scholarly journals The Chimera: Multiple Selves, Conflicting Desires, and Fluctuating Power Relations in Qualitative Research

2021 ◽  
Author(s):  
Su Jung Um
Keyword(s):  
Power Relations ◽  
Doctoral Degree ◽  
Education Institution ◽  
Research Process ◽  
Complex Relationship ◽  
Multiple Selves ◽  
Teaching Experiences ◽  
Dialogic Inquiry ◽  
Preservice Program ◽  
Political Opinions

In this article, I (re)constructed and (re)presented a dialogic inquiry among my chimeric selves engaged in a study which I conducted from 2013 to 2017 to examine teaching experiences of graduates from a social justice-oriented preservice program. I interrogated the roles of my different, disparate, and discontinuous selves in the research process – as a former teacher, a former instructor of my research participants, a researcher with particular academic and political opinions, and as a foreigner working toward a doctoral degree from/in a U.S. higher education institution. In this article, I demonstrated how my chimeric selves with conflicting desires and agendas merged and clashed in the research process. I also portrayed how my chimeric selves added layers to the complex relationship between the participants and me and, accordingly, how power relations in the research were momentary and uncontrollably shifting.

Feel-bad moments: Unpacking the complexity of class, gender and whiteness when studying ‘up’

2018 ◽  
Vol 25 (4) ◽  
pp. 470-483 ◽  
Author(s):  
Lena Sohl
Keyword(s):  
Power Relations ◽  
Research Process ◽  
Migrant Women ◽  
Feminist Methodology ◽  
Important Data ◽  
Shared Experiences ◽  
Studying Up

Intimacy, shared experiences and evening out the power relations between researcher and the participants play an important role in feminist methodology. However, as highlighted in previous research on studying ‘up’, such methods might not be appropriate when studying privileged groups. Therefore, studying privileged women challenges fundamental assumptions in feminist methodology. When researching privileged women, the assumption that the researcher is almost always in a superior position within the research process becomes more complicated. The article seeks to contribute to the feminist methodological literature on how to study privileged groups by exploring how class, gender and whiteness are produced in three fieldwork situations with women who hold privileges in a postcolonial and capitalist landscape. Drawing on interviews and participant observations with white Swedish migrant women, the article argues that researchers need to turn the problems, fears and feelings of being uncomfortable into important data, in order to study privileged groups of women.

scholarly journals Gender socialization of students with disabilities: Ukrainian practicies

2020 ◽  
Vol 9 (27) ◽  
pp. 260-267
Author(s):  
Oksana Kravchenko ◽  
Pavlo Oksom ◽  
Alla Voitovska ◽  
Iryna Albul
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Positive Impact ◽  
Gender Socialization ◽  
Education Institution ◽  
Research Process ◽  
Special Educational Needs ◽  
University Environment ◽  
The Social ◽  
Teachers And Students

The aim of the article is to analyze the process of gender socialization of students with disabilities. We used a comparative analysis method and method of generalization in the research process. The logic of our study involved organizing and conducting a survey of students with disabilities. The state of gender socialization of students with disabilities in six institutions of higher education of Ukraine is investigated. The social and pedagogical conditions for the formation of gender socialization of students with disabilities are substantiated. The importance of creating a gender sensitive university environment based on the idea of gender equality has been proved. The basic elements that determine the level of gender sensitivity of a higher education institution are considered. The expediency of creating self-help centers for students with disabilities is substantiated. The essence of teachers and students motivation to cooperate in an inclusive environment in the context of gender socialization is highlighted. Positive impact of students with disabilities involvement in active forms of student and out-of-class student activity has been established. It is proved that the experience of students with special educational needs is not gender-neutral, because boys and girls deal with different realities that shape the understanding of disability.

Interviewing academic elites: a discourse analysis of shifting power relations

2020 ◽  
pp. 146879412092420
Author(s):  
Kaushalya Perera
Keyword(s):  
Discourse Analysis ◽  
Detailed Analysis ◽  
Power Relations ◽  
Contextual Factors ◽  
Research Process ◽  
Cooperative Interaction ◽  
Close Analysis ◽  
Interactional Features

In interviews with privileged individuals such as academics, power relations become particularly salient and explicit. Investigating how shifts in power relations are manifested in the interview allows us to understand the workings of power in academia as well as in the research process. This article presents a close analysis of selected segments of interviews with academics in elite positions to illustrate this. Comparisons between collaborative and non-cooperative interaction in the interview show interactional features that characterise such dynamics. By providing a reflexive and detailed analysis of interview episodes that characterise both cooperation and a refusal to cooperate, the article illustrates the significance of understanding discursive and contextual factors that are relevant to the management of interviews.

scholarly journals A Duet on Engagement: Challenges and Dilemmas of the Researcher of Ethnicities in Poland in the Early 1990s

