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Johnny Saldana outlines the basic elements of longitudinal qualitative data, focusing on micro-levels of change observed within individual cases and groups of participants. He draws upon his primary experience in theater education to examine time and change in longitudinal qualitative studies; contending that "playwrights and qualitative researchers write for the same purpose: to create a unique, insightful, and engaging text about the human condition." Offering sixteen specific questions through which researchers may approach the analysis of longitudinal qualitative data, Professor Saldana presents a text intended as a primer for fellow newcomers to long term inquiry, based on traditional social science methods from traditional qualitative and quantitative paradigms, but enriched by an artist-educator's unconventional perspective.
Have you ever thought research is boring? "Research" writes Umberto Eco "should be fun". It seems unlikely that Umberto Eco has read many of the standard social science or education research texts. But social research does offer the possibility of involvement in projects that are informative, sometimes revealing, and fun to do. This book shows us that teaching, learning and research are essentially social and deeply personal activities and that fun needs to be an integral part of this. This is not a conventional text, although it is about ways in which research can be used by those in various areas of professional practice. Its main concerns are with qualitative research, action research and case study methods, and it goes back to first principles arguing for research that is concerned with the nature of personal memories and of perception, the use of drawings and photographs, the emotional relationships implicit in any kind of research and the context of the contemporary workplace. The authors develop new directions and new possibilities for research and find ways of bringing together theory and practice, the personal and the social, organisations and their clients. It is an important resource for all who are interested in doing research but are sceptical or critical of most studies that are currently available.
The philosophical foundation of emancipatory knowledge lies in critical theory. In this paradigm, instrumental and communicative knowledge are not rejected but are limited. If we do not question current scientific and social theories and accepted truths, we may never realize how we are constrained by their inevitable distortions and errors. Without the possibility of critical questioning of ourselves and our beliefs, such constraining knowledge can be accepted by entire cultures. The research paradigm that is relevant for constructing this kind of knowledge is the critical paradigm. Data are always qualitative and have specific methods of research. Quantitative research unquestionably has a place and is fundamental to scientific advances, but qualitative research delves into what it is to be human. Through qualitative research, we gain insight into communicative knowledge, its rich nature, and the mechanisms by which communicative knowledge is formed and interpreted. Qualitative research enables the necessary exploration and critical analysis of social systems and uncovers and facilitates critical reflections on the inevitable assumptions, which shape social behavior and interaction, thereby stimulating and empowering change. Promoting Qualitative Research Methods for Critical Reflection and Change provides readers with a comprehensive array of qualitative research methods, which can be implemented in a variety of contexts for a variety of purposes. The chapters explore the impact, uses, and methodologies for qualitative research across various fields of research. This book is ideal for practitioners, researchers, academicians, and students interested in the use of qualitative research methods.
Exploring the relationships between qualitative research and social change, this bookasks how social change is informed and influenced by research. Examples discussed are from research practice and experiences in the fields of sociology, social work, professional practice, education, criminal justice and anthropology."
Recursive Frame Analysis (RFA) is a qualitative research method for mapping and analyzing change-oriented conversation. Cybernetician and therapist Bradford Keeney invented RFA over twenty years ago as a means of discerning and indicating the bare bones organization of real-time therapeutic performance. This book revisits some of Keeney's original ideas while providing a more exhaustive theoretical foundation for RFA, a thorough exploration of its practical application as a research tool, and several detailed analyses of therapy sessions.
Johnny Salda-a outlines the basic elements of longitudinal qualitative data, focusing on micro-levels of change observed within individual cases and groups of participants. He draws upon his primary experience in theater education to examine time and change in longitudinal qualitative studies; contending that 'playwrights and qualitative researchers write for the same purpose: to create a unique, insightful, and engaging text about the human condition.' Offering sixteen specific questions through which researchers may approach the analysis of longitudinal qualitative data, Professor Salda-a presents a text intended as a primer for fellow newcomers to long term inquiry, based on traditional social science methods from traditional qualitative and quantitative paradigms, but enriched by an artist-educator's unconventional perspective.
Change Matters, written by leading scholars committed to social justice in English education, provides researchers, university instructors, and preservice and inservice teachers with a framework that pivots social justice toward policy. The chapters in this volume detail rationales about generating social justice theory in what Freire calls «the revolutionary process» through essays that support research about teaching about the intersections between teaching for social change and teaching about social injustices, and directs us toward the significance of enacting social justice methodologies. The text unpacks how education, spiritual beliefs, ethnicity, age, gender, ability, social class, political beliefs, marital status, sexual orientation, gender expression, language, national origin, and education intersect with the principles by which we live and the multiple identities that we embody as we move from space to space. This book is critical reading for anyone who strives to cease inequitable schooling practices by conducting research in education to inform more just policies.
Questions about change in social and personal life are a feature of many accounts of the contemporary world. While theories of social change abound, discussions about how to research it are much less common. This book provides a timely guide to qualitative methodologies that investigate processes of personal, generational and historical change. The authors showcase a range of methods that explore temporality and the dynamic relations between past, present and future. Through case studies, they review six methodological traditions: memory-work, oral/life history, qualitative longitudinal research, ethnography, intergenerational and follow-up studies. It illustrates how these research approaches are translated into research projects and considers the practical as well as the theoretical and ethical challenges they pose. Research methods are also the product of times and places, and this book keeps to the fore the cultural and historical context in which these methods developed, the theoretical traditions on which they draw, and the empirical questions they address. Researching Social Change is an invaluable resource for researchers and graduate students across the social sciences who are interested in understanding and researching social change.