P 210: Qualitative researchers are instruments, and as such, we must understand our changing selves.
\nPost-Positivism
\nCritical theory
\nConstructivism
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P 36: Don't think about paradigms as things that linearly follow (and improve on) one another, but rather as things that did develop over time and shape/influence/inspire each other, but are different ways of looking at the world.
\nN: This paper was agonizing to read - so thick with jargon I could barely tell what the writer was saying. English, please! Normal, plain English!
\nN^: That note was written in May 2012; writing this note from April 2013 after having taken Dr. Lather's courses at OSU, this paper is AWESOME and makes sense. Interesting how my understandings and values have changed...
\nQ 38: (from a table on various paradigms, Positivism section) Reality of objective and \"found.\" Truth is one. Discourse is structured and transparent, reflecting reality. Communication as transmission.
\nQ 38: Reality is ultimately unknowable. (in the deconstructionist paradigm)
Q 38: Truths are socially constructed systems of signs which contain the seeds of their own contradiction. (in the deconstructionist paradigm)
Q 38: Discourse is by nature inseparable from its subject, and is radically contingent and vulnerable. (in the deconstructionist paradigm)
Q 38: Is there a truth? What constitutes truth? (questions from the deconstructionist paradigm)
N: Says that the best introduction to Deconstructionism is in Caputo, J. (Ed.) (1997) Deconstruction in a nutshell: a conversation with Jacques Derrida (New York, Fordham University Press). I should read this.
Q 47: In short, what I am advocating is teaching educational research in such a way that students develop an ability to locate themselves in the tensions that characterize fields of knowledge. In our particular context of educational research where grand narratives and one-best-way thinking are being reasserted under the banner of SRE, my major claim is that such efforts need to be situated in a context of a historical time marked by multiplicity and competing discourses that do not map tidily onto one another, a time of unevenly legitimized and resourced incommensurabilities regarding the politics of knowing and being known.
\nQ 48-49: I would hope that students gain a grounding in the objectivity debates. Much more complicated than the binary of subjective and objective, an understanding of the issues at stake includes wrestling with both what Kuhn (1962) pointed out as the theory-laden nature of facts and the limits of epistemic relativism (Harding, 1993). Whether standpoint theories and the ‘strong objectivity’ they make possible are useful or ‘necessary errors’ (Spivak, 1999), the key is that students have awareness of the complications of such issues. While poststructuralism, for example, is often assumed to be against objectivity, art historian Steven Melville argues for ‘objectivity in deconstruction’ (Melville, 1996) where the nostalgia for transparent presence is put in tension with a respect for the object’s capacity to surprise and exceed us in a way that foregrounds the inadequacy of thought to its object. As another example, while feminist research is often assumed to be hegemonically qualitative, Haraway argues for the ‘indispensability’ of statistics to feminist projects within ‘the complex intersubjectivityParadigm proliferation of objectivity’ where ‘impersonal’ data provide yet another speculum for increasing the circumference of the visible (1997, p. 199). Such examples illustrate that the objectivity debates are never, finally, settled and that reflexive understanding about how politics, desire and belief structure scientific method (Harding, 1998) is needed across the paradigms.
\nN^: I'm grabbing that quote for later digestion while I write a paper on objectivity for Dr. Lather -- again, here are many ideas and literature trails to chase down... but I don't have time to chase them... right now. Do I make the decision to slice my paper off here and not go down the biblio trail now? (Yes.) Do I make the call to chase some or all of those trails down later? (Maybe. I'd like to, but where are my priorities?)
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P 30-32: Most ed schools were formed as \"normal schools\" (teacher training outside the university) in the second half of the 19th century. They were quickly pressured to produce mass numbers of teachers, and lots of students went there to get degrees (but not necessarily to become teachers). This resulted in broad requirements with little teaching training, and many students going through those requirements. In other words, ed schools did what they were told and are now being criticized for it.
P 32: The USA needs tons of teachers (1 out of 5 college grads would have to become a teacher to fill the need) and we don't have enough ed majors so states are letting non-certified teachers teach, devaluing an ed degree.
P 33: Teaching is statically middle-class, so lower-class people are more attracted to the profession than middle/upper-class ones.
P 39-41: By the time a kid is 18 and deciding whether to be an ed major, they've observed teachers for about 13,000 hours -- compared to a few hours of shadowing for other careers if they're lucky. Why study a field you already know, especially if you see how poorly they're treated/regarded?
N ^: Threads of cognitive apprenticeship here.
