A protocol paper on the preservation of identity: understanding the technology adoption patterns of older adults with age-related vision loss (ARVL)

There are a growing number of older adults with age-related vision loss (ARVL) for whom technology holds promise in supporting their engagement in daily activities. Despite the growing presence of technologies intended to support older adults with ARVL, there remains high rates of abandonment. This phenomenon of technology abandonment may be partly explained by the concept of self-image, meaning that older adults with ARVL avoid the use of particular technologies due to an underlying fear that use of such technologies may mark them as objects of pity, ridicule, and/or stigmatization. In response to this, the proposed study aims to understand how the decision-making processes of older adults with ARVL, as it relates to technology adoption, is influenced by the negotiation of identity. The study protocol will justify the need for this critical ethnographic study, unpack the theoretical underpinnings of this work, detail the sampling/recruitment strategy, describe the methods which included a home tour, go-along, and semi-structured in-depth interview, as well as the collective approach taken to analyze the data. The protocol concludes by examining the ethical tensions associated with this study, including a focus on the methods adopted as well as the ethical challenges inherent when working with an older adult population experiencing vision loss

Talk the talk, walk the walk: Defining Critical Race Theory in research

Over the last decade there has been a noticeable growth in published works citing Critical Race Theory (CRT). This has led to a growth in interest in the UK of practical research projects utilising CRT as their framework. It is clear that research on 'race' is an emerging topic of study. What is less visible is a debate on how CRT is positioned in relation to methodic practice, substantive theory and epistemological underpinnings. The efficacy of categories of data gathering tools, both traditional and non-traditional is a discussion point here to explore the complexities underpinning decisions to advocate a CRT framework. Notwithstanding intersectional issues, a CRT methodology is recognisable by how philosophical, political and ethical questions are established and maintained in relation to racialised problematics. This paper examines these tensions in establishing CRT methodologies and explores some of the essential criteria for researchers to consider in utilising a CRT framework. © 2012 Copyright Taylor and Francis Group, LLC

“It will always continue unless we can change something”: consequences of intimate partner violence for indigenous women, children, and families

Background: Violence against indigenous women and girls is endemic, yet the absence of research on the consequences of this violence from the perspectives of women presents a profound barrier to the development of knowledge, along with violence prevention and mitigation. Although family is central to many indigenous communities, existing research typically examines the consequences of intimate partner violence (IPV) on women or children in isolation, rather than examining its consequences holistically. Objective: The purpose of this article is to identify US indigenous women's perspectives about the impact of IPV on women, children, and families. Method: Data were collected with 29 indigenous women affected by violence from a Southeastern tribe in the United States. As part of a larger critical ethnography, pragmatic horizon analysis of life history interviews revealed the consequences of IPV across multiple levels. Results: Women reported profound psychological consequences resulting from IPV. The majority of women had witnessed IPV in their childhood, providing support for an intergenerational cycle of violence. Women reported psychological consequences on children, which paralleled those reported by women, leaving deep impressions on children across their life course. Consequences on children and whole families were extensive, indicating the negative ramifications of IPV transcended personal boundaries and affected children and families across multiple generations. Conclusions: Given the tight-knit nature of indigenous families and communities, the consequences across individuals and families were noteworthy. However, a dearth in research examining consequences of IPV across levels fails to capture the interconnections of consequences for women, children, and families. Given the centrality of family in many indigenous communities, examining IPV from a holistic perspective that incorporates multiple levels is recommended for IPV research and intervention development

Young children's research: children aged 4-8 years finding solutions at home and at school

Children's research capacities have become increasingly recognised by adults, yet children remain excluded from the academy, with reports of their research participation generally located in adults' agenda. Such practice restricts children's freedom to make choices in matters affecting them, underestimates children’s capabilities and denies children particular rights. The present paper reports on one aspect of a small-scale critical ethnographic study adopting a constructivist grounded approach to conceptualise ways in which children's naturalistic behaviours may be perceived as research. The study builds on multi-disciplinary theoretical perspectives, embracing 'new' sociology, psychology, economics, philosophy and early childhood education and care (ECEC). Research questions include: 'What is the nature of ECEC research?' and 'Do children’s enquiries count as research?' Initially, data were collected from the academy: professional researchers (n=14) confirmed 'finding solutions' as a research behaviour and indicated children aged 4-8 years, their practitioners and primary carers as 'theoretical sampling'. Consequently, multi-modal case studies were constructed with children (n=138) and their practitioners (n=17) in three ‘good’ schools, with selected children and their primary carers also participating at home. This paper reports on data emerging from children aged 4-8 years at school (n=17) and at home (n=5). Outcomes indicate that participating children found diverse solutions to diverse problems, some of which they set themselves. Some solutions engaged children in high order thinking, whilst others did not; selecting resources and trialing activities engaged children in 'finding solutions'. Conversely, when children's time, provocations and activities were directed by adults, the quality of their solutions was limited, they focused on pleasing adults and their motivation to propose solutions decreased. In this study, professional researchers recognised 'finding solutions' as research behaviour and children aged 4-8 years naturalistically presented with capacities for finding solutions; however, the children's encounters with adults affected the solutions they found

