Education 867-5 Qualitative Methods in Educational Research: Knowing, Doing and Being
Dr. Suzanne de Castell Office: EDB 8545
Phone: 604- 291-3627 email:decaste@sfu.ca
Class meets: Tues. 4:30-9:20* @ EDB 8660 Class e-List: r-list@sfu.ca
In this course, we will focus on the “doing” of qualitative research as a practical, ethically regulated engagement in “knowing, doing and being”. Investigating and interpreting the values, meanings and purposes unspoken and taken largely for granted in the course and conduct of everyday life is what distinguishes the study of human action from all other forms of inquiry. Because questions of value, significance and agency form the core of such inquiry, for qualitative researchers, epistemological and ethical issues converge in the very idea of what it is to conduct research.
Class activities will provide a guided apprenticeship into basic research practices, including observations, ethical review, fieldnotes, interviews, data interpretation, analysis, reporting and write-up. Students will read exemplary research studies, and will propose and initiate a study of their own. Questions such as “What kind of story does this research tell?”, “Whose story is told, how, by whom, and for whose benefit?”, will guide a comprehensive inquiry into contemporary qualitative research methodologies, methods and processes in education. We will also consider ways in which research practices are technologically reconfigured, and how this promises to impact upon qualitative research methods and practices.
Required Readings:
How to research, Blaxter, Hughes and Tight, Open University Press, 1996. ISBN: 0335194524 (pbk).
Qualitative research design. Joseph A. Maxwell. Sage Publications. ISBN: 0803973292 (pbk)
Selected readings (provided by instructor at cost).
Recommended:
Denzin and Lincoln Qualitative research methods text 2000 edition
Making sense of qualitative data. Amanda Coffey and Paul Atkinson. Sage Press, ISBN: 0-8039-7053—6
and one of the following:
Paul Willis (1977) Learning to labour;
T.L. Taylor (2006) Play between worlds: Exploring on-line game culture;
Shirley Heath (1984) Ways with words;
Dorothy Smith (1987): The everyday world as problematic,
Judith Whyte (1986) GIST: The story of a project;
Richard Ekins: (1998) Male/Femaling
Peter Hoeg (1995) Borderliners;
Alison Jones (1995) At school I have a chance;
Erving Goffman (1961) Asylums;
Laud Humphreys (1970) Tearoom trade,
Malinowski: Argonauts of the Western Pacific (1922);
H. Becker et al (1961) Boys in white
(or suggest an alternative qualitative study)
Evaluation will be based on:
(1) Mini-Research Project: 70% (proposal =10%; reviews = 10%; project presentation =20%; and research write-up =30%.
(2) Participation, i.e. consistency and quality of contributions to the work of the class: 30% (methods presentation =20%, book-of-the-week show and tell =10%)
Students should pre-read the Blaxter and Tight text, and select and propose one activity for in-class use.
Course Schedule:
Sept.4th: Introduction to the course
Sept. 11th: Preparation and "Paradigms..."
Sept. 18th: Purposes and Projects
Sept. 25th: Class Cancelled (Instructor away at a conference)
Oct. 2nd: Into the Field....Observation, Fieldnotes, Learning to "See" (with Dr. Anneke Van Enk, Guest)
Oct. 9th: "Ought/Not": Research, Ethics and Controversy
Oct. 16th: Research Proposals and Peer Review
Oct. 23rd: To be rescheduled
Oct. 30th : Tools and Techniques
Nov. 6th: Coding, conceptualization
Nov. 13th: True Stories
Nov. 20th: On Being: The Subject of Researcher Identity
Nov. 20th: Coming Back to Purposes
Dec. 4th: Research project write-up due
"From the vantage point of the colonized, a position from which I write, and choose to privilege, the term 'research' is inextricably linked to European imperialism and colonialism. The word itself, 'research', is probably one of the dirtiest words in the indigenous world's vocabulary." Linda Tuhiwai Smith, Decolonizing Methodologies, p.1
Activity: (in class) Observing Objects, writing descriptions
Reading: (in class) Chapters 2 (Starting) and 4 (Reading) in Blaxter et al How to Research
Discussion: What will I research for my class mini-project? What research method will I focus on for my seminar presentation? What do I need to know next? What book should I review for “book-of-the-week”? Where do I sign up!?!