P 11-17: Great example of how to describe the sample population and coding methodology.
\nP 16: Explains \"contextual analysis\" that followed blind coding.
\nP 17: Explains the importance of working slowly and labor-intensively with the data (transcribing and re-writing important quotes, etc. in letting insights emerge.
\nQ 94-95: To most women, the first steps on this journey [towards procedural knowledge] do not feel like progress. The voice diminishes in volume; it lacks authority. These women lack even the derived authority of those who, having faith in received knowledge, can assume as they parrot their elders that they speak the truth. Lacking, also, the inner authority of the subjectivist, they cannot cheerfully blurt out the first idea that springs to mind. The inner voice turns critical; it tells them their ideas may be stupid. Women at this position think before they speak; and, because their ideas must measure up to certain objective standards, they speak in measured tones. Often, they do not speak at all. But this is not a passive silence; on the other side of this silence, reason is stirring.
\nP 95: Critiques methodolatry in science -- the blind worship of methods in science, often methods that women have not participated in developing.
\nQ 95-96: (This is a quote by Mary Daly from Daly, M. (1973) Beyond God The Father. Boston: Beacon Press -- page 11.) The tyrrany of methodolatry hinders new discoveries. It prevents us from raising questions never asked before and from being illumined by ideas that do not fit into preestablished boxes and norms. The worshippers of Method have an effective way of handling data that does not fit into the Respectable Categories of Questions and Answers. They simply classify it as nondata, thereby rendering it invisible.
\n
Q 98: ...a good interpretation of a poem is firmly grounded in the poem itself, while a bad interpretation contains too much of the reader and too little of the poem.
P 130: A powerful quote from Marge Piercy's poem \"Unlearning to Not Speak\" (http://www.class.uidaho.edu/cae_core/Links/Piercy%20Unlearning.htm):
She must learn again to speak
starting with I
starting with We
starting as the infant does
with her own true hunger
and pleasure
and rage.
Q 137: [Summarizing constructivist thought]: All knowledge is constructed, and the knower is an intimate part of the known.
\nQ 141: Becoming and staying aware of the workings of their minds are vital to constructivist women's sense of well-being... Constructivists seek to stretch the outer boundaries of their consciousness -- by making the unconscious conscious, by consulting and listening to the self, by voicing the unsaid, by listening to others and staying alert to all the currents and undercurrents of life about them, by imagining themselves inside the new poem or person or idea that they want to come to know and understand. Constructivists become passionate knowers, knowers who enter into a union with that which is to be known.
\nP 143: A selection from Sara Ruddick's 1984 essay describes attending to scholarly reading as \"intimately concerned with caring\" and allowing \"feeling to inform my most abstract thinking\" instead of \"developing arguments that could bring my feelings to heel.\" (If you want to use this quote, chase down the original citation, from the essay \"New Combinations: Learning from Virginia Woolf.\")
\nQ 144: [Conversations between constructivists imply] ...a mutually shared agreement that together you are creating the optimum setting so that half-baked or emergent ideas can grow.
\nP 193-194: Men go through trials and then get confirmed into a community at the end of them. Women need confirmation of community membership at the start, before they undergo the trials of learning to be part of it.
\nQ 194: For women, confirmation and community are prerequisites rather than consequences of development.
\nP 203: A quote by Marguerite Duras on how women write from places of darkness and unknown, and translate that darkness as they write.
\nP 217-218: Presents the idea of the midwife-teacher, helping students draw out of themselves what is already inside and self-created.
\nN ^: I love the image of teacher as midwife. That's what I'd like to be.
\nAnalysis of the paper with respect to research paradigms (this one is critical theory)
\nN: Even just the abstract sounds like critical theory. \"Let's dig deeper into the oppositional behavior of students.\"
\nN: Uses a lot of \"I\" in the writing - \"I did X, I did Y.\"
\nN 563-564: In this section (and others), the author includes a rich panoply of references to history, theoretical frameworks, etc. It's not just a personal narrative; it's grounded in the academic work in this area.
\nP 567-568: A section talking about students' explanations of why they don't give their IDs to police when asked to do so (for no apparent reason) - it's a \"well, they're not respecting me, I'm standing up for my rights\" reason.
\nN ^: Someone from \"outside the majority\" has a clearer view of the situation than someone \"inside\" because of their \"oppressed\" status; what they're doing makes sense from their standpoint.
\nN: The paper is not specifically about a change initiative, but it tries to uncover some things that might change perceptions of the people she studied.