How do i know who you think you are? A review of research methods on organizational identity

The notion of organizational identity was introduced in management studies in 1985. In the following 25 years, a vibrant debate about how to conceptualize organizational identities and related themes (multiple identities, identity change, interrelations between identity, image and culture) does not seem to have corresponded to explicit reflections about specific methodological issues. In this paper, the authors inductively review research methods adopted by studies of organizational identity published in top-level journals, with the purpose of deriving insights about the current status of research practices, uncovering their often tacit ontological and epistemological assumptions, and stimulating discussion about their possible evolution

The Development of a Point of Care Clinical Guidelines Mobile Application Following a User-Centred Design Approach

This paper describes the development of a point of care clinical guidelines mobile application. A user-centred design approach was utilised to inform the design of a smartphone application, this included: Observations; a survey; focus groups and an analysis of popular apps utilised by clinicians in a UK NHS Trust. Usability testing was conducted to inform iterations of the application, which presents clinicians with a variety of integrated tools to aid in decision making and information retrieval. The study found that clinicians use a mixture of technology to retrieve information, which is often inefficient or has poor usability. It also shows that smartphone application development for use in UK hospitals needs to consider the variety of users and their clinical knowledge and work pattern. This study highlights the need for applying user-centred design methods in the design of information presented to clinicians and the need for clinical information delivery that is efficient and easy to use at the bedside

The Public Playground Paradox: "Child’s Joy" or Heterotopia of Fear?

Literature depicts children of the Global North withdrawing from public space to“acceptable islands”. Driven by fears both of and for children, the publicplayground – one such island – provides clear-cut distinctions between childhoodand adulthood. Extending this argument, this paper takes the original approach oftheoretically framing the playground as a heterotopia of deviance, examining –for the first time – three Greek public playground sites in relation to adjacentpublic space. Drawing on an ethnographic study in Athens, findings show fear tounderpin surveillance, control and playground boundary porosity. Normativeclassification as “children’s space” discourages adult engagement. However, in anovel and significant finding, a paradoxical phenomenon sees the playground’spresence simultaneously legitimizing playful behaviour in adjacent public spacefor children and adults. Extended playground play creates alternate orderings andnegotiates norms and hierarchies, suggesting significant wider potential toreconceptualise playground-urban design for an intergenerational public realm

Beginning teacher agency in the enactment of fundamental British values: A multi-method case study.

There has been significant discussion and debate about the meaning and implementation of the requirement for schools to promote fundamental British values. While much of the research in this area focuses on surveying teachers’ attitudes, this paper set out to understand the processes of professional enactment through which beginning teachers interpret the policy agenda across sites and contexts in initial teacher education. A multi-method case study was undertaken at a large provider of initial teacher education in the North of England, following beginning teachers on project placement in primary schools. Theorising awareness and agency as axes of professional formation, the paper identifies three key thematic foci: community partnership, the treatment of inclusiveness and diversity and the professional understanding, interpretation and performance of value language. Context shapes enactment of each theme, with reflective space for criticality required if beginning teachers are to develop professional agency with regard to their role as values educators. This is a feature of the culture of placement schools, and while university-based teaching can ameliorate the effects of unreflective compliance, it cannot provide a replacement for professional acculturation. The paper explores the implications of reflection on enactment for the professional acculturation of beginning teachers, making recommendations for teacher education

Welcome in! How the academy can warrant recognition of young children as researchers

The academy has tended to marginalise young children as researchers, even in matters affecting them, which denies young children agency and amounts to social injustice. Drawing on the Young Children As Researchers (YCAR) study, which adopted a qualitative ‘jigsaw’ methodology to co-research with children aged 4-8 years (n=138), their parents, practitioners, and professional researchers, this article considers epistemological factors and epistemological categories that may support young children’s research behaviours in everyday activities. Those support structures are helpful in securing a warrant for recognising young children’s self-directed research on the academy’s terms. That recognition has potential to re-position young children away from the margins of research to an intrinsic position in research concerning matters that affect them, securing their rights as researchers. Such research can inform early childhood policy and practice in a deeply grounded manner that values young children as competent thinkers with expertise concerning their own lives

The Development of Language Learning Strategies

This article discusses the strategy repertoires and strategy development of six English children who learned foreign languages at primary school. My study differs from mainstream research in that it focuses on young children and on the development of their strategies, draws on sociocultural theory and uses ethnographic methods. My findings show that the six children developed a range of strategies over the course of a calendar year in spite of receiving no direct strategy instruction. The primary classroom encouraged learner autonomy and stimulated children to reflect on their learning which, in turn, enabled them to refine their strategies