Critical pedagogy in l2 learning and teaching suresh canagarajah
Mess and method : Researching others' realities · 2017-08-10 · References:))...
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Mess and method : Researching others' realities Etherington, S Title Mess and method : Researching others' realities Authors Etherington, S Type Conference or Workshop Item URL This version is available at: http://usir.salford.ac.uk/35025/ Published Date 2015 USIR is a digital collection of the research output of the University of Salford. Where copyright permits, full text material held in the repository is made freely available online and can be read, downloaded and copied for non-commercial private study or research purposes. Please check the manuscript for any further copyright restrictions. For more information, including our policy and submission procedure, please contact the Repository Team at: [email protected] .
Transcript of Mess and method : Researching others' realities · 2017-08-10 · References:))...
Mess and method : Researching others' realitiesEtherington, S
Title Mess and method : Researching others' realities
Authors Etherington, S
Type Conference or Workshop Item
URL This version is available at: http://usir.salford.ac.uk/35025/
Published Date 2015
USIR is a digital collection of the research output of the University of Salford. Where copyright permits, full text material held in the repository is made freely available online and can be read, downloaded and copied for noncommercial private study or research purposes. Please check the manuscript for any further copyright restrictions.
For more information, including our policy and submission procedure, pleasecontact the Repository Team at: [email protected].
References: Canagarajah, S 1996 ‘From cri4cal research perspec4ve to cri4cal research repor4ng’ TESOL Quarterly 30/2 pp. 321-‐331 Ellingson, LL 2013 ‘Analysis and representa4on across the con4nuum’ in Denzin NK & Lincoln YS (eds.) Collec:ng and Interpre:ng Qualita:ve Materials (4th ed) Thousand Oaks, California: Sage Law, J 2003 ‘Making a Mess with Method’ hWp://www.lancaster.ac.uk/sociology/research/publica:ons/papers/law-‐making-‐a-‐mess-‐with-‐method.pdf Accessed 31/3/15 Law, J 2004 ‘AYer Method: Mess in Social Science Research’ London: Routledge Nelson CD 2011 ‘Narra4ves of classroom life: changing concep4ons of knowledge’ TESOL Quarterly 45/3 pp. 463-‐485
Expanding our con3nuum? Art/!impressionist*
Middle!Ground! Realist!
• To#unravel''accepted'truths&!
• To#construct(personal)truths!
• To#explore'the'specific!
• To#generate&art!
• To!explore!the!typical!!• To!generate!description!and!understanding!!
• To!generate!pragmatic!implications!for!practitioners
• To!discover!objective!truths!!
• To!generalise!!• To!explain!reality!‘out!there’
How!do!we/!can!we!cope!with!life?!!What!is!unique!about!my!or!another’s!experience?!!What!other!ways!can!we!imagine?!!
How!do!participants!understand!their!world?!!How!do!the!participants!and!author!coAconstruct!a!world?
What!does!it!mean!from!the!researcher’s!point!of!view?!!What!is!the!relationship!among!factors?!!What!behaviours!can!be!predicted?
AutoAethnography!!Interactive!interviewing!!Performance!!Visual!arts!!
Focus!groups!!Participant!observation!/!ethnography!!Thematic,!metaphoric!and!narrative!analysis!!
Coding!texts!Random!sampling!!Measurement!!Frequency!!Surveys
(from Ellingson, LL 2013:418)
More Ques3ons: • How far can we go in being crea4ve? • Is this a realis4c choice for most researchers? For
publica4on? • Is it sufficient? • Straddling the con4nuum is possible (?) aligns with
mixed methods? • What are par4cular challenges for TESOL research
contexts?
• What story would you cra/ about our experience today?
• What art could you create?
Ar3s3c approaches in TESOL: cra>ed narra3ves
“…deliberately styled in arts-‐based forms (stories, poems, plays, and the like) and that are meant to be evoca:ve and aesthe:cally engaging ……could also be in visual, video, or performance modes. Implicit analysis or social commentary is oPen embedded within the craPed narra:ve, which may be serious or humorous, contempla:ve or drama:c, other-‐ or self-‐focused, or some combina:on.” (Nelson 2011: 465) Encourages ‘grassroots knowledge work’ (ibid: 470)
Mess and Method: Researching others’ reali3es Siân Etherington, School of Arts and Media, University of Salford [email protected]
Some ques3ons: • How do we maintain a sense of real life in our
research? A sense of messiness? Should we? • What happens when we impose theore4cally
informed interpreta4ons on par4cipants’ stories? ‘Whose story is it anyway’?
• Is there a place for serendipity in research?
‘Things don’t hold s3ll’1 LIFE is …. RESEARCH is … Messy Ordered / ‘hygienic’ Serendipitous Systema4c
Individually experienced
Looking for commonali4es Concerned with representa4on
Mul4ple reali4es Reduc4ve to one reality ? (common-‐sense perspec4ve on reality, even for QUAL R?)
A-‐theore4cal ? Theore4cally meaningful
“Because the subjects exist in the report only through the voice of the researcher, there is a natural tendency for their complexity to be suppressed and their iden:ty to be generalized (or essen:alized) to fit the dominant assump:ons and theore:cal constructs of the researcher and the disciplinary community.” (Canagarajah 1996:324)
Par4cipant Par4cipant R’s voice
Embracing Bricolage, Crystals and Mirrors
The researcher as bricoleur, maker of quilts • Uses tools & materials to hand • ‘Emergent construc4on’
The researcher’s reflexivity on research and wri4ng process is crucial Awareness of our ‘othering’ & clarity about who we are
Representa4on vs. Re-‐presenta4on: • seeking to go beyond value-‐ free re-‐presenta4on to
cri4cal analysis • Par4cipants’ words are used for something beyond
immediate
Crystalliza4on, not triangula4on: keeps meanings open & par4al; uses contras4ng modes of producing knowledge (Ellingson 2013: 433)
Answers ?
1Law 2003