Homework: Readings (below) for Sept 11 class, and the following...
Observation: Observing living things---go to a petshop or park or wherever you can conduct a short (2x 3 minute) observation of a living creature. This can be your own pet. Write a short (one page max) description of what you see. You may add a hand-drawn sketch or photo.
"of course most indigenous people and their communities do no differentiate scientific of 'proper' research from the forms of amateur collecting, journalistic approaches, film making, or other ways of 'taking' indigenous knowledge that have occurred so casually over the centuries. From some indigenous perspectives the gathering of information by scientists was as random, ad hoc, and damaging as that undertaken by amateurs. There was no difference, from these perspectives, between 'real' or scientific research and any other visits by inquisitive and acquisitive strangers." Decolonizing Methodologies, p. 3
Reading:
"Entering the field of qualitative research", 1-18 in Handbook of qualitative research, Norman K. Denzin and Yvonna S. Lincoln (eds.) Sage Publications, 1994
"Competing Paradigms in Qualitative Research", Egon Guba and Yvonna Lincoln, pp105-117 in Handbook
"Finding New Worlds" pp. 1-19 in T.L. Taylor (2006) Play between worlds: Exploring on-line game culture;
Discussion: Make sure you have carefully read the 3 articles, which should inform your discussion of the following questions: Paradigms? What are your own research assumptions? Sign up for a methods focus for your methodology presentation, and decide on the topic for your mini-research project.
Reading: (in class) Practicing 'good enough' reading: 5 minutes on Deconstructing the Qualitative/Quantitative Divide", 159-174 in Martin Hammersley: What's Wrong with Ethnography?, Routledge,(1992) Discussion
Activity: (in class) nonparticipant observation. Take to the halls. Your task is to observe and document “institutional subjectivity”, that is, what you think could illustrate the institution's (eg University) formation of its human subjects. Write a fieldnote. Include a sketch. Any location at SFU is fine, endeavour to remain ethically careful and be realistic about what you can do in the time (30 mins)
Homework: Readings for next week (see below) plus...
Participant observation. Select any activity in which you are a participant, create an observation protocol for conducting a 10 minute observation of that activity (informal/rough outline of what you will look at/for, how, etc) and write a 2 page fieldnote on that observation, descriptive (1page), analytical (1/2 page) researcher note (1/2) page). Bring to next class.
"Many community projects require extensive community input. The implications of such input for impoverished communities under stress can be enormous. Every meeting, every activity, every visit to a home requires energy, commitment and protocols of respect….Idealistic ideas about community collaboration and active participation need to be tempered with realistic assessments of a community's resources and capabilities" Decolonizing Methodologies, p. 140
Reading:
"Respectful research..." Sheila Tehennepe, (1998) in deCastell/Bryson Radical Interventions
“Research as Praxis”, Lather, P: (1986) Harvard Educational Review 56, 257-277
Activist research opportunities? http://bcpwa.baremetal.com/empower_yourself/cbr/
Discussion: For whose benefit is the research I propose to do? How will that work? What demands does my research place upon others?
Activity: 15 minute freewriting exercize: your proposal
Guest: SFU’s action research exchange project
Lit Review!: (in class) Write a brief response log in relation to one of the week’s readings, consisting of (in sentence, NOT note/bullet form:
3 main points-description, one sentence each
3 critical points (analysis, evaluation-one sentence per point)
1 "key", or "burning" question (one sentence)
Homework: Interviewing face to face. On a subject relevant to your proposed project, conduct a short (15 min) face to face interview, take notes during and write fieldnotes after.
