerun: yes;"> </span>She has walked the ways of
the pilgrims…and yet she has also read and constructed a theoretical
understanding of the ways goddess bodies are distributed across landscape, the
way cities are connected through myth and pilgrimage, and the role that rivers
play throughout it all.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "calibri";">Studying the Indian sense of India as constructed through a religious
landscape that has been evolving for centuries is a different kind of
anthropologic feat than sitting in “x” village for a year and trying to figure
out water rights (although there is nothing wrong with that).<span style="mso-spacerun: yes;"> </span>And I am not at all sure that Eck would
describe herself as an anthropologist.<span style="mso-spacerun: yes;">
</span>But there is something here that is highly anthropologic and deserves to
be thought about as a form of qualitative research.<span style="mso-spacerun: yes;"> </span>As such it provides insights about how to
study things that seem irregular, large, diffuse—not a village, school, or
business department.<span style="mso-spacerun: yes;"> </span>We need, I think,
to make use of qualitative research tools to study the irregular as well as the
regular and confined (made strange).<span style="mso-spacerun: yes;"> </span>I
would assume she has some items that count for traditional data, but I would
also assume that much of her thinking is not data-driven in the traditional way
we are using it right now—time bound and scientific—but incorporated in
embodied memories of visits and time spent watching and thinking.<span style="mso-spacerun: yes;"> </span>I think her method required lived experience,
and, as she says, it was gestating for a long time.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "calibri";">As I page through my digitally highlighted notes of the book
it’s hard to know what to stop and share—there is so much that I felt was
significant.<span style="mso-spacerun: yes;"> </span>It is definitely a good
read for a qualitative researcher in search of new models.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<o:p><span style="font-family: "calibri";"> Diana Eck. 2012. <em>India: A Sacred Geography</em>. Published by Harmony Books, a division of Random House. New York. </span></o:p></div>
</div>
Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-26462044021756104562016-10-19T07:11:00.000-07:002016-10-19T07:11:13.341-07:00Making Sense of Obrist and Ways of Curating<span style="font-family: "calibri";"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "calibri";">Hans Ulrich Obrist’s book, <em>Ways of Curating</em>, is a marvel for
many reasons.<span style="mso-spacerun: yes;"> </span>He is so widely read and
so deeply intertwined with artists and curators through his decades long
interviewing activities that he is able to make amazing connections between the
history of curation and the current trends.<span style="mso-spacerun: yes;">
</span>There are many lessons and overlap with qualitative research.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<span style="font-family: "calibri";">
</span><div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "calibri";"><span style="font-family: "times new roman";">
</span></span></div>
<span style="font-family: "calibri";">
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
Below is a curated collection of quotations drawn from my
highlights in the Obrist text.<span style="mso-spacerun: yes;"> </span>Taken
from various parts of the text, they began to form a new narrative about the
bringing together of the arts and science, which was one, but certainly not the
whole of Obrist’s discussions.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
As he has done in many sphere’s, Obrist suggests ways of
creating connections, making sparks fly through juxtapositions, miming, and
reorganization.<span style="mso-spacerun: yes;"> </span>My question to the world
of qualitative research is:<span style="mso-spacerun: yes;"> </span>How might we
change the way we bring things together—people, ideas, conferences—to “allow
different elements to touch”?<span style="mso-spacerun: yes;"> </span>What would
happen if we did?<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<b><span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">Page
1 · Location 33 <o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">There
is a fundamental similarity to the act of curating, which at its most basic is
simply about connecting cultures, bringing their elements into proximity with
each other –the task of curating is to make junctions, to allow different
elements to touch. You might describe it as the attempted pollination of
culture, or a form of map-making that opens new routes through a city, a people
or a world. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<b><span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">Page
20 · Location 264 <o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">Zones
of contact was my working phrase for what Boltanski, Lavier and I were trying
to create. I took it from the anthropologist James Clifford, who had written
about a new model for ethnographic museums, in which the peoples whose culture
was being ‘represented’ by the museum proposed their own alternate forms of
exhibiting and collecting. They were taking it upon themselves to recollect
their own story and create their history from the inside. This changed the
whole historical narrative of the ethnographic museum, which has mostly been a
place for one culture to tell the story of another. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<b><span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">Page
23 · Location 305 <o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">The
current vogue for the idea of curating stems from a feature of modern life that
is impossible to ignore: the proliferation and reproduction of ideas, raw data,
processed information, images, disciplinary knowledge and material products that
we are witnessing today. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<b><span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">Collecting
Knowledge <o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<b><span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">Highlight(</span></b><b><span lang="EN" style="color: #ffd7ae; font-family: "arial" , sans-serif; font-size: 12pt;">orange</span></b><b><span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">) - Page 39 · Location
526 <o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">Though
the aim of amassing evidence may sound like a rather scientific way to think
about collecting, it is necessary to remember that the hard distinction between
science and art which marks more recent centuries was not evident as late as
the sixteenth century. The separation of art and the humanities on the one
hand, and science on the other, is a fundamental feature of modern life, but it
also constitutes a loss. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<b><span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">Highlight(</span></b><b><span lang="EN" style="color: #ffd7ae; font-family: "arial" , sans-serif; font-size: 12pt;">orange</span></b><b><span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">) - Page 40 · Location
534 <o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">To
study the Renaissance is to gain a model for reconnecting art and science,
sundered by history. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-size: 12pt; line-height: 107%;"><o:p></o:p></span> </div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<b><span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">Curating
(Non-)Conferences <o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<b><span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">Highlight(</span></b><b><span lang="EN" style="color: #f7ce00; font-family: "arial" , sans-serif; font-size: 12pt;">yellow</span></b><b><span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">) - Page 152 · Location
1921 <o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">Having
suddenly been introduced to such an interdisciplinary mixture of people was
like a revelation to me. So I thought more about how to connect the arts and
the sciences within my own curatorial work. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<b><span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">Highlight(</span></b><b><span lang="EN" style="color: #f7ce00; font-family: "arial" , sans-serif; font-size: 12pt;">yellow</span></b><b><span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">) - Page 153 · Location
1932 <o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">So
I thought it would be interesting to apply the idea of changing the rules of
the game for a discursive event like a conference, similar to what I had done
in exhibitions. A mischievous idea occurred to me. What if one had all the
accoutrements of a conference: the schedule, hotel accommodation, participants
with their badges, but dispensed with the ‘official’ elements of panels, <o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<b><span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">Highlight(</span></b><b><span lang="EN" style="color: #f7ce00; font-family: "arial" , sans-serif; font-size: 12pt;">yellow</span></b><b><span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">) - Page 153 · Location
1937 <o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">The
idea was to create a contact zone where something could happen but nothing had
to happen. And so the ‘conference’ we organized at the research centre, ‘Art
and Brain’, had all the constituents of a colloquium except the colloquium.
There were coffee breaks, a bus trip, meals, tours of the facilities, but no
colloquium. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<b><span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">Highlight(</span></b><b><span lang="EN" style="color: #f7ce00; font-family: "arial" , sans-serif; font-size: 12pt;">yellow</span></b><b><span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">) - Page 154 · Location
1943 <o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span lang="EN" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">the
role of the curator is to create free space, not occupy existing space. In my
practice, the curator has to bridge gaps and build bridges between artists, the
public, institutions and other types of communities. The crux of this work is
to build temporary communities, by connecting different people and practices,
and creating the conditions for triggering sparks between them. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<o:p> </o:p></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "times new roman";">
</span></div>
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
</div>
<br />Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-29796549413571966672016-10-12T00:00:00.000-07:002016-10-12T00:00:11.328-07:00Sharlene Hesse-Biber Does It Again! The Oxford Handbook of Multimethod and Mixed Methods ResearchI consider Sharlene Hesse-Biber to be the absolute queen of handbooks about qualitative research (and related subjects). When some people get to the "handbook stage" of their career, the reading gets dull. But this is not the case with Dr. Hesse-Biber. Recently I found myself sitting at a desk with multiple handbooks assembled by Hesse-Biber...and they were all good and worthwhile! Her latest volume is not a disappointment. <br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-GuHWMYh8pBE/V_qgpOXCOvI/AAAAAAAAAx0/5YSssh9r8ZIMPc1XRQOGqVhFl0eKTwsxwCLcB/s1600/OxfordHandbook9780199933624.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://4.bp.blogspot.com/-GuHWMYh8pBE/V_qgpOXCOvI/AAAAAAAAAx0/5YSssh9r8ZIMPc1XRQOGqVhFl0eKTwsxwCLcB/s1600/OxfordHandbook9780199933624.jpg" /></a></div>
I selected a couple of articles from it for my "Advanced Topics in Qualitative Research" course for this fall. I wanted to provide students with cutting edge topics in qualitative research, and mixed methods definitely counts as one of those. The two we reviewed were:<br />
<br />
<br />
"Introduction: Navigating a Turbulent Research Landscape: Working the Boundaries, Tensions, Diversity, and Contradictions of Multimethod and Mixed Methods Inquiry" by Sharlene Hesse-Biber<br />
<br />
<br />
and<br />
<br />
<br />
"A Qualitatively Driven Approach to Multimethod and Mixed Methods Research" by Sharlene Hesse-Biber, Deborah Rodriguez, and Nollaig Frost. <br />
<br />
<br />
I was particularly pleased to see interdisciplinary and team research issues discussed at length in Hesse-Biber's introduction. This emphasis is contrary to what one sees in the majority of textbooks on qualitative research up to now, which describe research methodology as primarily an act performed by individuals. The inclusion of these issues here illustrates the way Hesse-Biber stays current with developments in research. <br />
<br />
<br />
She does not shy away from the difficulties present in trying to mix methodological approaches. <br />
<blockquote class="tr_bq">
Important in fostering a robust mixed methods analytical and interpretative process as well is the development of a profound appreciation for the potential contributions a given methodological perspective can bring to a mixed methods project. (xli)</blockquote>
Border tensions thread throughout the Introduction from the qual/quant divide to disciplinary differences to the colonial divide of the global North and South, to technology divides. Not surprisingly Hesse-Biber is also the editor of the excellent "Handbook of Emergent Technologies in Social Research." She speaks with authority when she says:<br />
<blockquote class="tr_bq">
<blockquote class="tr_bq">
