Social Justice and Constructivist Grounded Theory

2018 ◽  
pp. 225-233
Author(s):  
Val Kitchener ◽  
Danielle Williams ◽  
Sue Kilpatrick
Keyword(s):  
Social Justice ◽  
Grounded Theory ◽  
Constructivist Grounded Theory

“We All Have a Little More Homework to Do:”: A Constructivist Grounded Theory of Transformative Learning Processes for Practicing Music Teachers Encountering Social Justice

2020 ◽  
Vol 68 (2) ◽  
pp. 193-215
Author(s):  
Karen Salvador ◽  
Allison M. Paetz ◽  
Matthew M. Tippetts
Keyword(s):  
Social Justice ◽  
Grounded Theory ◽  
Music Education ◽  
Transformative Learning ◽  
Teacher Educators ◽  
Music Teachers ◽  
Learning Processes ◽  
Constructivist Grounded Theory ◽  
Philosophy Of Music ◽  
Constant Comparative Analysis

The purpose of this study was to investigate processes that led practicing music educators in a graduate course to examine their beliefs and practices regarding inclusion, responsiveness, equity, and justice. Using Charmaz’s constructivist approach to grounded theory, we interviewed 22 participants from MUS 8XX: Philosophy of Music Education. Constant comparative analysis yielded an explanatory framework, which we presented as a model and named “transformative learning processes (TLP) for practicing music teachers encountering social justice.” TLP comprises four interrelated components: “building Gemütlichkeit,” “grappling with difficult material,” “emotional intensity,” and “course structures,” with “stories” acting as a hub for each of the interconnected categories. By describing processes that led practicing teachers to examine their mindsets and plan to change their practices, TLP could provide guidance for music teacher educators at the graduate level regarding how to approach social justice topics in their teaching.

Reflections From Applying Intersectionality to a Constructivist Grounded Theory Study on Intimate Partner Violence and Trauma

2021 ◽  
pp. 104438942199229
Author(s):  
Dr. Stephanie L. Baird
Keyword(s):  
Intimate Partner Violence ◽  
Social Justice ◽  
Grounded Theory ◽  
Qualitative Study ◽  
Partner Violence ◽  
Research Process ◽  
Intimate Partner ◽  
Constructivist Grounded Theory ◽  
Social Work Research ◽  
Socially Constructed

In this research note, I reflect on conducting a qualitative study on trauma and intimate partner violence (IPV), applying an intersectional lens to constructivist grounded theory methodology. I argue that despite offering an ability to critically examine socially constructed categories of identity, and providing a way to ensure the active inclusion of social justice goals into research, intersectionality is underused within social work research. I also reflect on the particular importance of an intersectional lens in countering the previously identified assumptions of sameness underlying IPV and trauma services. From recounting my research process, I discuss recommendations for further intersectional research, and research on trauma. Recommendations include allowing enough time for recruitment and analysis, making visible the researcher’s role, including a participatory element in studies, and ensuring continuous critical and reflexive processing at all research stages.

scholarly journals Social justice leadership in rural Pakistan : a constructivist grounded theory study of private school leaders

2021 ◽  
Author(s):  
◽  
Palwasha Khan Marwat
Keyword(s):  
Social Justice ◽  
Grounded Theory ◽  
Mental Models ◽  
Low Income ◽  
Rural Areas ◽  
School Leaders ◽  
Structured Interview ◽  
Constructivist Grounded Theory ◽  
Social Justice Leadership ◽  
Marginalized Students

This qualitative constructivist-grounded theory (C-GT) study aimed to explore how Pakistani school leaders (PSL) conceptualize and enact social-justice-oriented leadership (if they do) to combat educational and sociocultural inequities to support marginalized students. This study collected data from 11 rural school leaders, over 11 primary and secondary private schools that educate marginalized students, including low-income families, girls, and minority groups in rural areas surrounding Islamabad. Utilizing social justice leadership (SJL) and mental models (MM) as a conceptual framework, I undertook an in-depth, semi-structured interview protocol with each school leader in addition to artifact collection, analytical memos, and diagrams. The emerging grounded theory is a five-step model identifying participants' MM of SJL and exploring their views and actions to address the educational inequities for marginalized students. The findings suggest that school leaders conceptualized and emarginalized students' access to high-quality education that was context-appropriate and encouraged critical awareness. However, most PSL had not received formal training in school leadership and shared some conflicting and problematic MM of leadership as adult-centered, hierarchical, and savior-like. This finding diverges from existing literature on SJL, which is democratic, inclusive, and empowering all stakeholders. Based on the results of this study, MM was a useful lens to explore PSLs' views of justice and equity and how they subsequently enacted social justice to address inequities prevalent in their schools and communities to support marginalized students. Keywords: social justice leadership, mental models, rural schools, marginzalized students

“With Constructivist Grounded Theory You Can’t Hide”: Social Justice Research and Critical Inquiry in the Public Sphere

2019 ◽  
Vol 26 (2) ◽  
pp. 165-176 ◽  
Author(s):  
Kathy Charmaz
Keyword(s):  
Social Justice ◽  
Grounded Theory ◽  
Public Sphere ◽  
Constructivist Grounded Theory ◽  
Critical Inquiry ◽  
Justice Research ◽  
The Public ◽  
Critical Questions ◽  
Social Justice Research ◽  
The Public Sphere

