In the training of doctoral researchers in the use of qualitative research methods, considerable effort goes into preparation for fieldwork and the collection of data. Rather less attention, however, goes into what happens when they have collected their data and begin to make sense of it. In particular, relatively little attention has been paid to the ways in which doctoral researchers might be supported as they begin to write using qualitative data. In this article we report on an inter-disciplinary project that set out to develop research training for qualitative researchers who had completed their fieldwork and were about to embark on writing their theses. An important issue in the delivery of this training was the question of boundaries - disciplinary, academic, technological and personal - and how these might be productively negotiated in the quest for good social science writing.
Bob Simpson and Robin Humphrey
Contemporary undergraduate courses in research methods are challenging to teach because of the wide scope of the subject matter, limited student contact hours and the complexity of supervising research projects undertaken by novices. Focus group assignments within class offer an interesting and enjoyable way for students to develop and apply research skills and reflect on the process of being both a researcher and a research participant in social science disciplines. Using focus groups enables deep learning, formative assessment and the development of reflexive research skills. This article discusses the use of focus group assignments as a key assessment tool in a Sociological research methods course taught at Monash University, Australia. The use of focus groups as a teaching tool is further assessed through analysing the reflections and evaluations given by students participating in the course.
Methodologies and Practicalities
provided the starting point for considering methodology and designing schema for different types of qualitative research methods such as content analysis, focus groups, and interviews. Most significantly, perhaps, the collection has allowed the presentation
The Construction of Gender in a Rural Scottish School
Fiona G. Menzies and Ninetta Santoro
Gender in Initial Teacher Education. ” Gender and Education 3 ( 3 ): 249 – 262 . https://doi.org/10.1080/0954025910030303 Cohen , Louis , Lawrence Manion , and Keith Morrison . 2011 . Research Methods in Education . ( 7th ed.) London
In this piece I offer an overview of the theme section and reflect on the relationship between academic studies and social justice. By comparing anthropology with my home discipline of criminology, I point to some shared and distinct contributions practitioners in these fields can make to our understanding about border control. Without being too pessimistic, I warn about the limits of ‘humanizing’ research subjects as a means to bring about progressive change, and suggest instead, drawing on the work of the theme section, that more needs to be done alongside and with individuals and local communities.
The Role of Visual Methods in Analyzing Union Protest Strategy
Janis Bailey and Di McAtee
This article reports on an unusual participant observer study of a union campaign. The researchers are an academic with an interest in union strategy and a visual artist/community arts trainer. We used a multi-method approach, with a focus on ethnography. Visual mater- ial (including many photographs) and ephemera were collected as part of the study. The essay examines how the use of visual repre- sentations contributed both to the unfolding methodology of the study and the theoretical analysis. It enabled us to develop a complex cultural materialist framework to analyze the campaign, bringing together a variety of theoretical approaches that have not hitherto been used in the ﬁeld of study of industrial relations. We began the research with a 'simple' desire to collect illustrative material of a col- orful and interesting campaign. The research led us to conclude, however, that visual data can contribute in important ways, in the words of Stallybrass and White (1986), to a deeper understanding of “the politics and poetics of union transgression.”
Field Notes as First Responder Witness Accounts
I position critical ethnographic researcher field notes as an opportunity to document the physical and ideological violence that white settler states and institutions on the school-prison nexus inflict on the lives of girls of color generally and Black girls specifically. By drawing on my own field notes, I argue that critical social science researchers have an ethical duty to move their inquiries beyond conventions of settler colonial empirical science when they are wanting to create knowledges that transcend traditions of body counts and classification systems of human lives. As first responders to the social emergencies in girls’ lives, researchers can make palpable spatialization of institutionalized forms of settler epistemologies to convey more girl-centered ways of speaking against quantifiable hierarchies of human life.
In this article I apply policy frame and visual analysis to explore UNICEF’s advocacy for girls’ education on Instagram. I consider a purposefully selected sample of photos and captions instagrammed from UNICEF’s official account so as to describe the policy framing of girls’ education policy, and population targeting. A parallel goal of this article is to interrogate the ethics of using image-intensive new media data in education policy research. My findings expose the ways in which girls’ images and experiences are used to promote UNICEF’s agenda and advocacy for girls’ education. I show the need for adapting protocols for working ethically with publicly available social media data in education policy research.
This issue of Projections features an impressive diversity of research questions and research methods. In our first article, Timothy Justus investigates the question of how film music represents meaning from three distinct methodological
Jennifer Dodge, Richard Holtzman, Merlijn van Hulst, and Dvora Yanow
reflexivity on scientific practices related to meaning making and knowledge claims’ ( Yanow and Schwartz-Shea 2014: xiv ). Whereas the contributions of interpretive research and interpretive research methods are clear and well established, the literature on