The MMMR community is witnessing a shift from a 'one data set' study structure toward multiple data sets aggregated from a range of structure levels (micro/meso/macro/emanating from a variety of sources (online/offline/mobile/hybrid). (xliv)</blockquote>
</blockquote>
The notion of multiple data sets and structure levels was part of the class conversation about the second article as we considered the different models the authors offered of qualitative driven research that was also mixed method and/or multi-level. My students grappled with the idea of a qualitative research study with multiple levels of qualitative research data--what that might look like, why you might do it, what the pitfalls could be, and how you would manage it. <br />
<br />
<br />
In thinking about these issues, the case studies included were invaluable. There are three. The first about rape culture. The second about enhancing the validity of clinical trials with Asian-American patients. The third case study took up gender inequality in the workplace. <br />
<br />
<br />
Throughout the chapter, the authors used simple visuals (squares inside of or relationship to other squares)--so simple, but very effective. <br />
<br />
<br />
I appreciated the caveats or cautions the authors offered. Here is one that stood out:<br />
<blockquote class="tr_bq">
<blockquote class="tr_bq">
In addition, pursuing a qualitatively driven MMMR design also requires new research skills and resources, and here it behooves researchers to being to question the extent to which they may need to <em>retool their research skills or approach their project with a team of differently skilled researchers (18)</em> [the emphasis is the authors]</blockquote>
</blockquote>
I can't wait to see how the concerns we encountered in the discussion of these articles translate into the future dissertations that will come out of this group. <br />
<br />
<br />
The full reference is:<br />
<br />
<br />
Hesse-Biber, S. & Burke Johnson, R. (Eds.) (2015). The Oxford Handbook of Multimethod and Mixed Methods Research Inquiry. Oxford University Press. Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-41767228801957110412016-10-05T07:06:00.000-07:002016-10-05T07:06:11.667-07:00Reading Deeply: Kindle, Obrist, and Ways of Curating
<span style="font-family: Calibri;">I have been experimenting, slowly over many months, with the
notes function of Kindle.<span style="mso-spacerun: yes;"> </span>I wasn’t quite
sure how it would work for me to read full books digitally, to highlight as my
form of taking notes, and to import into other forms.<span style="mso-spacerun: yes;"> </span>It was all fuzzy for me.<span style="mso-spacerun: yes;"> </span>I tried out different aspects, moving
carefully, and, interestingly, without reverting to “Google It!” to solve the
problem or give me an overview.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">Reading digitally in the kindle is important to me because
the time is already upon us when there may not be a paper form.<span style="mso-spacerun: yes;"> </span>I was also concerned about the 10% limit on
highlighted sections for export rule.<span style="mso-spacerun: yes;">
</span>Would I capture enough for my purposes?<span style="mso-spacerun: yes;">
</span>A third concern was, how was I going to keep a sense of the whole, the
chapter structure in which the quotes were embedded?<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">Obrist’s <i style="mso-bidi-font-style: normal;">Ways of
Curating</i> was the first text where I really went to town with the
highlighter and have now imported the notes.<span style="mso-spacerun: yes;">
</span>Here are some things I learned. <o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;"><span style="mso-spacerun: yes;"> </span>Go ahead
and save in the html format, because there is an option for editing in Word
2016.<span style="mso-spacerun: yes;"> </span>It works.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">The highlights will be in embedded in the
chapter format—the chapter headings will be there.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">3.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">You can also highlight the table of contents and
it will save at the beginning (but in a long line of text like a single
sentence).<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">4.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">In the digital version you can see the top
places others have highlighted—I, therefore, didn’t highlight there, but if it
is something you want, go ahead and do it also so you can bring it into your
notes.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 8pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">5.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">Reading the captured highlights is similar and
different to reading the larger text.<span style="mso-spacerun: yes;">
</span>It’s like an out-of-body experience.<span style="mso-spacerun: yes;">
</span>Reminds me of how people quote/place quotes everywhere today.<span style="mso-spacerun: yes;"> </span>We are “quote crazy”.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">My next possibilities for using this text was to import to
NVivo if I were going to use it in a particular study…and eventually export to
Endnote with the reference.<span style="mso-spacerun: yes;"> </span>This is
overkill until I have a specific use for it.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">In my next blog post I will share selected quotes from the
Obrist reading to give you a sense of what all the quoteness feels like.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-11567171562502472982016-09-28T10:51:00.000-07:002016-09-28T10:51:02.005-07:00Label and Shame: Donald Trump Illustrates a Common American Trait<br />
<a href="https://www.blogger.com/" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "garamond" , serif;">[This was an op-ed piece that was not
accepted, which I wrote during the Presidential Primaries shortly after Donald
Trump and Megyn Kelly of Fox News had a well-publicized encounter during a
primary debate.<span style="mso-spacerun: yes;"> </span>I was connecting the
dots between the research I had done that appeared in <i style="mso-bidi-font-style: normal;">Sexting:<span style="mso-spacerun: yes;"> </span>Gender and Teens</i>
(Sense Publications 2016) and the Donald Trump’s behavior towards women.<span style="mso-spacerun: yes;"> </span>My thanks to June Lemon of the Center for
Women and Work at UMass Lowell for her editing and suggestions.]<o:p></o:p></span></b></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "garamond" , serif;">At the first
Republican debate, news reporter Megyn Kelly asked Donald Trump about the names
he had called women in the past, including “</span><span style="font-family: "garamond" , serif; letter-spacing: 0.1pt;">fat pigs,
dogs, slobs, and disgusting animals.”<span style="mso-spacerun: yes;"> </span>H</span><span style="font-family: "garamond" , serif;">is response to Kelly’s question about
negative labels was to<span style="mso-spacerun: yes;"> </span>shoot back hard
at her, claiming the questions were inappropriate, blaming political
correctness, and later referring to the blood coming out of her eyes and her
wherever.”<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "garamond" , serif;">I was not
surprised by “the Donald’s” use of what I would term the “label and shame
technique” for controlling women.<span style="mso-spacerun: yes;"> </span>In a
recent study on teen sexting in which I took part, I discovered that “label and
shame” is alive and well across the United States.<span style="mso-spacerun: yes;"> </span>If anything, when Donald Trump labels women
with negative and hurtful names and then tries to shame them into the behavior
he wants from them, he is behaving more, rather than less, like most Americans.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "garamond" , serif;">In <i style="mso-bidi-font-style: normal;">Sexting: Gender and Teens</i> (2014), I
describe both how fear of negative labels and shaming are integral to the way
girls navigate friends and intimates during high school and how other
people<span style="mso-spacerun: yes;"> </span>— boys and adults — use these
techniques to manipulate them.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "garamond" , serif;">In hundreds of
pages of transcribed interviews with teens, caregivers, and educators and
others who work with teens in three different regions of the United States, we
found broad evidence of the application of<span style="mso-spacerun: yes;">
</span>negative and demeaning terms like whore, slut, easy, tramp, bus, and
flip to describe a girl who would engage in sexting: the digital exchange of
textual or visual material with sexual content.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "garamond" , serif;">On the other
hand, there are no negative terms applied to boys who engage in sexting.<span style="mso-spacerun: yes;"> </span>Instead boys were considered hapless or
victims of circumstance, perhaps even gaining stature and bragging rights
through involvement in sexting.<span style="mso-spacerun: yes;"> </span>As
Abraham, a young man, pointed out:<span style="mso-spacerun: yes;"> </span>“It’s
like a competition with guys.”<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "garamond" , serif;">Bethany, a high
school age teen in Ohio explained the difference in this way:<span style="mso-spacerun: yes;"> </span>“I feel …it’s another one of those things
where it’s a …double standard, like if girls have sex with a bunch of dudes,
they’re a ho [whore], but if guys have sex with a bunch of girls, like oh, I
got it in with this girl…then you’re cool, like oh, man, you’re a pimp.”<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "garamond" , serif;">The shaming of a
girl, according to youth,<span style="mso-spacerun: yes;"> </span>is done not
only by those closest to her (parental anger and peer rejection and
humiliation), but will also be perpetrated by adults, such as teachers at her
school or the parents of friends who will look down on her and no longer allow
her to continue friendship with their child.<span style="mso-spacerun: yes;">
</span>Carolyn (another teenager quoted in the study) stated, “They’re going to
have like a reputation from all the adults that they’re not going to want their
kids hanging out around them because of it.” <o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "garamond" , serif;">Youth attitudes
about gender and sexting are contextualized by adult attitudes.<span style="mso-spacerun: yes;"> </span>Adults in our study, whether consciously or
unconsciously, consistently pointed to or blamed girls for sexual changes in
our society.<span style="mso-spacerun: yes;"> </span>Often the rush to blame
girls for social changes are attached to a nostalgic notion of a golden age
when girls knew how to behave.<span style="mso-spacerun: yes;"> </span>This
quote from a parent sums it up:<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in;">
<span style="font-family: "garamond" , serif;">It
used to be that the boys were kind of potty mouths, and the girls always needed
to appear prim and proper.<span style="mso-spacerun: yes;"> </span>Now, what
I’ve seen on Facebook, the girls could make some of those guys blush.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "garamond" , serif;">It is galling to
think that despite the many political, legal, and economic changes that have
taken place in regard to women’s rights, women continue to be constrained by
the shaping practices of labelling and shaming.<span style="mso-spacerun: yes;">
</span>These negative discourses apply labels such as whore, slut, dog, or fat
pig to women who misbehave.<span style="mso-spacerun: yes;"> </span>These
negative discourses surround young people with talk about the way girls or
women bear considerable responsibility for the negative changes that have led
toward a more sexual and less moral society.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "garamond" , serif;">So as troublesome
as some may find “the Donald’s” label and shame tactics, we may need to look
more closely at our own behavior and at the ways we discuss and discipline boys
and girls in regard to gendered differences.<span style="mso-spacerun: yes;">
</span>We also need to show that labelling and shaming has consequences: the
disinvitation of Mr. Trump from a conservative activist conference was a step
in the right direction.</span><br />
<span style="font-family: "garamond" , serif;"></span><br />
<span style="font-family: "garamond" , serif;">For more information on the book: <o:p></o:p></span></div>
<br />
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<span style="mso-fareast-font-family: "Times New Roman"; mso-fareast-theme-font: minor-fareast; mso-no-proof: yes;"><a href="http://tinyurl.com/mrphst6"><span style="color: #0563c1; font-family: "calibri";">http://tinyurl.com/mrphst6</span></a><span style="font-family: "calibri";"> <o:p></o:p></span></span></div>
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<span style="font-family: "garamond" , serif;"><o:p> </o:p></span></div>
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<span style="font-family: "garamond" , serif;"><o:p> </o:p></span></div>
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<span style="font-family: "garamond" , serif;"><o:p> </o:p></span></div>
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<span style="font-family: "garamond" , serif;"><o:p> </o:p></span></div>
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<span style="font-family: "garamond" , serif;"><o:p> </o:p></span></div>
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<span style="font-family: "garamond" , serif;"><o:p> </o:p></span></div>
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<o:p><span style="font-family: "calibri";"> </span></o:p></div>
Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-38972916867959345122016-09-24T08:24:00.000-07:002016-09-24T08:24:47.044-07:00Adding Qualitative Research to the Classic Research Design CourseThis week I had so much fun at my institution, UMass Lowell! I got to teach the qualitative research component of our classic research design course in the Graduate School of education. I had 10 so-called research newbies in front of me, and it was my job to give them their first real taste of my passion--qualitative research. <br />
<br />
<br />
Why is this such a big deal, you ask? Well, let me explain. At my institution and at many others around the world, there is an introduction to research course that anchors all the other social science research training, which is supposed to give students a taste of all the possible flavors of research coming up in their doctoral program. Most of these classes, however, are taught by people with deep roots in positivist perspectives, using textbooks that emphasize positive perspectives. I am sorry if this sounds like over simplification to some, but that's what my experience has been. Their interaction with qualitative research has been limited--and they tend to see it as affirming or instrumental, but not as a creative component in and of it own right, nor do they usually have a very complex view of the paradigmatic issues that burden methodological approaches. <br />
<br />
<br />
However, having launched the Research Methods and Program Evaluation in Education Ph.D. program, our little faculty has been meeting and discussing these issues with real openness...and the result was that my colleague who teaches our Introductory Research Course invited me in to teach the two weeks devoted specifically to qualitative research. Last week was the first week of the two-week experiment. <br />
<br />
<br />
Selfishly I used it to introduce materials I am developing about the historical beginnings of qualitative research, the chronologies we use to describe its beginnings, and the plethora of research kinds that we now face about a century and a half since those first anthropologists and sociologists were beginning to take lay out the foundations of the field. An interesting exercise I shared was this table of kinds of research taken from the indexes of four qualitative research textbooks on my shelf. <br />
<br />
<br />
<br />
<br />
<div style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "calibri";">Research Kinds In
Qualitative Research:<span style="mso-spacerun: yes;"> </span>J. Davidson<span style="mso-spacerun: yes;"> </span>Derived from the Indexes of these
texts.<span style="mso-spacerun: yes;"> </span></span></b></div>
<br />
<br />
<table border="1" cellpadding="0" cellspacing="0" style="border-collapse: collapse; border-image: none; border: currentColor; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;">
<tbody>
<tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="background-color: transparent; border-image: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 164.7pt;" valign="top" width="329"><div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Patton, M. (2015).<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Qualitative research and evaluation
methods: Integrating theory and practice</i> (4<sup><span style="font-size: x-small;">th</span></sup> ed.).<span style="mso-spacerun: yes;"> </span>Sage Publications.</span></div>
</td>
<td style="background-color: transparent; border-color: windowtext windowtext windowtext rgb(0, 0, 0); border-image: none; border-style: solid solid solid none; border-width: 1pt 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 164.7pt;" valign="top" width="329"><div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Savin-Baden, M. & Major, C. (2013).<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Qualitative
research: The essential guide to theory and practice</i>.<span style="mso-spacerun: yes;"> </span>Routledge:<span style="mso-spacerun: yes;">
</span>New York.<span style="mso-spacerun: yes;"> </span></span></div>
</td>
<td style="background-color: transparent; border-color: windowtext windowtext windowtext rgb(0, 0, 0); border-image: none; border-style: solid solid solid none; border-width: 1pt 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 164.7pt;" valign="top" width="329"><div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Hays, D. & Singh, A. (2012).<span style="mso-spacerun: yes;">
</span><i style="mso-bidi-font-style: normal;">Qualitative inquiry in clinical
and educational settings</i>.<span style="mso-spacerun: yes;"> </span>The
Guildford Press:<span style="mso-spacerun: yes;"> </span>New York.<span style="mso-spacerun: yes;"> </span></span></div>
</td>
<td style="background-color: transparent; border-color: windowtext windowtext windowtext rgb(0, 0, 0); border-image: none; border-style: solid solid solid none; border-width: 1pt 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 164.7pt;" valign="top" width="329"><div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Punch, K. & Oancea, A. (2014) <i style="mso-bidi-font-style: normal;">Introduction
to Research methods in Education</i>.<span style="mso-spacerun: yes;">
</span>(2<sup><span style="font-size: x-small;">nd</span></sup> ed.) Sage Publications.<span style="mso-spacerun: yes;"> </span></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 1; mso-yfti-lastrow: yes;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-image: none; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 164.7pt;" valign="top" width="329"><div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Action Research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Anthropology</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Autoethnography</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Embodied Ethnography</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Case Studies</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Collaborative/Participatory Research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Ethnography</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Education action research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Empowerment Evaluation</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Ethnographic futures research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Applied Ethnography (anthropology)</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Narrative Ethnography</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Organizational Ethnography</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Public Ethnography</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Virtual Ethnography</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Ethnomethodology</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Grounded Theory</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Hermeneutics</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Indigeneous Research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Interactive Inquiry</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Mixed Methods</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Narrative Inquiry</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Phenomenology</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Pragmatic qualitative inquiry</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Qualitative inquiry</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Symbolic Interactionism</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; padding: 0in 5.4pt; width: 164.7pt;" valign="top" width="329"><div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Action research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Critical/emancipatory action research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Pragmatic action research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Participatory action research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Anthropology</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Arts-based case studies</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Arts-informed inquiry</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Autoethnography</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Case study</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Discourse analysis</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Feminist theory</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Democratic evaluation</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Duoethnography</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Ethnodrama</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Ethnography</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Autoethnography</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Grounded theory</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Hermeneutics</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Interpretivism</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Life course research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Narrative research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Naturalistic inquiry</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Participatory Action Research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Phenomenology</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Pragmatic qualitative research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Symbolic interactionism</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";"> </span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; padding: 0in 5.4pt; width: 164.7pt;" valign="top" width="329"><div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Action Research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Participatory Action Research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Anthropology</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Applied Research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Autobiographical case study</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Autoethnography</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Biographical case study</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt; tab-stops: 99.0pt;">
<span style="font-family: "calibri";">Case study<span style="mso-tab-count: 1;"> </span></span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Life Histories</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Collective case study</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Critical theory</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Ethnomethodology</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Dialectical hermeneutics</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Discourse analysis</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Ethnography</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Femininst research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Grounded theory</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Hermeneutics</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Mixed methods</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Narrative analysis</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Narratology</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Symbolic Interaction</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";"> </span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; padding: 0in 5.4pt; width: 164.7pt;" valign="top" width="329"><div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Action research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Critical action research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Participatory action research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Anthropology</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Case studies </span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Critical discourse analysis</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Discourse analysis</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Ethnography</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Grounded theory</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Constructivist grounded theory</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Mixed methids research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Narrative analysis</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Naturalistic research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Phenomenological Analysis</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Qualitative research</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Symbolic interactionism</span></div>
<div style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";"> </span></div>
</td>
</tr>
</tbody></table>
<br />
<br />
Looks pretty daunting, right? And this is not the sum total of kinds of research one could list--there are many more out there. <br />
<br />
<br />
My cry to the field is--isn't it about time that we started talking about the principles of qualitative research and started looking at these kinds of research as talking points in an ongoing conversation about those principles? <br />
<br />
<br />
Onward and upward--I can't wait for next week's class: data collection and analysis and QDAS!<br />
<br />Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-48160235001802076622016-09-21T10:44:00.000-07:002016-09-21T10:44:13.940-07:00Dear David Sedaris: A Fan Letter With Some Advice about Qualitative Data Analysis Software
<span style="font-family: Calibri;">Dear David Sedaris:<span style="mso-spacerun: yes;"> </span>I
am a longtime fan of your writing.<span style="mso-spacerun: yes;"> </span>I
love the way you can zip together a non-fiction essay.<span style="mso-spacerun: yes;"> </span>You keep me laughing about those all too
human failings we all have.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">On a recent couple of days out of town, I picked up a hard