This article addresses how constructivist grounded theorists grapple with conducting their research and use the method for social justice research and critical inquiry in the public sphere. To explicate how using this method ensues, I sought reflections from four researchers explaining why they adopted the method and how they used it. I also reviewed more than 40 constructivist grounded theory studies concerning research in the public sphere to illuminate the authors’ methodological strategies and decisions. These researchers’ reflexive stance toward their preconceptions, positions, and research actions supports exploring critical questions and fosters using grounded theory strategies to answering them.

scholarly journals A Grounded Theory Study: How Non-Treatment-Seeking Substance Users Make Sense of Their Behaviour “I Want To Be Me but I Don’t Know Who Me Is”

2021 ◽  
Author(s):  
Sarah Lawson ◽  
Helen Griffiths
Keyword(s):  
Grounded Theory ◽  
Service Provision ◽  
Help Seeking ◽  
Constructivist Grounded Theory ◽  
Treatment Seeking ◽  
Theory Approach ◽  
Specialist Service ◽  
Substance Users ◽  
Seeking Help ◽  
Grounded Theory Approach

AbstractDespite the global impact of substance misuse, there are inadequate levels of specialist service provision and continued difficulties with treatment engagement. Within policy and research, there is substantial consideration of the importance of these factors. However, there is little empirical evidence of the views of non-treatment-seeking substance users, who make up the majority of the substance using population. The aim of this study was to understand how these individuals make sense of their behaviour and their reasons for not accessing treatment. A constructivist grounded theory approach was used to interview eight individuals who were currently using substances and not seeking help to stop. The analysis highlighted the importance of attachment to an identity associated with substance use, and relational variables such as connectedness to others, for treatment decisions for individuals who use substances. Understanding these influences, through trauma- and attachment-informed service provision, may reduce barriers to help-seeking and improve treatment uptake.

Inspirational Teachers’ Model: A Constructivist Grounded Theory Study in Gifted Education

2021 ◽  
pp. 016235322110235
Author(s):  
Claudia A. Cornejo-Araya ◽  
Leonie Kronborg
Keyword(s):  
Grounded Theory ◽  
Constructivist Grounded Theory ◽  
Future Research ◽  
Theory Approach ◽  
Positive Attitudes ◽  
Safe Learning Environment ◽  
Contextual Determinants ◽  
Developmental Characteristics ◽  
Highly Able ◽  
Grounded Theory Approach

Adopting a constructivist grounded theory approach, 91 students from Years 9 to 11, in gifted educational programs from three schools in Melbourne, nominated their inspiring teachers. Eleven teachers, who received the highest number of nominations, were invited to an interview and an observation of their teaching. The emerged theoretical construct was identified as “Opening new possibilities: Inspiring teachers of gifted and highly able students,” which is further explained through three main categories: Being a knowledgeable and passionate teacher, creating an academically safe learning environment, and teaching beyond and above the regular curriculum. In addition, the theoretical process was explained through three phases: Expanding knowledge and understanding, Fostering positive attitudes, and Encouraging students to take action. Contextual determinants were considered to analyze and report the findings: students’ developmental characteristics, school culture, curriculum, and gifted educational provisions. Findings are discussed in the light of existing literature, as well as study limitations and ideas for future research.

Developing a sense of self-reliance: caregivers of infants with single-ventricle heart disease during the interstage period

2021 ◽  
pp. 1-7
Author(s):  
Flerida Imperial-Perez ◽  
MarySue V. Heilemann ◽  
Lynn V. Doering ◽  
Jo-Ann Eastwood ◽  
Nancy A. Pike
Keyword(s):  
Heart Disease ◽  
Grounded Theory ◽  
Single Ventricle ◽  
Sense Of Self ◽  
Home Monitoring ◽  
Palliative Surgery ◽  
Constructivist Grounded Theory ◽  
Self Confidence ◽  
Self Reliance ◽  
Second Surgery

Abstract Background: Caring for infants after the first-stage palliative surgery for single-ventricle heart disease bring challenges beyond the usual parenting responsibilities. Current studies fail to capture the nuances of caregivers’ experiences during the most critical “interstage” period between the first and second surgery. Objectives: To explore the perceptions of caregivers about their experiences while transitioning to caregiver roles, including the successes and challenges associated with caregiving during the interstage period. Methods: Constructivist Grounded Theory methodology guided the collection and analysis of data from in person or telephonic interviews with caregivers after their infants underwent the first-stage palliative surgery for single-ventricle heart disease, and were sent to home for 2–4 months before returning for their second surgery. Symbolic interactionism informed data analyses and interpretation. Results: Our sample included 14 parents, who were interviewed 1–2 times between November, 2019 and July, 2020. Most patients were mothers (71%), Latinx (64%), with household incomes <$30K (42%). Data analysis led to the development of a Grounded Theory called Developing a Sense of Self-Reliance with three categories: (1) Owning caregiving responsibilities despite grave fears, (2) Figuring out how “to make it work” in the interstage period, and (3) Gaining a sense of self-reliance. Conclusions: Parents transitioned to caregiver roles by developing a sense of self-reliance and, in the process, gained self-confidence and decision-making skills. Our study responded to the key research priority from the AHA Scientific Statement to address the knowledge gap in home monitoring for interstage infants through qualitative research design.

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