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Costa, A., Kallick, B. (1993) ‘Through the Lens of a Critical Friend’, Educational leadership: Journal of the Department of Supervision and Curriculum Development, N.E.A, 51 (2), pp. 49-51. Bochner, A., Ellis, C. (2006) ‘Analyzing Analystic Autoethnography: An Autopsy’, Journal of Contemporary Ethnography, 35 (4), pp. 429-449. hooks, b. (1992) Black Looks: Race and Representation. Montreal:……
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• At the beginning of this process, I set my research questions. The first was: ‘What do Stage 1 Performance: Design and Practice students classify as ‘research’ at the beginning of their undergraduate degree?’ Even though I found a methodology that allowed everyone to speak, I found that the definitions of research that students gave……
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In the file above I’ve compiled the final round of data that I got from the questionnaire that I sent out in order to better understand the impact of my interventions on the change in student attitudes to research. Nine students filled out this questionnaire – a smaller sample size than the 11-15 students who……
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Following analysis of data from my second collection point, I decided I needed to ask more questions, and more specific questions, to really understand the impact of my interventions and so to be able to answer my second research question – ‘How can student definitions of ‘research’ be expanded beyond limited Western, imperial definitions of……
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As with Data Point A, I analysed the data using a combination of thematic textual and autoethnographic analysis. This led to new themes emerging, for example, ‘Emotions’, but also several themes that were the same. I made a table so that I could compare the two sets of data to see more clearly how student……
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I felt the analysis was less successful this time round, as we were pushed for time and I was very tired after a morning of intense tutorials, which I think effected the liveliness of the discussion. However, through using the same method of getting students to write down responses in class, I was still able……
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I was tempted to hunker down in the quiet of my studio to analyse my data thoroughly. But instead, with renewed confidence in the benefits of the ‘critical friend’ as an analytical asset (Costa and Kallick, 1993), and a hankering for avocado, I instead I went to brunch with my friend Dr Thandi Loewenson. Thandi……
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In relation to research analysis methodologies I discussed in my earlier post, I found this quote that Rachel showed us in the presentation seminar particularly useful. Butt’s theory of ‘critical intimacy’ (see above) and Costa and Kallick’s notion of ‘critical friendship’ (Costa & Kallick, 1993) are useful precedents for the kinds of methodologies a already……
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Similar to Point A, I had about 11 students respond to this point of the data collection. As length of conversation was slightly different in each collection point, when it came to comparative analysis later on, I converted the text analysis data to percentages. So if 174 relevant words were used in the conversation, and……
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The last element of my intervention was to send the students off on their own research trip. To aid them with this, I produced this worksheet, which I put on Moodle and which my colleague, Kane, also went over with the students in class. The worksheet is to act as a prompt to get the……
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I scheduled my interventions to take place in unit 2, a unit that involves the whole Stage 1 group. I’m unit co-ordinator along with my colleague Kane Husbands, so I was able to integrate my interventions into the curriculum for the students. This meant that students who contributed to the data didn’t have to attend……
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Following my initial gathering of data on what my particular group of students thought of as ‘research’, my interventions were to take the students on two of trips to sites outside the university, framing these as ‘research trips’ – places that could provide students with legitimate knowledge in a similar but different way to more……
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I did the first data collection point at the National Gallery, at the start of a research trip I was taking Stage 1 on. We sat down on benches in the gallery and had the discussion on research. This took about 20 mins of the 2 hour session. I then started to take the students……
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Reading through the responses and my notes, I reflected that a lot of the definitions of research that came up surrounded ideas of objectivity vs subjectivity. Research for a lot of the students had some kind of relationship to ‘facts’ and the exact nature of what constituted facts varied. In terms of specific sites of……
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I was really pleased that all the students who were in attendance consented to be part of the research: about 15 students. These were the responses. What is research? Oral responses when analysing their peers first responses. ‘It expands our minds’ ‘I think it can be broad – doesn’t have to be capped to a……
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I’ve decided to evaluate my research through conversation with the students. I don’t want to do it as a survey because, as was discussed in the last cross-programme lecture, a survey can feel quite onerous (students are often asked to complete surveys), so negatively skew results. I want the students to feel connected to the……
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I decided to initially collect data by asking two questions to the Stage 1 group: What is research? How can research take place? Participants in the study wrote or drew down their responses on a piece of paper, which they put in a hat. I then went round and got students to take a response……
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The Ethical Enquiry Form for my research In advance of the data collection point, I emailed the students explaining that I was doing research for my own PGCert studies and seeking their consent for data to be included. I said that I would collect signatures for those that consented in person at the beginning of……
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I attempted a few different designs for my research, before arriving at the plan I actually carried out. Though I knew I wanted to find out and design an intervention around student definitions of ‘research’, it took me some time to refine my exact research question and process. In truth this refining continued through the……
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Ahead of the second ARP workshop, I read Ellis and Bochner’s ‘Analyzing Analytic Autoethnography’, (Bochner and Ellis, 2006). The text took the format of a transcript of a conversation between a couple – Ellis and Bochner – who are also academics, about their practice of autoethnography. Now revisiting my notes on this session, about a……
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The Professional Context The production of knowledge is highly political. In my own experience as a lecturer and student, universities are widely seen as the place where ‘knowledge’ is produced by certain people, and by extension where certain types of knowledge and research that meet certain standards are legitimised. As a black female lecturer and……
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‘When our lived experience of theorizing is fundamentally linked to processes of self-recovery, of collective liberation, no gap exists between theory and practice. Indeed what such experience makes more evident is the bond between the two – that ultimately reciprocal process wherein one enables the other.’ (hooks, 1994) ‘Critical reflection on contemporary production of feminist……