Integrating multiple representations: fighting asthma

This paper seeks to engage debates about integrating pluralisms regarding multiple forms/representations and how they might function smoothly if they are closely aligned. This paper offers, narrative poetry with an artistic impression aimed at seeing how these might interact with each other. Like poetry, visual images are unique and can evoke particular kinds of emotional and visceral responses. By offering narrative poetry together with an artistic representation it is not meant to de-value the importance of either, but it is aimed at seeing how these arts-based methods and creative analytical practices might unite as a narrative to offer knew ways of ‘knowing’ and ‘seeing

A paradigmatic map of professional education research

This article maps out research in professional education with reference to a threefold typology of paradigms i.e. the positivist, interpretivist and critical paradigms. The rationale for such an endeavour is fourfold. First, it directs attention to the neglected territory of methodology which is essential for researcher reflexivity. Second, it shows that most research in social work education has been situated within the positivist or interpretivist paradigms, and the relative dearth of studies in the critical paradigm raises important questions about anti-oppressive practice in research. Third, a comparison of studies in different spheres of professional education indicates that research into social work education has often not been as rich or robust as research into medicine or teaching, and this deserves further reflection. Finally, there is a practical rationale – although this exercise casts doubt upon our current capacity to develop evidence-based educational reforms, it should also signpost fruitful avenues for future research

When does the action start and finish? Making the case for an ethnographic action research in educational research

This paper explores how ethnographic and action research methodologies can be justifiably combined to create a new methodological approach in educational research. It draws on existing examples in both educational research and development studies that have discussed the use of ethnography and action research in specific projects. Interpretations of ethnography and action research are developed that aim to minimise the epistemological differences between them. The paper also contextualises an ‘ethnographic action research’ approach with reference to an example of the author’s research into participation in three ‘reception’ (first year of schooling) classes in the United Kingdom. It is argued that research into the theme of participation in early years education, using participative methods, was particularly suitable for this new methodological approach

Researching ‘with’ not ‘on’: Engaging Foundation GNVQ students in the research process - emerging themes from the study

This paper discusses practical and methodological issues arising from ongoing case study research exploring the hopes, aspirations and learning identity of 4 cohorts of GNVQ Foundation (level 1) students in 2 English General Further Education (FE) colleges. This paper focuses on work with the student participants in the study and poses a number of questions. How can young people be engaged with a research process? How can that process be meaningful to them in the context of their lives and experiences? How can the significant ethical issues involved with working with these students be addressed? Part of the thesis for this work has been the lack of value placed on students enrolled on Foundation level programmes. Therefore, it was important to demonstrate value for them throughout this process, and one way in which this was achieved was by engaging the young people with the research process as actively as possible. Working within a Social Justice theoretical framework, and specifically considering the notion of knowledge/power relationships the paper outlines the participative approach which was taken in the development of interview questions, informed by the ‘arenas of action and centres of choice’ described by Ball et. al (2000:148). Further, it explores the practical issues and ethical tensions which arose associated with respecting the young people and facilitating their involvement in the research process whilst working within the constraints placed by their level of experience and understanding, and discusses some of the unanticipated challenges that arose from this process. The paper concludes with a discussion of the way the research has evolved in response to these issues and of the ‘added value’ to the research which has arisen from the participants’ engagement with the process

Talk the Talk, Walk the Walk: Defining Critical Race Theory in Research

This paper focuses on what constitutes a Critical Race Theory (CRT) methodology. Over the last decade there has been a noticeable growth in published works citing CRT in the UK. This has led to an increase in practical research projects utilising CRT as their framework. It is clear that research on ‘race’ is an emerging topic of study recently encapsulated by the work of Seidman (2004), Bulmer and Solomos (2004), Gunaratnam (2003), Denzin and Giardina (2006; 2007), Tuhiwai Smith (2006), and Denzin, Lincoln and TuhiwaiSmith (2008). What is less visible is a debate on how CRT is positioned in relation to the ‘nexus of methodic practice, substantive theory and epistemological underpinnings that is a methodology (Harvey 1990:1). These philosophical, ethical, and practical questions are initially considered here by examining the notions of ontology, epistemology and methodology before practical considerations of recognising, framing and applying CRT research methodologies are explored

Practice-led research and the myth of rigour

The process of determining creative works as rigorous productions of new knowledge is complex. As artists-academics, we assert that practice-led research is distinct from other disciplinary research, in the very form of rigour and evaluation processes in which these creative works require. Contextually, our premise is underpinned by broader university implications of creative research being measured against the criteria of traditional research, with its quality metrics often referencing the Sciences (Eisner 2015). We therefore, emphasise creative research as holding its own 'creative rigour', encompassing complex intersections of academy and industry

The Trials and Tribulations of Applied Triangulation: Weighing Different Data Sources

Researchers employ triangulation to increase the validity of inference in qualitative and quantitative research. Leuffen, Shikano, and Walter have presented guidance as to which strategies to use when triangulating data sources. In this article, I explore how their findings can be translated for practical research purposes. I offer an illustrative application concentrating on the political power of traditional political authorities in Uganda and Tanzania. I analyze the status quo of political power and the preferred political power of traditional leaders. To triangulate, I use three sources: (1) constitutional-legal texts, (2) the Afrobarometer survey, and (3) in-depth interviews. I shed light on possible problems and analytical strategies for triangulation in practice, with a specific focus on convergence and divergence of sources

Ethnography, Ethnographers and Hospitality Research: Communities, Tensions and Affiliations

This paper examines the professional and moral positions of ethnographers located in institutions specializing in hospitality management. The paper considers the notion of ethnographic subjectivity and argues that ethnographers working in various paradigmatic contexts have differing relationships with the principles and practices of social science, organisation studies and commercial activity. It is suggested that they are simultaneously members of disparate communities with conflicting norms and values. The paper identifies the cultural and institutional forces that shape the absence, presence and the potential future of ethnography in hospitality management research