"Observations made of indigenous women…resonated with views about the role of women in European societies, based on Western notions of culture, religion, race and class. Treaties and trade could be negotiate with indigenous men. Indigenous women were excluded from such serious encounters…" Decolonizing Methodologies, p. 8
Reading:
"Observational techniques" Patricia and Peter Adler, 377-392 in Handbook
"The Acquisition of a Child by a Learning Disability", Ray McDermott, in Understanding Practice, Lave and Chaiklin (eds) pp269-305, Cambridge University Press, 1993
Activity: Interviewer/Interviewee: Videotaping an "Ethnographic" Interview
Writing: (in class): Write a brief response log in relation to one of the week’s readings, consisting of (in sentence, NOT note/bullet form:
3 main points-description, one sentence each
3 critical points (analysis, evaluation-one sentence per point)
1 "key", or "burning" question (one sentence)
Discussion: Seeing 'the world that is there', and questions of perspective. How do these articles add to (or call into question) your current approach to observation? The importance of fieldnotes. How will I record fieldwork data for my mini-project? Refining your protocols.
Homework: Identify what you think may be for your mini project 5 useful articles for your project lit. review. Write short annotations of these 5 sources, using the framework we have practiced.
"Many researchers, academics and project workers may see the benefits of their particular research projects as serving a greater good 'for mankind', or serving a specific emancipatory goal for an oppressed community. But belief in the ideal that benefiting mankind is indeed a primary outcome of scientific research is as much a reflection of ideology as it is of academic training. It becomes so taken for granted that many researchers simply assume that they as individuals embody this ideal and are natural representatives of it when they work with other communities. Indigenous peoples across the world have other stories to tell" Decolonizing Methodologies, p. 2
Reading:
Fictions of Feminist Ethnography (chapter on betrayal) Kamala Visweshwaren
Discussion: What ethical issues are raised by your proposed research and how do you intend to address these?
Activity: SFU ethics Review Form (www.sfu.ca/policies/research/index.htm)
An example of a SSHRC review form:
Homework: Prepare research proposal for submission next week (see guidelines below)
For reasons of scheduling LATE SUBMISSIONS ARE NOT ACCEPTABLE
GUIDELINES FOR MIN-RESEARCH PROPOSAL Use the guidelines for submission of AERA proposals (purposes/theoretical framework/methods/data/conclusions/educational significance/references), online at http://www.aera.net/meeting/05/call/submitting.htm , to describe a study you propose to undertake as the major project for this course. Pay particular attention to methodology and specifying educational (rather than scientific) importance of the study. Rather than 2000 words, restrict your proposal to 3 pages maximum, no exceptions. Bring to class 3 copies of your proposal (one each for your 2 peer reviewers and the instructor.)
"research is highly institutionalized through disciplines and fields of knowledge, through communities and interest groups of scholars, and through the academy…research activities are carried out by people who in some form or another have been trained and socialized into ways of thinking of defining and making sense of the known and the unknown….." Decolonizing Methodologies, p. 124
(!SUBMIT PROPOSALS!)Do this on email please.
Reading:
"A Method from Marx" in Dorothy Smith: The everyday world as problematic
Activity: Collect, arrange and distribute research proposals for peer review
Discussion: Peer Evaluation Processes
Homework: Write short (500 words max) critical evaluations of 2 student proposals, focusing on research methodology. n.b.: Reviewers are asked to engage with questions about the educational value of the proposed research, as well as with questions of methodology "proper". You will be asked to rank these proposals, using a scale to be established in class (Submit reviews at next class, again, late submissions cannot be accepted for reasons of time.)
Important Reminder: MAKE SURE YOU have by now completed and submitted Ethical Review form. There is no room for delay here so please contact me in good time if you are experiencing difficulties.