\nN: This paper is couching the problem in a social context -- here's how the system causes the problem it's blaming the actors in the situation for. That's a very critical theory thing to do.
\nN: Critical theory is driven by the larger sociopolitical questions - in this paper, it's \"why do we see these students as being defiant in school?\" - instead of being driven by situatedness in a particular context, as constructionist theory is.
\nN: I'm bothered by the audience the paper is written for - the researcher isn't writing in a way that's understandable to the kids she's studying, she's writing for an elite privileged group. (Dr. Dolby's response 5/16/2012: That's what differentiates critical theory from constructionism. Critical theorists say \"you can't see why you're oppressed, and I can because I'm privileged,\" whereas constructionism gives more weight and validity to the perspective of the participant.)
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What Reality?: The politics of representation and interpretation", "creators": [ { "creatorType": "author", "firstName": "Gesa", "lastName": "Kirsh" } ], "abstractNote": "", "bookTitle": "Ethical Dilemnas in Feminist Research", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "1999", "publisher": "SUNY Press", "place": "Albany, NY", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "pages": "45-64", "ISBN": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2012-05-20T21:48:50Z", "dateModified": "2012-05-25T15:25:35Z" } }, { "key": "9A29378T", "version": 3, "library": { "type": "group", "id": 78080, "name": "EDCI 616 advanced qualitative research methods", "links": { "alternate": { "href": "https://www.zotero.org/groups/edci_616_advanced_qualitative_research_methods", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/78080/items/9A29378T", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edci_616_advanced_qualitative_research_methods/items/9A29378T", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/78080/items/PDXREW3K", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "9A29378T", "version": 3, "parentItem": "PDXREW3K", "itemType": "note", "note": "A book from two researchers looking at the experiences of women with HIV; a nice interweaving of the researchers' experiences, the participants' words and activities,and the researcher voices analyzing their experiences (in separate text along the bottom of each page.
\nDeconstructionist
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\nQ 116: Methods and research techniques themselves are instruments of displacement. Interviews foreshorten time (people are asked to collapse months or years of their lives into an hour or two of conversation (cf. Rose, 1987; Nespor & Barylske, 1991) while other methods slow it down (audio-videorecordings allow action to be broken down moment by moment and studied at a level impossible through everyday observation,e.g. Kress et al., 2001).
\nQ 119: Non-gold studies may be cited when supportive of the political program, golden research ignored when unsupportive (e.g. Fuller, 2005). The psychologist Howard Gardner describes proponents as holding a view of ‘science’ as ‘simply a tool that we use to promote a certain point of view that we have and if the evidence supports us, great, but if not we squelch it or we don’t put it on the web, or don’t even find that kind of thing'
\nN: Consumers and citizens are fundamentally different; in a democracy it is more important to be a citizen (and all citizens are equal) than it is to be a consumer (where your buying power determines your power). The commercialization (mode 2) of educational research is frightening; it's not that mode 1 (university-based) research is perfect, but scientists controlling research is infinitely better than companies controlling it.
", "tags": [], "relations": {}, "dateAdded": "2012-05-20T18:19:42Z", "dateModified": "2012-05-21T14:36:58Z" } }, { "key": "5C2QUR6V", "version": 1, "library": { "type": "group", "id": 78080, "name": "EDCI 616 advanced qualitative research methods", "links": { "alternate": { "href": "https://www.zotero.org/groups/edci_616_advanced_qualitative_research_methods", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/78080/items/5C2QUR6V", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edci_616_advanced_qualitative_research_methods/items/5C2QUR6V", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/78080/items/GAWCNTIN", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "5C2QUR6V", "version": 1, "parentItem": "GAWCNTIN", "itemType": "note", "note": "N: Paradigms show up in (at least) 3 separate places in education research: teaching methodology, theoretical framework, and research methodology. You can be a Constructionist educator using a post-postivist research methodology to study your classroom, and cite a lot of critical theory in your literature review. (In-class discussion 5/16/2012)
\nP 106: Disadvantages of quantitative research:
\nP 2-3: Rationalization and empiricism (pure logic and direct observation of the world) are two big historical trends within Western scientific method. There's an objective, knowable/figurable-out truth.
\nQ 3: ...what is now called science developed over a period of several hundred years.
\nP 4: The idea of \"science\" is a social construct, and \"scientists\" from different disciplines have no clear method in common.
\nP 4-6: Scientists are often post-postivist and make the following (unstated, and sometimes unrecognized) assumptions:
\nP 10: Standpoint epistemology is the idea that less privileged groups may \"see more\" of the world because they have their own worldview but must also work within the dominant one.
