Qualitative data analysis in cross-cultural projects

Large-scale research projects, conducted in a cross-European context, are increasingly attractive to educational researchers and policy-makers. However, this form of comparative research across cultures brings problems concerning the standardization of data collection and analysis, particularly where ethnographic research is concerned, as it prioritizes a full range of qualitative research strategies. This paper outlines the use of a universal model and the approaches recently taken by two research teams and contrasts these with another recent nine-partner comparative European study that used ethnographic methods. We then describe the analytical procedures used in the project, which encouraged participant observation and individual researcher interpretation in order to generate grounded accounts and outline how they were culturally sensitive and meaningful to research teams who used varied analytical approaches. However, this raised difficult issues for the 'final' analysis and the production of a loosely coupled research report. Our pragmatic solution was a process of 'qualitative synthesis' whereby individual partner reports were collated by the Project Director and treated as data and a grounded theory approach was applied to generate tentative theory in respect of creative learning. The paper concludes by arguing that data generated by a loosely coupled approach to qualitative comparative research which uses a wide range of data collection methods can be effectively analysed with a qualitative synthesis

Environmental surveillance for Salmonella Typhi as a tool to estimate the incidence of typhoid fever in low-income populations.

Background: The World Health Organisation recommends prioritised use of recently prequalified typhoid conjugate vaccines in countries with the highest incidence of typhoid fever. However, representative typhoid surveillance data are lacking in many low-income countries because of the costs and challenges of diagnostic clinical microbiology. Environmental surveillance (ES) of Salmonella Typhi in sewage and wastewater using molecular methods may offer a low-cost alternative, but its performance in comparison with clinical surveillance has not been assessed. Methods: We developed a harmonised protocol for typhoid ES and its implementation in communities in India and Malawi where it will be compared with findings from hospital-based surveillance for typhoid fever. The protocol includes methods for ES site selection based on geospatial analysis, grab and trap sample collection at sewage and wastewater sites, and laboratory methods for sample processing, concentration and quantitative polymerase chain reaction (PCR) to detect Salmonella Typhi. The optimal locations for ES sites based on digital elevation models and mapping of sewage and river networks are described for each community and their suitability confirmed through field investigation. We will compare the prevalence and abundance of Salmonella Typhi in ES samples collected each month over a 12-month period to the incidence of blood culture confirmed typhoid cases recorded at referral hospitals serving the study areas. Conclusions: If environmental detection of Salmonella Typhi correlates with the incidence of typhoid fever estimated through clinical surveillance, typhoid ES may be a powerful and low-cost tool to estimate the local burden of typhoid fever and support the introduction of typhoid conjugate vaccines. Typhoid ES could also allow the impact of vaccination to be assessed and rapidly identify circulation of drug resistant strains

Comparison of eleven RNA extraction methods for poliovirus direct molecular detection in stool samples

Direct detection by PCR of poliovirus RNA in stool samples provides a rapid diagnostic and surveillance tool that can replace virus isolation by cell culture in global polio surveillance. The sensitivity of direct detection methods is likely to depend on the choice of RNA extraction method and sample volume. We report a comparative analysis of 11 nucleic acid extraction methods (7 manual and 4 semiautomated) for poliovirus molecular detection using stool samples (n = 59) that had been previously identified as poliovirus positive by cell culture. To assess the effect of RNA recovery methods, extracted RNA using each of the 11 methods was tested with a poliovirus-specific reverse transcription-quantitative PCR (RT-qPCR), a pan-poliovirus RT-PCR (near-whole-genome amplification), a pan-enterovirus RT-PCR (entire capsid region), and a nested VP1 PCR that is the basis of a direct detection method based on nanopore sequencing. We also assessed extracted RNA integrity and quantity. The overall effect of extraction method on poliovirus PCR amplification assays tested in this study was found to be statistically significant (P < 0.001), thus indicating that the choice of RNA extraction method is an important component that needs to be carefully considered for any diagnostic based on nucleic acid amplification. Performance of the methods was generally consistent across the different assays used. Of the 11 extraction methods tested, the MagMAX viral RNA isolation kit used manually or automatically was found to be the preferable method for poliovirus molecular direct detection considering performance, cost, and processing time

‘Not easily put into a box’: constructing professional identity

Researching the interplay between social work students' personal and professional identities, I found that, in talking about becoming professionals, students drew on a wide range of discourses. Three common usages of the term ‘professional identity’ are explored here: it can be thought of in relation to desired traits; it can also be used in a collective sense to convey the ‘identity of the profession’. Taking a more subjective approach, professional identity can be regarded as a process in which each individual comes to have a sense of themselves as a social worker. I argue that the variations in students' talk reflect a wide range of cultural understandings that are prevalent within the social work community and society in general, and conclude that professional identity is more complicated than adopting certain traits or values, or even demonstrating competence. The different meanings of professional identity all have something to offer, providing resources for students as they construct themselves as social workers. This is important for social work education because it acknowledges the dynamic nature of professional identity, highlights the difficult identity work which each student must undertake, and prompts us to consider how this process might best be supported