2020 ◽  
Vol 64 (2) ◽  
pp. 99-118
Author(s):  
Katarzyna Warmińska ◽  
Ewa Michna
Keyword(s):  
Ethnic Minorities ◽  
Power Relations ◽  
Research Process ◽  
Political Context ◽  
Research Subjects ◽  
Research Experiences ◽  
The Social

This article is a retrospective look at the research experiences of the two authors, who began their study of ethnic issues in Poland at the beginning of the 1990s. They discuss the place and role of the anthropologist in the research process, the social and political context of activities in the field, the researcher’s position in relation to the research subjects, power relations, positioning, and the prevailing forms of discourse. Their aim is to show the challenges and dilemmas facing a researcher of ethnic minorities, with the necessity of choosing a strategy of engagement or distance and the consequences of that choice.

scholarly journals Business Professional Doctoral Programs: Student Motivations, Educational Process, and Graduate Career Outcomes

10.28945/2295 ◽  
2015 ◽  
Vol 10 ◽  
pp. 257-278 ◽  
Author(s):  
Louis J. Grabowski ◽  
Jeanette Miller
Keyword(s):  
Personal Growth ◽  
Process Model ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Research Process ◽  
Educational Process ◽  
Academic Experience ◽  
Student Motivations ◽  
The Impact ◽  
Business Professional

The emerging body of research on business professional doctoral programs has focused primarily on the programs’ composition and management, offering limited insight into students’ motivations and the impact the degree has on graduates and their careers. However, understanding these student motivations and career impacts is valuable for several reasons. In addition to helping future candidates assess various programs and the business professional doctoral degree itself, it can help enrolled students maximize their academic experience and help administrators improve these programs so that they better meet students’ personal and professional expectations. To bridge this research gap, this study pursued a mixed-methods approach to glean insights into why people pursue professional doctorates in business, the ultimate personal and professional outcomes of students, and the educational process producing those outcomes. The study revealed that most students entered these programs with a desire for personal or professional transformation, including the possibility of entering academia or a new industry. Moreover, the vast majority of program graduates believed they had experienced such a transformation, often in both professional and personal ways. Further, while important to personal growth, alumni perceived that certain program elements—such as the student networks they created and non-research related coursework—had little to no effect upon their career and viewed their research and the research process as far more important to their professional development. Based upon these findings, the researchers propose a comprehensive process model to explain the personal and professional factors and outcomes for graduates of business professional doctoral programs. They also suggest practical steps that students and administrators can take to improve the business professional doctoral educational experience.

scholarly journals The Vulnerable Researcher: Some Unanticipated Challenges of Doctoral Fieldwork

2014 ◽  
Author(s):  
Patricia Ballamingie ◽  
Sherrill Johnson
Keyword(s):  
Qualitative Research ◽  
Graduate Students ◽  
Power Relations ◽  
Field Experiences ◽  
Research Process ◽  
Research Literature ◽  
Research Projects ◽  
Methodological Research ◽  
Professional Vulnerability

This paper draws explicitly on the field experiences of two doctoral researchers in geography to elucidate some of the challenges and issues related to researcher vulnerability that are especially acute for graduate students. In spite of significant differences in context, both researchers experienced an unanticipated degree of professional vulnerability during their doctoral fieldwork that warrants further exploration, including a theoretical interrogation of the complex (and shifting) terrain of power relations within qualitative research projects. This paper addresses the lacuna in the qualitative methodological research literature on the topic of researcher vulnerability (in contrast to the well-developed discussion of participant vulnerability). Throughout, the authors suggest possible strategies for mitigating researcher vulnerability while protecting the overall integrity of the research process.

scholarly journals Use of Development Dialogues in Learning and Changing Journalism Practice

2013 ◽  
Vol 34 (2) ◽  
pp. 93-106
Author(s):  
Jaana Hujanen
Keyword(s):  
Text Analysis ◽  
Power Relations ◽  
Research Process ◽  
The Political ◽  
Research Approach ◽  
Post Intervention ◽  
Personal Experiences ◽  
Task Oriented ◽  
And Control

Abstract The present article analyses a case study in which the author experimented with use of the interventionist development dialogue method in journalism practice. Journalistic work is conceptualized as a network of multivoiced, contradictory, historically changing and artefact-mediated activity systems. Through the use of development dialogues, the study aimed at understanding and facilitating the innovation, change and expansive learning that can take place in relation to journalistic work. The data include collaboration between the researcher and four Finnish newspaper journalists, pre- and post-intervention interviews, and diaries kept by the journalists. The data were analysed using the methods of qualitative text analysis. The case study indicates that an interventionist research approach that focuses on journalists’ personal experiences and needs, and makes use of concrete development tasks, is of value to them. It fosters the imagination and the creation of novel journalistic and discursive practices that help journalists reflect on, understand and pursue journalism. As power relations and control impinged on and were manifest in the research process, the development task-oriented interventionist research approach calls for a thorough evaluation that looks at the power relations within an activity system and at the question of the political aim of an interventionist research approach.

