scholarly journals Nad zalew bym sobie pojechał

Author(s):  
Małgorzata Michel ◽  

Malgorzata Michel, PhD at Jagiellonian University works at the Institute of Education. Her research focuses mainly on local prevention and rehabilitation systems, studying activity of the „street children” afiliating with youth gang activity and deviant hooligan groups in the context of urban studies. The presented text is the outcome of taking part in Mikolaj Grynberg’s workshops focusing on writing about city memory and personal stories in years 2019-2020. Malgorzata Michel combines being a qualitative researcher set in ethnomethodology and writing skills achieved on later mentioned workshops. Her text is an outcome of a process starting with and interview with a teenage hooligan, ex street gang member. Finally, the author showcases a way to present qualitative data in form of a reportage.

Focaal ◽  
2019 ◽  
pp. 1-13
Author(s):  
Tore Holst

In Delhi, former street children guide tourists around the streets they once inhabited and show how the NGOs they live with try to resocialize current street children. The “personal stories” they perform implicitly advocate simple solutions that conveniently fit the limited engagement of the tourists, whose ethical position is thereby validated in relation to the NGO. But this uncomplicated exchange of guides’ emotions for tourists’ capital is in the guides’ interest, because it allows them to set boundaries for the emotional labor of performing their past suffering. The guides are thus incentivized to work within a post-humanitarian logic, selling their stories as commodities, which then incentivize the tourists to act as consumers, who have little choice but to frame their declarations of solidarity with the children as acts of consumption.


2019 ◽  
Vol 18 ◽  
pp. 160940691987238 ◽  
Author(s):  
Maya Lefkowich

As a White cis female researcher, I am often asked about my capacity to conduct meaningful, credible, and safe research with men. Questions often center on my experiences in men’s spaces, ability to understand or represent men’s experiences, and safety protocols to mitigate against looming threats of male-perpetrated violence. I am curious about how my gender continues to be a point of contention in my role as a qualitative researcher. In this meta-analysis and commentary article, I explore my experiences in relation to other female researchers who study men and who have published articles reflecting on gender norms in research practice. With examples taken from the contexts of fieldwork, qualitative interviews, and presentation of findings, this article illustrates the nuanced and often invisible power and gender dynamics that inform how methodological decisions are made, what is found or synthesized from qualitative data, and how problematic social norms are reinforced. I argue that, within the context of research about men and masculinities, researchers must be responsible for reflecting on and confronting gender norms as a part of their intersectional experiences of privilege and oppression. Specifically, researchers can use reflexive practice and field journaling to better understand how gender norms and uneven power dynamics are introduced to, co-constructed within, and generated from qualitative studies. These reflections and concerted efforts to confront broader social injustices imbedded in research practices are necessary for researchers to produce sound data and promote reciprocal research benefits. Without such efforts, researchers may reinforce the same structures of power and stereotypical gender norms that they aim to disrupt in their scholarship.


2018 ◽  
Vol 7 (1) ◽  
pp. 98
Author(s):  
Elisabeth Milaningrum ◽  
Lilik Damayanti ◽  
Abdul Gafur

As an action research in nature, the research aimed to test the progress of the students’ ESP writing skills when guided writing technique is implemented in writing class and to know the ESP students’ attitude towards guided writing technique. This action research is conducted in two cycles. In collecting the data, the researcher uses qualitative and quantitave technique. The qualitative data are obtained from observation, interview, and test analysis. The qualitative data are supported by quantitative data that are the mean score of students’ pre-test and post-test on ESP writing. The procedure of guided writing which is implemented in ESP writing class are model paragraph, comprehension questions, language based exercises, oral composition, and written composition. After the analysis of data collected through test items, it was seen improvement in students’ ESP writing skills in post-test than in pre-test. The students have shown their improvement such as they are able to construct sentences correctly. They could use appropriate language use when created the pattern of tenses, article, preposition, pronoun, conjunction, and part of speech and also they used better mechanical aspects in writing like capitalization, punctuation, and spelling in post-test than in pretest. Moreover, they can use correct ESP diction on their writing after implemented this technique. The ESP students’ attitudes also were enthusiastic and more active involved in ESP writing class.


Author(s):  
Stephanie Hoover ◽  
Susan Morrow

Motivated by researcher reflexivity, the author sought to learn from participants about the sensitive, ethical issues of the qualitative research process. The current study followed up with eight women who had previously participated in an interview-based study about sexual assault disclosure. Multiple sources of qualitative data were triangulated, including interviews, follow-up interviews, interviews from the original study, and participant checks. Phenomenological analysis yielded five themes: (a) Meaning of Participation, (b) Trust in the Researcher, (c) Connection with the Other Participants, (d) Changing Comfort, and (e) Recommendations to Increase Participants’ Comfort. Based on these results, recommendations are provided for researchers conducting reflexive qualitative research practices.