\nP 19: Feminist inquiry is a paradigm shift because it changes both who is studied and who is doing the studying.
\nP 20: Paradigm shifts are more likely to happen at the edges of a field and with younger and cross-disciplinary researchers, because they can see the familiar differently.
\nP 23: Feminism shifts the idea of \"paradigm shifting\" itself, because it brings ideas that were not inside the boundaries of \"science\" before, inside those boundaries.
\nP 25-26: Dialetical tension is the word for being two contradictory places at once.
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\nP 47-54: What do you do when your interpretation and the interpretation of your respondent differs? Whose version do you present (or how do you present both), and how do you present the grappling of the difference? There are no right answers. Also keep in mind that subjects may not want to disagree with you if they see you as an \"expert.\"
\nQ 61: To this day, we have limited knowledge of the lives and realities of \"dominant others\" because researchers typically \"study down\" and see problems, issues, and questions only in the lives of marginalized people: people who have less power, less education, less money, and fewer resources than dominant groups.
", "tags": [], "relations": {}, "dateAdded": "2012-05-20T21:50:11Z", "dateModified": "2012-05-20T23:04:33Z" } }, { "key": "VC4XPD8B", "version": 10, "library": { "type": "group", "id": 78080, "name": "EDCI 616 advanced qualitative research methods", "links": { "alternate": { "href": "https://www.zotero.org/groups/edci_616_advanced_qualitative_research_methods", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/78080/items/VC4XPD8B", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edci_616_advanced_qualitative_research_methods/items/VC4XPD8B", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/78080/items/VEKRUCIQ", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "VC4XPD8B", "version": 10, "parentItem": "VEKRUCIQ", "itemType": "note", "note": "P 108: How do we portray the poor (and disadvantaged, in general) in our writeups?
\nQ 126-127: We ask... that researchers... pose a set of questions to themselves as they move through the recursive \"stages\" of social analysis...
\nQ 26: The translation of cultures requires one to try to understand other forms of life in their own terms. We should not impose our categories on other people's lives because they probably do not apply, at least not without serious revision.
\nQ 30: Once upon a time, the Lone Ethnographer rode off into the sunset in search of \"his native.\" After undergoing a series of trials, he encountered the object of his quest in a distant land. There, he underwent his rite of passage by enduring the ultimate ordeal of \"fieldwork.\" After collecting \"the data,\" the Lone Ethnographer returned home and wrote a \"true\" account of \"the culture.\"
", "tags": [], "relations": {}, "dateAdded": "2012-05-20T20:35:27Z", "dateModified": "2012-05-20T20:42:54Z" } }, { "key": "NZGKBMQH", "version": 1, "library": { "type": "group", "id": 78080, "name": "EDCI 616 advanced qualitative research methods", "links": { "alternate": { "href": "https://www.zotero.org/groups/edci_616_advanced_qualitative_research_methods", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/78080/items/NZGKBMQH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edci_616_advanced_qualitative_research_methods/items/NZGKBMQH", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "creatorSummary": "Lather", "parsedDate": "2006-02", "numChildren": 1 }, "data": { "key": "NZGKBMQH", "version": 1, "itemType": "journalArticle", "title": "Paradigm proliferation as a good thing to think with: teaching research in education as a wild profusion", "creators": [ { "creatorType": "author", "firstName": "Patti", "lastName": "Lather" } ], "abstractNote": "This paper situates paradigm talk with its insistence on multiplicities and proliferations in tension\nwith a resurgent positivism and governmental imposition of experimental design as the gold stan-\ndard in research methods. Using the concept of ‘coloring epistemologies’ as an index of such\ntensions, the essay argues for proliferation as an ontological and historical claim. What all of this\nmight mean in the teaching of research in education is dealt with in a delineation of five aporias that\nare fruitful in helping students work against technical thought and method: aporias of objectivity,\ncomplicity, difference, interpretation, and legitimization. The essay concludes with a ‘disjunctive\naffirmation’ of multiple ways of going about educational research in terms of finding our way into a\nless comfortable social science full of stuck places and difficult philosophical issues of truth,\ninterpretation and responsibility.", "publicationTitle": "International Journal of Qualitative Studies in Education", "publisher": "", "place": "", "date": "January-February 2006", "volume": "19", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "35-57", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2012-05-20T19:47:53Z", "dateModified": "2012-05-20T19:48:56Z" } } ]