The unassisted hand and the understanding left to itself possess but little power. Effects are produced by means of instruments and helps. - Francis Bacon
Reading: Working with Interviews, Observation, Documents, Visual Methods. Part 4 pp 353-479 in the Handbook (sec 1., sec. 3, see Oct 5th reading for sec. 2)
Additional sources for visual analysis:
info on interesting open source on line video data analysis program, transana, (like MAP)
http://www.transana.org/about/news.htm
Choosing qualitative data analysis software (paper on line) http://caqdas.soc.surrey.ac.uk/ChoosingLewins&SilverV3Nov05.pdf
Handbook of Visual Analysis Theo Van Leeuwen (Editor), Carey Jewitt (Editor)
Doing Visual Ethnography : Images, Media and Representation in Research
Sarah Pink
Visual Methodologies : An Introduction to the Interpretation of Visual Materials
by Gillian Rose
Visual Explanations: Images and Quantities, Evidence and Narrative (Hardcover)
by Edward R. Tufte
Activity: Focus group! Experience the chaos of a real live focus group: chills, spills and surprises...
Discussion: Technological re-mediation of educational research (bring examples)
Homework: TBA
"Methodology is important because it frames the questions being asked, determines the set of instruments and methods to be employed, and shapes the analyses…. Methods become the means and procedures through which the central problems of the research are addressed.” Decolonizing Methodologies, p. 143
Reading:
"Coding procedures/Open coding" (pp.57-74) in Basics of qualitative research: Grounded theory procedures and techniques Anselm Strauss and Julia Corbin (Sage 1990)
Ch 1 "Varieties of data" and ch 2 "Concepts and Coding" in Coffey and Atkinson, Making sense of qualitative data pp. 26-53
Choosing qualitative data analysis software (paper on line) http://caqdas.soc.surrey.ac.uk/ChoosingLewins&SilverV3Nov05.pdf
Activity: Working with transcripts
Discussion: TBA…post-structuralist critiques of post-positivist research?
Homework: Write a short (2 page max) description of the main conceptual core/codes of your proposed research project. Bring this to next class.
"This book acknowledges the significance of indigenous perspectives on research and attempts to account for how, and why such perspectives may have developed. It is written by someone who grew up within indigenous communities where stories about research and particularly about researchers (the human bearers of research) were intertwined with stories about all other forms of colonization and injustice." Decolonizing Methodologies, p. 31
Reading:
Ch 3 "Narratives and stories" and Ch 4 ("Meanings and metaphors") in Coffey and Atkinson, Making sense of qualitative data pp. 54-108
"Grandmother's Story" Trinh Minh-Ha Framer Framed and “Why a Fishpond?
Activity: "Triangulation": Questions, tasks and justifications
Write: (in class) A short paragraph or two on the question of validity in yr own research (below)
Discussion: What does "validity" mean in your own proposed research? Explain and justify this conception of validity.
Homework: Who are you in your own research? How and why does this matter/not matter? Write this up in a paragraph or two to bring to class.
"Consent is not so much given for a project of specific set of questions, but for a person, for their credibility" Decolonizing Methodologies, p. 13
Reading:
de la Luz Reyes, Maria, (1998) Chicanas in Academe, deCastell/Bryson, Radical Interventions
Francisco Ibanez (1998) "From Confession to Dialogue" pp107-130 in Radical In<ter>ventions (op cit)
Recommended:
Michelle Fine, Working the hyphens: Reinventing self and other in qualitative research, 70-82 in Handbook of qualitative research (op cit)
"Queer Ethnography" de Castell and Bryson (1998) in Taylor et al, Sexualities and Social Action, Univ. of Toronto Press
Activity: Symposium on "Researcher Identity: Who am I in my own research?”
Homework: Prepare your final presentation: 15 mins presentation time, 5 mins discussion, 5 mins break/set up between presenters
Reading: The "research Spiral" (p. 10) and Blaxter ch 8 & 9
Activity: Project Presentations
Last Day for submission of final project write-up, which should take the form of a 12 page (max, not including references) article reporting on your research. Papers are to be submitted to instructor’s mailbox in the faculty of education, or by email to decaste@sfu.ca. Make sure you keep a copy