copy of your book—<i style="mso-bidi-font-style: normal;">Let’s Explore Diabetes
with Owls</i>.<span style="mso-spacerun: yes;"> </span>I guess it’s not
important that it’s hard copy, but I so seldom read anything in that form
anymore that it seems important to me, but not to get off-track with needless
details.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">It was interesting to read about your early experiences with
speed.<span style="mso-spacerun: yes;"> </span>I am glad to hear you and Hugh
have found a great place outside of London.<span style="mso-spacerun: yes;">
</span>I don’t envy you all the travel you have to do to promote your books—book
tours sound like an awful lot of work.<span style="mso-spacerun: yes;">
</span>Luckily, none of my books have been that popular, and I haven’t had to
grapple with this challenge nor do I anticipate such will be in my future.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">The essay that really struck my fancy was “Day In Day Out”
(pg 225-237), where you describe how you keep your writer’s journal.<span style="mso-spacerun: yes;"> </span>I loved it!!<span style="mso-spacerun: yes;">
</span>Now, this may be in part due to the fact that I am a bit of a nerdy
qualitative researcher.<span style="mso-spacerun: yes;"> </span>As a group, we
are kind of stuck on journals, memos, observations, recording daily life in
small villages, things like that, and I seem to have a quite a bad obsession
with this.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">Be that as it may, you just made me tingle when you wrote
about the notebooks you’ve been writing in since 1977.<span style="mso-spacerun: yes;"> </span>I sighed when you described how they had evolved
over the years—yes, I am sure they improved when you were not on speed.<span style="mso-spacerun: yes;"> </span>But the part that really had me drooling was
when you talked about INDEXING the volumes of the journal.<span style="mso-spacerun: yes;"> </span>My heart began to beat faster, and I couldn’t
put the book down.<span style="mso-spacerun: yes;"> </span>Here is a great
passage.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt 0.5in;">
<span style="font-family: Calibri;">“Over a given three-month period,
there may be fifty bits worth noting, and six that, with a little work, I might
consider reading out loud.<span style="mso-spacerun: yes;"> </span>Leafing
through the index, which now numbers 280 pages, I note how my entries have
changed over the years…”<span style="mso-spacerun: yes;"> </span>(pg 232)<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">When I finished the whole thing, I said to myself, “WOW!!<span style="mso-spacerun: yes;"> </span>He is doing all of this without Qualitative
Data Analysis Software.<span style="mso-spacerun: yes;"> </span>This is all by
hand, so to speak.<span style="mso-spacerun: yes;"> </span>He could do so much
if he would shift to QDAS”.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">Yes, QDAS—pronounced like “Cute Ass”.<span style="mso-spacerun: yes;"> </span>You got it.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">QDAS is a class of software created by and for qualitative
researchers that allows you to create your own indexes for your texts.<span style="mso-spacerun: yes;"> </span>You can search, extract, and compare those
texts just willy-nilly using the codes you assign to the bits and pieces of
your text.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">I even tried something like this myself with my personal
journals (see blog entries related to “The Journal Project”).<span style="mso-spacerun: yes;"> </span>Using a tool like this would make you so much
more efficient in looking for and using those great memories you are storing
away—like this wonderful item on page 231--“Volume 87, 5/15: Lisa puts a used
Kotex through the wash, and her husband mistakes it for a shoulder pad.”<span style="mso-spacerun: yes;"> </span>You could code this under “Lisa” and/or “husband”.<span style="mso-spacerun: yes;"> </span>I might make a code for “Kotex”, with a
sub-code for “used”….<span style="mso-spacerun: yes;"> </span>Then later I could
search for all the possible combinations.<span style="mso-spacerun: yes;">
</span>As you can see, limitless opportunity awaits you.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">If you want to go further with these ideas, please feel free
to contact me.<span style="mso-spacerun: yes;"> </span>I am ready, able, and
willing to help you get your data into good shape using QDAS.<span style="mso-spacerun: yes;"> </span>In the meantime, good luck with your manual
methods.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">And, again, thank you for all the great essays.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">Judy<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">P.S.<span style="mso-spacerun: yes;"> </span>If there are any
other authors out there who work like Mr. Sedaris—see me for a good time.<span style="mso-spacerun: yes;"> </span>QDAS awaits you!<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com3tag:blogger.com,1999:blog-6261222633399013866.post-73403316395453004292016-09-14T13:36:00.000-07:002016-09-14T13:36:00.183-07:00Blogging about Teaching Qualitative Research<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">[Back in my archives of things I meant to upload to the
blog, I found these two entries about teaching qualitative research.<span style="mso-spacerun: yes;"> </span>I’ve mashed them together here for simplicity’s
sake.<span style="mso-spacerun: yes;"> </span>Surprise, surprise, they are now
two years old…and I’ve switched from the 1/3, 1/3, 1/3 assignment strategy to
something called Specifications Grading that I will have to describe at another
time.]<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">9/30/14<o:p></o:p></span></div>
<span style="font-family: "calibri";"><strong>Teaching Qualitative Research<o:p></o:p></strong></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">I have been teaching Qualitative Research to doctoral
students, officially since 1998.<span style="mso-spacerun: yes;"> </span>I teach
it unofficially to everyone else, whatever I am doing.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">If qualitative research is supporting people to inquire with
whatever is available, where ever you are, then I am your woman.<span style="mso-spacerun: yes;"> </span>I wallow in the data they bring to me; I
chortle at the theoretical quandaries that one can spin within this paradigm;
and I laugh heartily at the storms that come with the use of qualitative
research software.<span style="mso-spacerun: yes;"> </span>Give me your best,
your worst, I am ready for it!<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">This semester my qualitative research class is on Tuesdays,
and I look forward to the full day.<span style="mso-spacerun: yes;"> </span>I am
teaching across the day from preparation and grading to developing assignments
and, finally, teaching.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Teaching qualitative research is so much fun that I hesitate
to call it teaching.<span style="mso-spacerun: yes;"> </span>It’s been well over
a decade, but it still is not old.<span style="mso-spacerun: yes;"> </span>But
yes, it has been changing all along.<span style="mso-spacerun: yes;">
</span>Qualitative research has changed as the world changes.<span style="mso-spacerun: yes;"> </span>Tonight we will be discussing some of those
changes—the dilemma of research strategies or frameworks.<span style="mso-spacerun: yes;"> </span>My students will grapple with the meaning of
those tried and true categories that everyone thinks doctoral students should
know—case study, ethnography, grounded theory, and phenomenology—but they will
also learn about others that may not be so much in the news (arts-based
research, narrative analysis, or action research).<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Today is a big paper day, for part of the session, which
means we will get out big pieces of chart paper and markers—and students will
work visually to create ways to share what they have learned about these kinds
of research.<span style="mso-spacerun: yes;"> </span>Working visually is a
powerful way to create mnemonics that the entire class can refer to as the
discussion moves forward.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">At the end of today’s class, a group of my students are
going to go off with some articles about new ways of looking at the dilemma of
how to say what kind of qualitative research one is using and will report back
to us next week on what they learn.<span style="mso-spacerun: yes;"> </span>The
problem of qualitative research frameworks (what to call what and why) has been
bugging me for some time, and I hope their upcoming discussion gives me new
ideas on the problem.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">I’m experimenting with a new kind of assignment in both of
my classes; 1/3, 1/3, 1/3.<span style="mso-spacerun: yes;"> </span>Assignments
are given out each week to 1/3 of the class.<span style="mso-spacerun: yes;">
</span>Assignments are different every week as the class pushes forward in to
new topics.<span style="mso-spacerun: yes;"> </span>The assignments come back in
a week, which means I am grading 1/3 of the group at a time—much more
manageable.<span style="mso-spacerun: yes;"> </span>We use the assignments as
review and extenders for the beginning of the next session.<span style="mso-spacerun: yes;"> </span>In this way, more students get more attention
from me, have more experience presenting to the group and reviewing their
ideas, and I think I really like how this is evolving.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Last week’s assignment turned out to be an excellent one—I
won’t forget this one—interview someone who finished or is about to finish a
doctoral dissertation in qualitative research; ask them a set of questions
about the process (which I provided), and report back to us in a short
paper.<span style="mso-spacerun: yes;"> </span>The papers have been very
interesting, and I will bet the interviewee also enjoyed the conversation.<span style="mso-spacerun: yes;"> </span>It was a good way for doctoral students to
get an introduction to the process of the qualitative research
dissertation.<span style="mso-spacerun: yes;"> </span>Nothing is ever as good as
hearing it from someone who has done it.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Off to teach!<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">[10/2014—I continue to think with issues related to the
class.]<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "calibri";">Blasting Qualitative
Research Kinds Out of the Water<o:p></o:p></span></b></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Today in my qualitative research class, several students
will be reporting on articles that take up the topsy-turvey world of what is
called:<span style="mso-spacerun: yes;"> </span>research kinds, research
strategies, research frameworks—and probably a number of other names.<span style="mso-spacerun: yes;"> </span>This is a follow-up to last week’s class
where we looked at a number of these from grounded theory and case study to
ethnography, narrative analysis, pragmatic qualitative research, and a couple
dozen more.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">If you haven’t noticed—in the last two decades, qualitative
research textbooks have been getting heavier and heavier around the
middle.<span style="mso-spacerun: yes;"> </span>They have been adding pages and
pages every edition in the section on research kinds.<span style="mso-spacerun: yes;"> </span>It’s not pretty.<span style="mso-spacerun: yes;"> </span>Indeed, I think is distorting the picture of
qualitative research for beginners—its key issues and concerns.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
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<span style="font-family: "calibri";">I had gathered a number of articles on this issue...and then
Norman Denzin put out his most recent edition of <i style="mso-bidi-font-style: normal;">Qualitative Inquiry</i> (20, 6) with a number of papers making powerful
critiques of this same issue.<span style="mso-spacerun: yes;"> </span>So, today
is a kind of festival of articles on the contradictions that are emerging
regarding research kinds in qualitative research.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">There are five papers being discussed today, and each paper
has a paper written about it by a student in the class. <span style="mso-spacerun: yes;"> </span>These five represent 1/3 of the class...the
other 2/3’s get to listen and enjoy this week. <span style="mso-spacerun: yes;"> </span>I’ll share some of the highlights the students
raise in these short and pithy papers.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Lauren read Paul Atkinson’s 2005 paper—<i style="mso-bidi-font-style: normal;">Qualitative Research:<span style="mso-spacerun: yes;"> </span>Unity and
Div</i>ersity—in FQS 6(3), Art 26.<span style="mso-spacerun: yes;">
</span>Atkinson is one of the earlier voices being raised on this issue.<span style="mso-spacerun: yes;"> </span>She says he “identifies several limitations
both on how qualitative data is collected and how it is analyzed.”<span style="mso-spacerun: yes;"> </span>In particular, she noted his concerns about
the overuse of the interview, and the need across many forms of qualitative
research study to attend to the issue of context.<span style="mso-spacerun: yes;"> </span>Lauren picks up on the critique in Atkinson’s
work of the American dominated theoretical arguments that may not reflect the
European concerns or other world regions.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Jeanne selected the introduction to the Qualitative Inquiry
issue mentioned above, an article by E. St. Pierre and her colleague A.