scholarly journals THE STEAM-ORIENTED EDUCATIONAL ENVIRONMENT ORGANIZATION FOR GENERAL EDUCATION BY GOOGLE SERVICES

2020 ◽  
Vol 1 (191) ◽  
pp. 161-164
Author(s):  
Natalia Soroko ◽  
◽  
Iryna Pylypchuk ◽  
Keyword(s):  
General Education ◽  
Learning Strategies ◽  
Education Institution ◽  
Research Process ◽  
Educational Environment ◽  
Google Earth ◽  
Free Access ◽  
Joint Research ◽  
Educational Project ◽  
Teacher Student

The article deals with Google services to create and maintain STEAM-based learning environment of general education institution. Analysis of major Google services on implementation STEAM-approach in general education schools gave teachers the opportunity to offer key solutions using them to organize, support and management STEAM-oriented educational environment school. It is determined that Google services (Google Classroom, Google Forms, Google Sites, Google slides, Google Suite + Lucidchart, Google Earth VR, Google Play, Google Lens, etc.) take into account such user requirements as enabling participants of STEAM projects to conduct joint research in the online environment; remotely control the learning process; use tools that allow group work on documents of different formats; data sets representing information from already conducted research; control over the research process; combination in the environment of special programs to create space for other educational projects. Attention is drawn to the distribution of roles in the Google Classroom, which is controlled by the teacher who is the author of the curriculum and course for a particular level of education, namely: teacher – student, where the teacher places materials, attaches files necessary for lessons, creates tasks, and the student processes the provided educational information, performs tasks, receives grades, challenges the teacher's grades and provides arguments for challenging their grades, while receiving advice, explanations and suggestions from the teacher; teacher - parents, where the teacher gives parents access to learning materials, student-made tasks, his assessments and chat to discuss further learning strategies; teacher - administration, where the teacher gives access to their online lessons as open to all who wish to attend these lessons and provide suggestions for improving their quality. It is determined that Google services can be used to organize, maintain and manage the school's STEAM-oriented educational environment, namely: provide teachers with tools for: modeling an STEAM educational project, creating joint communication with students within this project, evaluating students' activities in it, creating archives of these projects and their results, working with colleagues, parents and professionals (chats and forums); provide students with feedback from teachers and other professionals involved in the educational project, free access to educational and scientific materials necessary for the project, communication with students who are part of a group within a particular educational project, tools, that can help to obtain data and check designs, models, etc. Prospects for further research are related to the creation and implementation of STEAM-oriented educational environment based on Google services, testing the effectiveness of this environment in accordance with the results of STEAM projects in general education institutions.

scholarly journals Evaluation of Students’ Research Activities in the Design Study Programmes at Rezekne Higher Education Institution

2015 ◽  
Vol 1 ◽  
pp. 342
Author(s):  
Silvija Mežinska
Keyword(s):  
Higher Education ◽  
Educational Research ◽  
Design Education ◽  
Education Institution ◽  
Research Process ◽  
Research Strategy ◽  
Higher Education Institution ◽  
Research Competence ◽  
Learning Research ◽  
Education Process

<p>Nowadays education and research is promoting development of design industry. In order to find unique Latvian design identity the quality of design is increasing. New possibilities and requirements for design education and research are raised by social and ecological issues. In order to promote sustainable design education research strategy is needed, therefore it is essential to pay attention to research strategy in education process. The aim of the article is educational research as significant part of research competence theoretical and empirical evaluation and its activation in design courses' education process in Rezekne Higher Education Institution. The analysis of the learning research process was carried out in accordance with the principles of action research, theoretical researches in the context of the issue were carried out and the results were obtained: opinions of 80 full time students in the age group 19-25 years, about the role of learning research process of designers' education. The research has practical meaning, because it recommends suggestions for perfection of study process in connection to investigation and analysis of educational research promoting/delaying activities, and necessity to promote students' research competence for professional project work in the future.</p>

Becoming designer/researcher/teacher: Working towards decolonization of/through design in South African higher education

2020 ◽  
Vol 19 (2) ◽  
pp. 131-148 ◽  
Author(s):  
Karolien Perold-Bull
Keyword(s):  
Higher Education ◽  
South African ◽  
Design Education ◽  
Design Research ◽  
Education Institution ◽  
Research Process ◽  
Visual Communication Design ◽  
Creative Play ◽  
African Higher Education ◽  
South African Higher Education

This article provides a new materialist perspective on design education within the context of decolonization in a South African higher education institution. It reflects on a specific case of design/research/teaching that transpired within the context of the Visual Communication Design curriculum at Stellenbosch University. A post-qualitative approach was followed; i.e. the researcher actively worked at resisting pre-conceived hierarchies and differences not just in thinking about the research, but also in its doing. The research demonstrated that decolonization requires relentless processes of collaborative resistance and that active commitment to new materialist praxis can positively contribute to individuals becoming more attuned to recognizing moments of transformation within their situated present. It was found that integrating creative play with representational media such as text and layout design within the research process facilitated this. The more transformative moments became visible and felt, the more ‘real’ decolonization seemed to become.

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