Performativity and primary teacher relations

A performativity discourse currently pervades teachers' work. It is a discourse that relies on teachers and schools instituting self-disciplinary measures to satisfy newly transparent public accountability and it operates alongside a market discourse. The introduction of the performativity discourse has affected teacher relations at three levels of professional work: with students, colleagues and local advisor/inspectors. Ethnographic research with primary teachers - which focused on their experience of Ofsted inspections in six schools over periods of up to four years - is the source of this paper. The paper argues that a humanist discourse prevalent in teacher relations with students, colleagues and advisor/inspectors has been challenged by a performativity discourse that: distances teachers from students and creates a dependency culture in opposition to previous mutual and intimate relations; creates self disciplining teams that marginalize individuality and stratifies collegial relations in opposition to previous relations where primary teachers sought consensus; and creates subjugatory, contrived and de-personalized relations between local advisors/inspectors in preference to previous partnership relations. The paper concludes that the change in relations is an indicator of fundamental change to social relations but that primary teachers are in a good position to influence the performativity discourse, albeit it a struggle, by reconstituting it through the maintenance of humanist relations

Bhutan: educational challenges in the land of the Thunder Dragon

The Himalayan Kingdom of Bhutan, where images of magical splendor obscure its challenges, provides a viewpoint from which to understand the contradictions that emerging economies face as they move towards mass education. Isolated from the outside world in every sense except for the mythologies that surround it, Bhutan is attempting to move from a basic agrarian societal framework as found in the feudal 1800s into the whirl of a technologically savvy twenty-first century. The demands for such a transition require educators and politicians at all levels to rethink the role of schooling and what it means to be educated in this country at this point in time. To provide guidance, the government set up a special task force, the Royal Education Council, to devise a curriculum and pedagogy that would equip young people with the skills to move into the future without forsaking their past. This ethnographic piece of research explores the challenges faced by teachers and principals in nine designated Beacon schools as they grapple within a historical context which views teachers as labourers, working under difficult conditions with minimal support. The work ends with the question of whether mass education might in fact move this country away from the traditional values that are perceived as making Bhutan special, if not unique. © 2013 Copyright Taylor and Francis Group, LLC

Filmmaking education and enterprise culture: an ethnographic exploration of two filmmaking education contexts and their relation to bedroom culture and the creative workplace

Filmmaking education has never been firmly integrated into schooling and in past years has suffered from cuts to funding for youth work and formal and non-formal arts education. It continues to exist only by drawing on creative industry and cultural consumption practices as well as state funding. In this paper we explore the filmmaking education contexts we encountered while doing our own pieces of year-long ethnographic research. These contexts import 'enterprising' ways of thinking, doing and being from the creative workplace and 'bedroom culture'. Located across life's domains, they address enterprising subjects who take pleasure in work, make use of leisure, and who are always learning. We argue that these filmmaking education contexts support young people to develop their private creative practice and introduce them to the possibility of work in the creative industries but, because of the enterprise culture in which they are entangled, uncritically address these young people as enterprising subjects

Creative teaching and learning: towards a common discourse and practice

There has recently been a call for more pedagogic comparative research to counter the dominance of structural and policy led studies. At the same time there is also a necessity to provide alternative comparative research to that concerned with global standardising performance and performativity strategies. The research, on which this paper is based, fulfils both these aims by investigating creative teaching and learning in nine European countries at classroom level using ethnographic methods in a small number of sites for each partner. The research partners share a common discourse of pedagogy that we are calling creative teaching and learning, a common humanitarian discourse and the ethnographic methodology for the research was a strong framework to counter differing cultural approaches to research. The article analytically characterises some significant strategies used by teachers, the creative learning experienced and the meaning that the experiences had for the students involved. We conclude that this research has laid the basis for a common discourse for further research in a comparative approach that will investigate commonalities to build an understanding of international creative pedagogy and investigate differences to enhance the conceptualisation of it

Rapid and sensitive direct detection and identification of poliovirus from stool and environmental surveillance samples using nanopore sequencing

Global poliovirus surveillance involves virus isolation from stool and environmental samples, intratypic differential (ITD) by PCR, and sequencing of the VP1 region to distinguish vaccine (Sabin), vaccine-derived, and wild-type polioviruses and to ensure an appropriate response. This cell culture algorithm takes 2 to 3 weeks on average between sample receipt and sequencing. Direct detection of viral RNA using PCR allows faster detection but has traditionally faced challenges related to poor sensitivity and difficulties in sequencing common samples containing poliovirus and enterovirus mixtures. We present a nested PCR and nanopore sequencing protocol that allows rapid (99.9%. This novel method shows promise as a faster and safer alternative to cell culture for the detection and real-time sequencing of polioviruses in stool and environmental samples