Jackson.<span style="mso-spacerun: yes;"> </span>Jeanne provides a cogent
description of the St. Pierre/Jackson critique of coding, as it has been
presented for many years, as a kind of pseudo-scientific algorhythm that will
make qualitative research more trustworthy in the eyes of a quantitative
establishment.<span style="mso-spacerun: yes;"> </span>She points to some of the
very challenging questions these two authors (and other authors in the special
edition) are raising:<span style="mso-spacerun: yes;"> </span>Should all
interview data be judged equally worthy?<span style="mso-spacerun: yes;">
</span>Can you analyze data without coding?<span style="mso-spacerun: yes;">
</span>Should theory or question be required to step up and take a more
dominant role?<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Douglas, Kathleen, and Danielle dove into the special issue
and read pieces by the contributing authors.<span style="mso-spacerun: yes;">
</span>Their papers help to put flesh on the overviews described above.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Douglas investigated Holbrook and Pourchier’s “Collage as
Analysis: Remixing in the crisis”—sharing those three fascinating
characteristics of the approach—hoarding, mustering, and
folding/unfolding/refolding. Kathleen takes us into Murphy’s “Living in a
post-Coding World: Analysis as Assemblage”and the notion of rhizomatic where
“concept/data interrelationships are considered horizontal in nature,
heterogeneous, and resistant to hierarchical categorizations” (Kathleen—that is
heavy!)...Danielle’s review of Brinkman’s “Doing without data” is bringing us
into new thinking about abduction and the pragmatic notion of ‘the situation’
as a way to get our heads out of the old research framework notions.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Thank you all for the articles on the articles.<span style="mso-spacerun: yes;"> </span>As I look across the different authors and
their arguments, I can say that I really think there is a there...there.<span style="mso-spacerun: yes;"> </span>In other words, they are on to something
important.<span style="mso-spacerun: yes;"> </span>There is a shaking and
shuddering going on out there within the qualitative research community.<span style="mso-spacerun: yes;"> </span>We are not happy with these muffin-top
textbooks with their gigantic inflated center sections on research kinds—it’s
gone too far!<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">The critique of research kinds emerges from a variety of
corners of the qualitative research world—we notice we are focusing on words
(interviews) at the expense of context; we notice that one small part of the
world is dominating the discussion; we notice that the ways we actually conduct
interpretation differ considerably from the descriptions we were taught...and
that we continue to teach others.<span style="mso-spacerun: yes;"> </span>It all
screams for a new kind of congruence.<span style="mso-spacerun: yes;"> </span>I
think this is the challenge ahead of us in the field.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Thanks to my great students who have begun the discussion,
and I hope will continue to engage with it.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<o:p><span style="font-family: "calibri";"> </span></o:p></div>
Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-89725671256679696692016-09-07T13:20:00.000-07:002016-09-07T13:20:08.566-07:00Why Philosophy and not Problem: A Key Qualitative Research Dilemma.(This is another piece I wrote in January 2016. Looking back at it I am not sure I agree with everything here. Also I have since found Patricia Leavy's book on transdisciplinary research, which does put the heart at the center...and as part of another project I have been looking at a lot of mixed-methods pieces, which also talk about the problem as central. However, my basic concerns remain.)<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "calibri";"><o:p></o:p></span></b> </div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Why has philosophy, and not the problem, come to dominate
qualitative research discussions?<span style="mso-spacerun: yes;"> </span>By
philosophy, I mean all of the kinds of qualitative research from ethnography
and case study to phenomenology and narrative analysis.<span style="mso-spacerun: yes;"> </span>The discussion of “kinds of research”, as I
call it dominates the qualitative research textbook, taking up the majority of
space in today’s examples.<span style="mso-spacerun: yes;"> </span>It also
dominates in the dissertation process, where students are asked to declare
allegiance to a kind of research and demonstrate adherence to its
principles.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">While in the larger debate these different kinds of research
are all considered to be equal players, meaning they all bring the same range
of issues to the fore, but in truth, they are a really motley group and look
very different up close than they do far away.<span style="mso-spacerun: yes;">
</span>Case study focuses on particular incidents, but doesn’t say much about
methods.<span style="mso-spacerun: yes;"> </span>Ethnography, traditionally,
focuses on observation of small geographically located communities, while
phenomenology favors interviews and attention to a subject’s internal
perspectives.<span style="mso-spacerun: yes;"> </span>Grounded theory seems to
pay most attention to analytic issues, such as coding and thematic
development.<span style="mso-spacerun: yes;"> </span>These are not comparable,
nor are they mutually exclusive.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">The emphasis on declaring a kind of research developed as
qualitative research expanded its scope and audience.<span style="mso-spacerun: yes;"> </span>Initially a way to describe differences
between quantitative and qualitative research, it has become a litmus test for
legitimacy.<span style="mso-spacerun: yes;"> </span>This is a reactive
stance.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">In turning toward philosophy, qualitative researchers have
turned away from the problem itself.<span style="mso-spacerun: yes;">
</span>Ironically, the problem is now coming to the fore with the need for
using qualitative data to solve complex problems using complex teams that span
disciplines and geographic areas and perhaps even dip into social media and big
data.<span style="mso-spacerun: yes;"> </span>When qualitative researchers are
dropped into these new situations they need to talk problem, not philosophy, if
they are to make sense to their diverse colleagues.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Diehard qualitative researchers schooled in the logic of
qualitative research kinds are going to object, after all if we were to leave
behind the glory of the paradigm wars it could mean the end of their bread and
butter.<span style="mso-spacerun: yes;"> </span>And how do we know that they
aren’t right?<span style="mso-spacerun: yes;"> </span>Is there any other model
out there that could help us to make sense of this problem?<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">I think there are ways to do this.<span style="mso-spacerun: yes;"> </span>What if, we prioritized the problem and conceptualized
kinds of research as forms of narrative.<span style="mso-spacerun: yes;">
</span>This would mean our starting point would be a problem, sitting in the
middle of a wide river composed of many molecules and currents combined from
the water in tributaries above the place where our problem sits in the
river.<span style="mso-spacerun: yes;"> </span>As we start to examine the
problem-- to observe it, understand it, distill its characteristics—we would
simultaneously begin to pay attention to the context in which it is
embedded.<span style="mso-spacerun: yes;"> </span>This approach would lead to
the development of an appropriate set of methods and methodological
perspectives that would help us to understand the problem and to describe the
context.<span style="mso-spacerun: yes;"> </span>Thus, in this scenario, the
problem comes first and speaks to the possibilities of the kind of research
that will be employed to explore its qualities.<span style="mso-spacerun: yes;">
</span>It also suggests that philosophical strands, as narratives, are more
connected than disconnected, more intertwined than not.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Literature offers a good comparison for understanding this
perspective.<span style="mso-spacerun: yes;"> </span>There are many kinds of
literary styles and approaches to the novel that have emerged in different
epochs, bearing different names like “realist” or “postmodern”.<span style="mso-spacerun: yes;"> </span>While authors will be deeply aware of the
discussions of these kinds around them, and they may employ approaches that fit
within one or another such style, they don’t start off by declaring to their
reader that this is a such-and-such-kind of novel.<span style="mso-spacerun: yes;"> </span>Instead, they have to engage the reader in a
problem and a narrative about that problem—they have to find ways that will
allow the reader to see different angles of the problem, develop views of the
problem.<span style="mso-spacerun: yes;"> </span>The understanding of the
problem must be full and contradictory.<span style="mso-spacerun: yes;">
</span>No good story is too one-sided.<span style="mso-spacerun: yes;">
</span>Reader wants complexity.<span style="mso-spacerun: yes;"> </span>Novelists
use techniques that will build the story—and these can come from many different
eras and examples.<span style="mso-spacerun: yes;"> </span>They leave it to the
critiques to work out the way the novel <span style="mso-spacerun: yes;"> </span>is positioned among other novels in the
history of literature.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">What I am proposing is a very Deweyian response to the
problem of “kinds of research”.<span style="mso-spacerun: yes;"> </span>I have
even proposed at an earlier time (a presentation at the International Congress
on Qualitative Inquiry) that this kind of qualitative research should be called
“transactional”.<span style="mso-spacerun: yes;"> </span>In a textbook I was
looking at recently, this form of approach was called “pragmatic” (although the
mixed methods people are trying to grab this label).<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">In an earlier blog post, I also described an assignment I
had been doing over several years with my doctoral students in the qualitative
research class, where they had to present an article describing a qualitative
research study on a topic related to their dissertation interest.<span style="mso-spacerun: yes;"> </span>Time and again, they could see no
discoverable kind of research described, or it was only described without much
connection to the research actually presented.<span style="mso-spacerun: yes;">
</span>This suggests to me that the problem leads and the method twines around
the problem, not the other way around.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Philosophy or Problem?<span style="mso-spacerun: yes;">
</span>I vote for problem as the heart and starting point of good qualitative
research.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-50162834156933383792016-08-31T13:14:00.000-07:002016-08-31T13:14:02.310-07:00Subjectivity is to Ethics as Caring is to Social Justice<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">An ode to caring and qualitative research written in January
2016!<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Once upon a time when I was early on in my work as a teacher
of qualitative research, I created a little table to help students understand
the relationship of inside and outside/subjectivity and ethics.<span style="mso-spacerun: yes;"> </span>It looked like this:<o:p></o:p></span></div>
<br />
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: currentColor; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;">
<tbody>
<tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="background-color: transparent; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 239.4pt;" valign="top" width="399"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "calibri";">Self<o:p></o:p></span></i></div>
</td>
<td style="background-color: transparent; border-color: windowtext windowtext windowtext rgb(0, 0, 0); border-style: solid solid solid none; border-width: 1pt 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 239.4pt;" valign="top" width="399"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "calibri";">Other<o:p></o:p></span></i></div>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 239.4pt;" valign="top" width="399"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Subjectivity<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">(Values, beliefs, assumptions)<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; padding: 0in 5.4pt; width: 239.4pt;" valign="top" width="399"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Access<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">(Acceptance)<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 2; mso-yfti-lastrow: yes;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 239.4pt;" valign="top" width="399"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Role<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">(Behaviour)<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; padding: 0in 5.4pt; width: 239.4pt;" valign="top" width="399"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Ethics<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">(Permission)<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">I was hoping it would help them to see the complexity of the
problem and the ways that self is interacting with other in one-to-one and
institutional contexts.<span style="mso-spacerun: yes;"> </span>This table shows
up on pg 40 of <i style="mso-bidi-font-style: normal;">Qualitative Research
Design for Software Users</i> by diGregorio and Davidson—2008. <o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">The development of my table came about as qualitative
researchers were making the adjustment to being considered part of the whole
Institutional Review Board (IRB) apparatus, and, concurrent with that the
growth of the IRB within higher education and non-profit institutions.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">I am thinking that a similar table might be useful to help
students see the relationship that caring has to social justice, and this idea
coincides with another thought (see following paragraph)… <o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">I recently got a request from an administrator to provide
information on the ways ethics and ethical issues were presented in the classes