2018 ◽  
Vol 33 (1) ◽  
pp. 66-79 ◽  
Author(s):  
Jouharah M. Abalkhail

Purpose The purpose of this paper is to discuss the challenges of translating qualitative data from Arabic to English within the field of gender and management studies. Design/methodology/approach This paper presents a real experience of translating qualitative data from Arabic to English within the management area in Saudi Arabia. Data were collected from interviewing female managers working in the Saudi public sector. Findings Translating qualitative data from Arabic to English is not a straightforward process. During the translation of this cross-cultural qualitative research, three challenges were faced: the embeddedness of the language meaning in the culture, positionality and its influence on data production and language differences. The study found that, in absence of a standard way for translating cross-linguistic qualitative research, a combination of methods is found to be useful to increase the validity and reliability of the study findings. Researchers who conduct qualitative insider research and who translate their own data are in a better position to do cross-language data analysis. Originality/value This paper contributes to the literature by showing that translating Arabic texts regarding gender, management and leadership is embedded within historical, cultural, political and institutional contexts, requiring a deep understanding of both language and culture to produce a depth of knowledge. Also, the novelty of this study is that it highlights the importance of being an insider qualitative researcher and translating the research data, as researcher offers significant opportunities for close attention to certain points in the text; and this could add value to the analysis as a way to establish validity of interpretations.


Author(s):  
Erkan Tekinarslan

<span>This study reports on the experiences of an instructor and an undergraduate class who used blogs in their teaching and learning environment at Abant Izzet Baysal University, Turkey. Qualitative data were collected from observation of students' activities when working on blogs in the classroom, analyses of students' blog documents on the web, and interviews with 42 students. Most students reflected that blogs are user friendly and convenient tools for publishing and sharing studies. Moreover, blog implementations contributed positively to students' information searching and writing skills, despite the limited opportunities that many students had for Internet access outside the university. However, students' ignorance regarding copyright issues and their tendency to copy information from online sources and paste it into their blogs was a common problem.</span>


2015 ◽  
Vol 03 (01) ◽  
pp. 007-010 ◽  
Author(s):  
Heather Stuckey

AbstractCoding is a process used in the analysis of qualitative research, which takes time and creativity. Three steps will help facilitate this process:1. Reading through the data and creating a storyline;2. Categorizing the data into codes; and3. Using memos for clarification and interpretation.Remembering the research question or storyline, while coding will help keep the qualitative researcher focused on relevant codes. A data dictionary can be used to define the meaning of the codes and keep the process transparent. Coding is done using either predetermined (a priori) or emergent codes, and most often, a combination of the two. By using memos to help clarify how the researcher is constructing the codes and his/her interpretations, the analysis will be easier to write in the end and have more consistency. This paper describes the process of coding and writing memos in the analysis of qualitative data related to diabetes research.


2002 ◽  
Vol 36 (6) ◽  
pp. 717-732 ◽  
Author(s):  
Ellie Fossey ◽  
Carol Harvey ◽  
Fiona Mcdermott ◽  
Larry Davidson

Qualitative research aims to address questions concerned with developing an understanding of the meaning and experience dimensions of humans’ lives and social worlds. Central to good qualitative research is whether the research participants’ subjective meanings, actions and social contexts, as understood by them, are illuminated. This paper aims to provide beginning researchers, and those unfamiliar with qualitative research, with an orientation to the principles that inform the evaluation of the design, conduct, findings and interpretation of qualitative research. It orients the reader to two philosophical perspectives, the interpretive and critical research paradigms, which underpin both the qualitative research methodologies most often used in mental health research, and how qualitative research is evaluated. Criteria for evaluating quality are interconnected with standards for ethics in qualitative research. They include principles for good practice in the conduct of qualitative research, and for trustworthiness in the interpretation of qualitative data. The paper reviews these criteria, and discusses how they may be used to evaluate qualitative research presented in research reports. These principles also offer some guidance about the conduct of sound qualitative research for the beginner qualitative researcher.


Author(s):  
Mary Hancock

Focus groups have long been used as a qualitative research methodology to gather information on a particular topic in a non-threatening setting. Adapting the traditional face-to-face (FTF) focus group to the online environment is a natural adaptation in the use of advanced technology for local and national research. The anonymity of the online environment is non-threatening allowing for open discussion. WordPress® provides a secure, easy to navigate website to conduct focus group research. Upon completion of a research study, the participant’s typed responses can be downloaded into a Word document to upload in to a qualitative data analysis program. WordPress® provides the novice and experienced qualitative researcher an alternative to the traditional focus group.


Author(s):  
Michael Belotto

The purpose of this article is to provide an overview of some of the principles of data analysis used in qualitative research such as coding, interrater reliability, and thematic analysis. I focused on the challenges that I experienced as a first-time qualitative researcher during the course of my dissertation, in the hope that how I addressed those difficulties will better prepare other investigators planning endeavors into this area of research. One of the first challenges I encountered was the dearth of information regarding the details of qualitative data analysis. While my text books explained the general philosophies of the interpretive tradition and its theoretical groundings, I found few published studies where authors actually explained the details pertaining to exactly how they arrived at their findings. Some authors even confirmed my own experience that few published studies described processes such as coding and methods to evaluate interrater reliability. Herein, I share the sources of information that I did find and the methods that I used to address these challenges. I also discuss issues of trustworthiness and how matters of objectivity and reliability can be addressed within the naturalistic paradigm.


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