I teach.<span style="mso-spacerun: yes;"> </span>My response was that in
qualitative research, ethical concerns are always present and always part of
our thinking.<span style="mso-spacerun: yes;"> </span>It is there from the start
and continues to be part of the discussion through all phases of the work.<span style="mso-spacerun: yes;"> </span>Being asked this question forced me to
respond to one thing that had been bugging me about qualitative research
textbooks—the one little chapter or section about ethics…sometimes sitting near
the beginning and sometimes near the end of the book and the one little section
on reflexivity with participants—also sitting out alone somewhere in the text
and the one little section on critical theory approaches that always really
grabs students, who, in my experience care an awful lot about the impact of
their work.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">It seems to me that caring (or lack of caring) is part of
subjectivity in the individual researcher…and this is the necessary starting
point for an approach to research that is respectful of the other in all its
forms.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: currentColor; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;">
<tbody>
<tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="background-color: transparent; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 239.4pt;" valign="top" width="399"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "calibri";">The Caring Self/Researcher<o:p></o:p></span></b></div>
</td>
<td style="background-color: transparent; border-color: windowtext windowtext windowtext rgb(0, 0, 0); border-style: solid solid solid none; border-width: 1pt 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 239.4pt;" valign="top" width="399"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "calibri";">The Cared for Other<o:p></o:p></span></b></div>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 239.4pt;" valign="top" width="399"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Individual researcher<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; padding: 0in 5.4pt; width: 239.4pt;" valign="top" width="399"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Individual participant<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 2;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 239.4pt;" valign="top" width="399"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Community of researchers (team, advisors)<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; padding: 0in 5.4pt; width: 239.4pt;" valign="top" width="399"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Community of participants (interviewees, observed)<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 3;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 239.4pt;" valign="top" width="399"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Institutional context;<span style="mso-spacerun: yes;">
</span>university, NGO<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; padding: 0in 5.4pt; width: 239.4pt;" valign="top" width="399"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Institutional context;<span style="mso-spacerun: yes;"> </span>school,
community agency, business<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 4; mso-yfti-lastrow: yes;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 239.4pt;" valign="top" width="399"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">Disciplinary context:<span style="mso-spacerun: yes;"> </span>Field,
Communities of researchers addressing this issue, professional organizations<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; padding: 0in 5.4pt; width: 239.4pt;" valign="top" width="399"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "calibri";">? :<span style="mso-spacerun: yes;"> </span>Education, Umbrella
Organizations<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<o:p><span style="font-family: "calibri";"> </span></o:p></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Care is the individual and interactive expression of social
justice;<span style="mso-spacerun: yes;"> </span>social justice then is the
policy and political face of care.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Care is understood in the way we deal with others as beings
(whether persons, groups, or other grouping) that are personally connected to
us.<span style="mso-spacerun: yes;"> </span>Social justice is the way we resolve
to make our ideas programmatic, legal, visible to the world.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Caring is a stance.<span style="mso-spacerun: yes;">
</span>Social justice is a politically enacted response to that stance.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">What is the opposite of caring?<span style="mso-spacerun: yes;"> </span>What is an uncaring stance?<span style="mso-spacerun: yes;"> </span>An uncaring stance is one where the
motivation or perspective is selfishly motivated for personal gain—a kind of
gain that could be economic, political, or social.<span style="mso-spacerun: yes;"> </span>Uncaring seeks to put oneself above
others.<span style="mso-spacerun: yes;"> </span>Uncaring cannot share.<span style="mso-spacerun: yes;"> </span>Uncaring is ultimately the basis of <span style="mso-spacerun: yes;"> </span>inauthenticity.<span style="mso-spacerun: yes;"> </span>One cannot be authentic (and genuinely
reflexive) if one is uncaring.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">One can be blind, uninformed, or ignorant and still be
caring…ignorant but uncaring contains the seeds of negotiation, understanding,
and promise.<span style="mso-spacerun: yes;"> </span>But if one were ignorant
and uncaring, there would be no possibility of understanding.<span style="mso-spacerun: yes;"> </span>In that case, social justice will not be
served.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "calibri";">Just as I am arguing in an earlier blog that problem, not
philosophy, should be the starting point of a qualitative research
inquiry.<span style="mso-spacerun: yes;"> </span>Here I am arguing that caring
should be the starting point of a qualitative research inquiry. <span style="mso-spacerun: yes;"> </span>If caring (about the problem, the people, the
context) is present, then social justice will be worked out through that
stance.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-57049807067114614402016-08-30T13:43:00.001-07:002016-08-30T13:43:54.820-07:00David Lustick: UMass Lowell Colleague Passes Away<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-uuexn7Z4ujc/V8Xqk7an6SI/AAAAAAAAAv4/g0c0PPGGi3I2yVJkgrmUAqw2zE5eAMqMgCLcB/s1600/David%2BLustick.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a> </div>
<img alt="Image result for david lustick images" data-bm="20" height="188" src="https://tse1.mm.bing.net/th?id=OIP.M7bca7c8635aadde0c10a5504e1074fd7o1&w=177&h=188&c=7&rs=1&qlt=90&o=4&pid=1.1" style="background-color: #e2d6a1; height: 188px; width: 177px;" width="177" /><br />
<br />
A day at the beginning of the Spring 2016 semester, and David seemed to be dragging as he walked down the hall to the elevator. Later that afternoon, he learned about the cancer that had taken up residence in his 53 year-old body. For the rest of the semester as he sought treatment, I found it hard to pass his empty office, and I avoided looking at his photograph near the number on his office door. <br />
<br />
This morning, the cancer won. He is with us no longer. When I heard the news, I heard a rip in the fabric of the universe, as some vital essence spilled out. <br />
<br />
David was a vivid presence in our midst--as a teacher, researcher, and staunch faculty advocate. His students were thrilled by his teaching. He never shied away from speaking up in faculty meetings or faculty senate if he felt an important issue was being ignored. Serving on a dissertation committee with him guaranteed you were going to be part of some good discussions. <br />
<br />
He was absurdly visionary, determined, and humorous. He was in science education and I am a qualitative research geek--so we didn't get that many chances to overlap in our work. It's only when it's too late you realize what you missed doing and with whom you missed connecting.<br />
<br />
In the last few years David conducted trailblazing work in the area of climate change education, which led to an invitation to present his project at a conference at the White House. He went with most of his family--and later at a faculty lunch shared hilarious descriptions of behind the scenes. I was thrilled to hear his videostreamed talk that day coming from the White House meeting room. It may be as close as I get to Presidential fame!!<br />
<br />
We will mourn this loss in different ways. David--I will miss you. I will send my thoughts out to the universe, hoping your transmitter is on and can receive my message. <br />
<br />
<br />
<a href="http://www.watertowndailytimes.com/obit/david-lustick-20160830" target="_blank">http://www.watertowndailytimes.com/obit/david-lustick-20160830</a>Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-41709344359466035942016-08-26T12:18:00.000-07:002016-08-26T12:18:24.178-07:00Thanks to QSR NVivo: Love that Survey Import Wizard!Wonderful Morning!! I spent from 9-11 am in the company of the delightful Noelle Wyman, QSR trainer, and several other UMass Lowell colleagues learning about the new Survey Import Wizard NVivo has developed. I love it! <br />
<br />
We were a mixed group--some people with NVivo experience and some with none; some people with qualitative research experience and some with very little. Noelle was able to make everyone feel comfortable no matter what the level and kind of experience. <br />
<br />
This new addition to NVivo 11 makes it so easy to bring survey data into NVivo. There is good integration with Qualtrics and Survey Monkey, but regardless of the survey tool, if the data is in spread sheet form--it is good to go. <br />
<br />
Using the Survey Wizard, the data comes in and Cases and attributes are magically created, as well as nodes are made for the open-ended data. I will be looking for unsuspecting survey researchers on campus this fall who would like to try this out. <br />
<br />
Thank you too to Chris Danforth from QSR, sales representative for the Eastern United States, who also joined the group. <br />
<br />
Having QSR North America around the corner in Burlington, Massachusetts has been great for those of us at UMass Lowell who make use of this tool. We appreciate having this expertise in our own back yard. <br />
<br />
Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com1tag:blogger.com,1999:blog-6261222633399013866.post-29432041213401232512016-08-24T10:38:00.000-07:002016-08-24T10:38:03.499-07:00Shout Out to Janet Salmons!<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "calibri";"><o:p></o:p></span> </div>
<span style="font-family: "calibri";">I want to give a shout out to Janet Salmons, author of <i style="mso-bidi-font-style: normal;">Doing Qualitative Research Online</i> (2016,
Sage Publications), for coming up with one of the most elegant ways to
categorize qualitative research data that I have yet encountered.<span style="mso-spacerun: yes;"> </span>Three words, all beginning with “E”:<span style="mso-spacerun: yes;"> </span><o:p></o:p></span><br />
<br />
<div align="center" class="MsoNormal" style="margin: 0in 0in 8pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "calibri";">Extant<o:p></o:p></span></b></div>
<br />
<div align="center" class="MsoNormal" style="margin: 0in 0in 8pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "calibri";">Elicited<o:p></o:p></span></b></div>
<br />
<div align="center" class="MsoNormal" style="margin: 0in 0in 8pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "calibri";">Enacted<o:p></o:p></span></b></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "calibri";">Extant materials are already available (created or made) and
ready to be picked.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt; text-align: justify;">
<span style="font-family: "calibri";">Elicited are materials that a
researcher gleans from researchees in real time or through a direct interaction
with the participants.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt; text-align: justify;">
<span style="font-family: "calibri";">Enacted calls for researcher and
participants to create the data, such as you would do with role playing or
arts-based research.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt; text-align: justify;">
<span style="font-family: "calibri";">I am embarrassed to say how many
hours I have spent writing notes and drawing diagrams as I tried to figure out
how to find a simple way to categorize the many possible forms of research one
can find or create. <span style="mso-spacerun: yes;"> </span>It’s even more
complicated when you try to figure in how to work with face-to-face vs online
or virtual data collection.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt; text-align: justify;">
<span style="font-family: "calibri";">When I discovered Salmon’s three
E’s, I was momentarily stunned (Why hadn’t I thought of this!), but then elated
because I could stop the endless quest for the framework that constantly eluded
me.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt; text-align: justify;">
<span style="font-family: "calibri";">I want to say “Thank you Janet
Salmons for creating this way of describing data.<span style="mso-spacerun: yes;"> </span>I will be using your new book this fall in my
Advanced Qualitative Research, and I will be singing the praises of the three
“E’s” when I do!”<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt; text-align: justify;">
<span style="font-family: "calibri";">You can learn more about her work
at her author’s website: </span><a href="http://vision2lead.com/"><span style="color: #0563c1; font-family: "calibri";">http://vision2lead.com/</span></a><o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-44055193879926037612016-08-23T13:56:00.001-07:002016-08-23T13:56:07.705-07:00NVivo and Survey Tools: Making the Most of Open-Ended DataThis Friday, 8/26/16, the UMass Lowell Center for Program Evaluation is sponsoring a two-hour workshop (9-11 am) on ways to use NVivo with open-ended survey data. NVivo can be mashed up with several of the popular Survey Tools to allow you to work more efficiently and productively. <br />
<br />
If you are interested in attending, you must be registered in advance. Email <a href="mailto:Shanna_Thompson@uml.edu" target="_blank">Shanna_Thompson@uml.edu</a> for more information. Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-83808587297372328562016-08-23T13:48:00.001-07:002016-08-23T13:48:33.735-07:00Qualitative Research Play Day: Mission Accomplished!
<span style="font-family: Calibri;">In Kenneth Grahame’s <i style="mso-bidi-font-style: normal;">Wind
in the Will</i>ows, Mole, an earth dweller who is fleeing
from his own spring cleaning, meets Rat, a river dweller, who is only too happy
to wax lengthily and eagerly about the joys of messing around the river—on the
river, in the river, anything to do with the river.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">Well, today was a day like that for a couple of us
qualitative researchers on the UMass Lowell campus. <span style="mso-spacerun: yes;"> </span>Like Ratty, we were only too happy to be
messing around with our qualitative research data and tools, talking about it,
reminiscing about projects and design.<span style="mso-spacerun: yes;"> </span>Oh
the glory of having such a wonderful, relaxing Play Day with Qualitative
Research.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">The occasion was the workshop titled:<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Help!!<span style="mso-spacerun: yes;"> </span>I’ve got a boatload of qualitative research
data—and don’t know what to do with it</i>.<span style="mso-spacerun: yes;">
</span>My compliments for the great title, which was supplied by fellow UMass
Lowell faculty member Doreen Arcus of the Psychology Department.<span style="mso-spacerun: yes;"> </span>It speaks to the circumstances so many of us
face, whether you are a full-time qualitative researcher, part-time or
accidentally-backed-into-it-unexpectedly qualitative researcher.<span style="mso-spacerun: yes;"> </span>So little time, so much good qualitative data
all around!<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">Our day had some structure, but a lot of
open-endedness.<span style="mso-spacerun: yes;"> </span>As the leader of the
day, I wasn’t sure what kind of qualitative research needs would land on my
doorstep.<span style="mso-spacerun: yes;"> </span>For that reason, I always plan
to spend a lot of time up-front—listening to participants.<span style="mso-spacerun: yes;"> </span>The questions I have for them are about:<span style="mso-spacerun: yes;"> </span>the data, their knowledge of QR, their
knowledge of QDAS and other digital tools, and what do they want to accomplish?<span style="mso-spacerun: yes;"> </span>We create our goals from our answers to these
questions.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">Today, we spent a good amount of time thinking about QDAS
(Qualitative Data Analysis Software—namely NVivo) and how it would help to
organize a study and the different data that could be used with the tool.<span style="mso-spacerun: yes;"> </span>A particular interest that emerged was the
ways Endnote and NVivo could be worked together to make life easier for any
researcher.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">One of the participants has spent many years developing a
professional literature database organized in Excel.<span style="mso-spacerun: yes;"> </span>We realized it could be imported into NVivo and
used productively there with qualitative research projects to be developed.<span style="mso-spacerun: yes;"> </span>It could also be exported from NVivo into
Endnote for use as part of a shared library.<span style="mso-spacerun: yes;">
</span>Thank you Sarah Marks of the UMass Lowell Library for helping us with
the Endnote ideas.<span style="mso-spacerun: yes;"> </span>This is just one
example of the kind of problem-solving for which Play Days are good.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">Thanks also to Shanna Thompson, administrator for the Center
for Program Evaluation, who joined us and shared with us, as well as the
Faculty Development Center people who also supported the workshop.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">For the full text of the Wind in the Willows—I just
discovered Wikisource!!<span style="mso-spacerun: yes;"> </span></span></div>
<br />
<a href="https://en.wikisource.org/wiki/The_Wind_in_the_Willows">https://en.wikisource.org/wiki/The_Wind_in_the_Willows</a>Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-40336300765971265312016-08-21T10:37:00.003-07:002016-08-21T10:37:40.176-07:00HELP!! I have a boatload of qualitative research data and don’t know what to do with it.
<span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;"><span style="font-family: Calibri;">[This
is a description for a workshop I will be leading this Tuesday, August 23, 2016
at the University of Massachusetts Lowell. If you are in the area and
interested--contact Shanna Thompson at the Center for Program Evaluation for
more information: </span></span><a href="mailto:Shanna_Thompson@uml.edu" target="_blank"><span style="color: blue; font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;"><span style="font-family: Calibri;">Shanna_Thompson@uml.edu]</span></span></a><span style="font-family: Calibri;"><span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">
You must be registered in advance to participate.</span></span><br />
<div class="MsoNormal" style="line-height: normal; margin: 12pt 0in 0pt;">
<span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;"><span style="font-family: Calibri;">If
you can't attend, but are interested in taking in a workshop like this,
please let me know. I love to do this kind of day.] <o:p></o:p></span></span></div>
<br />
<div align="center" class="MsoNormal" style="line-height: normal; margin: 12pt 0in 0pt; text-align: center;">
<span style="font-family: Calibri;"><span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">*****</span></span><b><span style="font-family: "Times New Roman",serif; font-size: 24pt; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;"> <o:p></o:p></span></b></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 8pt 0.5in;">
<span style="font-family: Calibri;"><span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">Are
you a quantitative or mixed method researcher who gathered some open-ended
survey data that is sitting around waiting to be written about?</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 8pt 0.5in;">
<span style="font-family: Calibri;"><span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">Are
you a qualitative researcher who had a great project that got derailed for some
reason and want to return to write about that great data?</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 8pt 0.5in;">
<span style="font-family: Calibri;"><span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">Are
you a post-doc who has qualitative research data that wasn’t included in the
dissertation that you want to give voice to?<span style="mso-spacerun: yes;">
</span></span><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
<br />
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<span style="font-family: Calibri;"><span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">In
other words, do you have qualitative research data that is eating a whole in
your heart because you aren’t writing about it?<span style="mso-spacerun: yes;">
</span>Then this workshop is for you!!</span></span></div>
<br />
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<span style="font-family: Calibri;"><span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">This
day-long interactive workshop is designed to help you get back in the saddle
with the write-up of those great materials.<span style="mso-spacerun: yes;">
</span>You will </span><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
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<span style="font-family: Symbol; font-size: 12pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·</span><span style="font-family: "Times New Roman",serif; font-size: 7pt; mso-fareast-font-family: Symbol;">
</span><span style="font-family: Calibri;"><span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">renew
your confidence as a researcher and writer, </span><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
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<span style="font-family: Symbol; font-size: 12pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·</span><span style="font-family: "Times New Roman",serif; font-size: 7pt; mso-fareast-font-family: Symbol;">
</span><span style="font-family: Calibri;"><span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">get
energized to take new leaps into publishing, </span><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
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<span style="font-family: Symbol; font-size: 12pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·</span><span style="font-family: "Times New Roman",serif; font-size: 7pt; mso-fareast-font-family: Symbol;">
</span><span style="font-family: Calibri;"><span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">learn
strategies for identifying topics and developing articles from qualitative
research data</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
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<span style="font-family: Symbol; font-size: 12pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·</span><span style="font-family: "Times New Roman",serif; font-size: 7pt; mso-fareast-font-family: Symbol;">
</span><span style="font-family: Calibri;"><span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">develop
outlines for three new articles (or more)</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
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<span style="font-family: Symbol; font-size: 12pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·</span><span style="font-family: "Times New Roman",serif; font-size: 7pt; mso-fareast-font-family: Symbol;">
</span><span style="font-family: Calibri;"><span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">brainstorm
where to place pieces and learn about journals specializing in qualitative
research</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
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<span style="font-family: Symbol; font-size: 12pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·</span><span style="font-family: "Times New Roman",serif; font-size: 7pt; mso-fareast-font-family: Symbol;">
</span><span style="font-family: Calibri;"><span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">Learn
how new digital tools can assist you at many phases of the work</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
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<span style="font-family: Symbol; font-size: 12pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·</span><span style="font-family: "Times New Roman",serif; font-size: 7pt; mso-fareast-font-family: Symbol;">
</span><span style="font-family: Calibri;"><span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">Develop
writing partnerships that work</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
<br />
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<span style="font-family: Calibri;"><span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">Bring
your data and laptop along to this research playdate.<span style="mso-spacerun: yes;"> </span>The day will be fast paced including full
group discussions, quiet review and writing time, small group collaboration,
and short informative lectures.<span style="mso-spacerun: yes;"> </span>There
will be a variety of handouts, as well as an online site where materials will
be shared.<span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 8pt;">
<span style="font-family: Calibri;"><span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">Tools
that MAY be helpful to have downloaded and set up on your computer:<span style="mso-spacerun: yes;"> </span>NVivo11 and Endnote (UML has site licenses
for both).<span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 8pt;">
<span style="font-family: Calibri;"><span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">Start the
semester off, ready for success.<span style="mso-spacerun: yes;"> </span>Join us
for a new kind of writing/research day.<span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
<br />
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<span style="font-family: Calibri;"><span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;"> </span><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;"> </span><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
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<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<o:p><span style="font-family: Calibri;"> </span></o:p></div>
Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-54037107424876338372016-08-20T11:03:00.001-07:002016-08-20T11:03:41.351-07:00Digital Tools and Qualitative Research: Looking into the Future
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</div>
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<span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-bidi-font-weight: bold;"><o:p> </o:p></span></div>
<span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-bidi-font-weight: bold;">I am very
pleased to announce the publication of a new article about digital tools and
where it could all be going.<span style="mso-spacerun: yes;"> The article was c</span>o-authored
with Trena Paulus (University of Georgia) and Kristi Jackson (QUERI), two good
friends with similar interests in the topic of technology and qualitative
research.<span style="mso-spacerun: yes;"> </span>Below is the title and
reference information.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span><br />
<br />
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<b><span style="font-family: "GillSansStd-Bold",sans-serif; font-size: 18pt; mso-bidi-font-family: GillSansStd-Bold;"><o:p> </o:p></span></b></div>
<br />
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<b><span style="font-family: "GillSansStd-Bold",sans-serif; font-size: 18pt; mso-bidi-font-family: GillSansStd-Bold;">Speculating on the Future of Digital<o:p></o:p></span></b></div>
<b><span style="font-family: "GillSansStd-Bold",sans-serif; font-size: 18pt; mso-bidi-font-family: GillSansStd-Bold;">Tools for Qualitative Research<o:p></o:p></span></b><br />
<br />
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<b><span style="font-family: "GillSansStd-Bold",sans-serif; font-size: 12pt; line-height: 107%; mso-bidi-font-family: GillSansStd-Bold;">Judith
Davidson</span></b><b><span style="font-family: "GillSansStd-Bold",sans-serif; font-size: 8pt; line-height: 107%; mso-bidi-font-family: GillSansStd-Bold;">1</span></b><b><span style="font-family: "GillSansStd-Bold",sans-serif; font-size: 12pt; line-height: 107%; mso-bidi-font-family: GillSansStd-Bold;">, Trena Paulus</span></b><b><span style="font-family: "GillSansStd-Bold",sans-serif; font-size: 8pt; line-height: 107%; mso-bidi-font-family: GillSansStd-Bold;">2</span></b><b><span style="font-family: "GillSansStd-Bold",sans-serif; font-size: 12pt; line-height: 107%; mso-bidi-font-family: GillSansStd-Bold;">, and Kristi Jackson</span></b><b><span style="font-family: "GillSansStd-Bold",sans-serif; font-size: 8pt; line-height: 107%; mso-bidi-font-family: GillSansStd-Bold;">3<o:p></o:p></span></b></div>
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<b><span style="font-family: "GillSansStd-Bold",sans-serif; font-size: 8pt; line-height: 107%; mso-bidi-font-family: GillSansStd-Bold;"><o:p> </o:p></span></b></div>
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<span style="font-family: "GillSansStd",sans-serif; font-size: 12pt; mso-bidi-font-family: GillSansStd;">Qualitative
Inquiry 2016, Vol. 22(7) 606–610 © The Author(s) 2016<o:p></o:p></span></div>
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<span style="font-family: "GillSansStd",sans-serif; font-size: 12pt; mso-bidi-font-family: GillSansStd;">Reprints
and permissions:<o:p></o:p></span></div>
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<span style="font-family: "GillSansStd",sans-serif; font-size: 12pt; mso-bidi-font-family: GillSansStd;">sagepub.com/journalsPermissions.nav<o:p></o:p></span></div>
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<span style="font-family: "GillSansStd",sans-serif; font-size: 12pt; mso-bidi-font-family: GillSansStd;">DOI:
10.1177/1077800415622505<o:p></o:p></span></div>
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<span style="font-family: "GillSansStd",sans-serif; font-size: 12pt; line-height: 107%; mso-bidi-font-family: GillSansStd;">qix.sagepub.com</span></div>
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<span style="font-family: "GillSansStd",sans-serif; font-size: 12pt; line-height: 107%; mso-bidi-font-family: GillSansStd;"></span> </div>
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<span style="font-family: "GillSansStd",sans-serif; font-size: 12pt; line-height: 107%; mso-bidi-font-family: GillSansStd;">Let us know if your imagined future looks anything like ours! </span></div>
Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-81090153190160965932016-08-18T05:20:00.000-07:002016-08-21T11:14:37.966-07:00Davidson and D-Space: Web-release of earlier unpublished materials!Thank you to George Hart, Library Director at UMass Lowell, and his assistant Marguerite Grant for uploading several of my unpublished papers and presentations to our new D-Space area. I am so excited to have these available through this online data base. <br />
<br />
Nine items are now available. They fall into groupings that have much to do with who I am as a qualitative researcher. <br />
<br />
You can access them at: <a href="https://libspace.uml.edu/" target="_blank">https://libspace.uml.edu</a> under Judith Davidson in the Graduate School of Education.<br />
<br />
I am particularly excited to have three papers from 2005 accessible on the Internet. I refer to them by these short-hand names: "Grading NVivo", "Genre and Qualitative Research", and "Learning to 'Read' NVivo". These three were all presented in Spring 2005 at three different conferences (it was a marathon!). Taken together they map out territory I was exploring in regard to the way students and teachers or researchers of qualitative research work through the task of understanding Qualitative Data Analysis Software (QDAS) functions and capacities. I am excited to see that others are taking up the challenges described here (<a href="http://www.fivelevelqda.com/nick-and-christina-bios" target="_blank">Woolfe and Silver and their 5 stages of QDA Teaching is one example). </a><br />
<br />
There are also two papers about teaching QDAS in higher education: 1) a 2008 presentation on "Teaching QDAS in a Virtual Environment"; and, 2) a 2007 paper on "Teaching and Learning with QDAS". <br />
<br />
Two papers provide evidence of my ongoing speculation about the big issues in regard to the nature of digital tools: 1) "Swimming in a Sea of Data" from 2013; and, 2) "Methodological Quandaries" from 2015. <br />
<br />
Finally, there are papers about specific projects. "Teen Talk about Sexting" presented in 2012 discusses a completed project that is described more fully in my book: <a href="https://www.sensepublishers.com/catalogs/bookseries/teaching-gender/sexting/" target="_blank">Sexting: Gender and Teens published in 2014 by Sense Publications.</a> <br />
<br />
"Negotiating Digital Tools on Complex Research Teams" presented in 2016 is fast becoming one facet of a book in the making. <br />
<br />
Thank you George and Marguerite for making this possible. Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-56299217785896239372015-03-02T04:10:00.000-08:002015-03-02T04:10:00.227-08:00Digital Tools in Qualitative Research: ICQI 2015Come to the International Congress on Qualitative Inquiry and get excited by the new strand--Digital Tools in Qualitative Research. Hear about the ways researchers are using technologies in qualitative research, meet and share with like minded colleagues, and perhaps even win a raffle prize from one of our generous sponsors. <br />
<br />
When you pick up your program materials at the conference, be on the look out for our raffle in the vendor area. Put your name in to win a great prize. <br />
<br />
Look for our tables at the First Night Barbecue--join us, learn more about what is happening, and take part in the first raffle. <br />
<br />
In the conference program, keep your eye out for the digital tools strand. Our symposium on Friday will be the place to go to learn about what is happening in the digital tools strand across the conference. Take part in our second raffle. <br />
<br />
The ICQI conference web page can be reached here: <a href="http://icqi.org/" target="_blank">ICQI 2015</a><br />
<br />
AND, friend us on Facebook at <a href="https://www.facebook.com/DigitalToolsforQualitativeResearch?fref=photo" target="_blank">Digital Tools for Qualitative Research</a><br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-ErvfiwBoNMs/VO27fzEL0wI/AAAAAAAAAu0/6G_EnOBiBKM/s1600/022.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://2.bp.blogspot.com/-ErvfiwBoNMs/VO27fzEL0wI/AAAAAAAAAu0/6G_EnOBiBKM/s1600/022.JPG" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">I know when we get to Champaign, Illinois everything will be in bloom. Here's imaginging Spring! </td></tr>
</tbody></table>
<br />
In 2008, I was part of the group that staged the "Day in Technology in Qualitative Research" at ICQI that took place over the Wednesday before the workshops and the beginning of the conference. We thought that 2015 was the time for another strong long at what is happening in digital tools. Kristi Jackson of Queri, Inc. (an independent consultant) and Trena Paulus of the University of Georgia (co-author of Digital Tools in Qualitative Research, Sage Press) are co-leaders--so what could go wrong! <br />
<br />Anonymoushttp://www.blogger.com/profile/02721403040341188522noreply@blogger.com0tag:blogger.com,1999:blog-6261222633399013866.post-22533785942272487392015-02-27T18:00:00.000-08:002015-02-27T18:00:03.372-08:00Hans-Ulrich Obrist: Where have you been all my life? <div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-mDZl2v_Plq4/VO0mt50DM1I/AAAAAAAAAuk/tsb0ufTzLJo/s1600/Hans-Ulrich%2BObrist.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-mDZl2v_Plq4/VO0mt50DM1I/AAAAAAAAAuk/tsb0ufTzLJo/s1600/Hans-Ulrich%2BObrist.jpg" height="178" width="320" /></a></div>
Recently I was stuck in a medical waiting room trying to amuse myself and picked up the 12/8/2014 issue of <i>The New Yorker.</i> The New Yorker seemed a better choice than Parent Magazine, Modern Oncology, or whatever else medical staff had brought in to cheer us up as we waited. <br />
<br />
But what a gift this issue proved to be. The profile, "The Art of Conversation: The Curator Who Talked His Way to the Top" by D.T. Max turned out to be one of those life-changing articles that only <i>The New Yorker </i>can offer. To my chagrin, I seem to be one of the last people n in the modern world to hear about Obrist. That will teach me to drop my subscription to the New Yorker! <br />
<br />
I had a long wait at the medical center, a blessing in disguise, because it allowed me to soak in every word about this amazing person who has revolutionized and popularized the notion of curation, not to mention providing important new models for understanding the the interview. Both curation and the interview were of interest to me as a qualitative researcher. Obrist offered new and exciting models for thinking about both. <br />
<br />
Naturally, I stole the issue from the waiting room and took it home with me. I was sure I needed it more than anyone else who might have been there. Then I spent most of the rest of the weekend reading about Obrist, listening to videos and interviews of him online, and ordering and reading his books from Amazon. In fact, reading that Obrist had become a devote of Instagram, using this tool to capture glimpses of his many conversational encounters with artists, I returned to the Instagram account I had ignored for months (Artful_Inquiry) and began to follow Obrist through Instagram, I felt like a voyeur examining his photos of crumpled post-its written at various locations on his travels.<br />
<br />
Pieces that struck me as I read:<br />
-fascinated by the way he has thought about geography, space, architecture, placemaking as components of art AND curation<br />
-his notion of the conversational interview with artists--a project he has been working on since teenhood--offers a new model of the interview for qualitative researchers. (I intend to read more of these interviews...wondering if they would be good material to practice analysis on!)<br />
-I like the fact he is publishing his interviews, but wish he would also release as audio items.<br />
-I want to suggest that these materials should be carefully archived in a library where they can be accessed by the world.<br />
-He helped me to understand how the artS, not simply art is what is evolving today. I realized that my eclectic approach to arts isn't that strange...why shouldn't poetry nourish felting or play with collage feed an understanding of architecture or gardening! <br />
-I'm going to experiment with Instagram as a data collection tool--for creating various kinds of visual collections (just started with my meeting scribbles...we'll see where this goes)<br />
-I am in the process of developing an applied anthropology project for my social anthropology final assignment...thinking of how Instagram data collection, conversation, and curation might be used in different parts. (Oh dear--don't tell the Institutional Review Board! I promise to get the paper work in before I do anything.)<br />
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Thank you to the New Yorker, D.T. Max, and, of course, Hans-Ulrich Obrist himself. <br />
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