Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

 
 
Session Overview
Session
8C Parallel: Innovative Data Collection
Time:
Friday, 07/Feb/2020:
11:00am - 12:30pm

Location: Terrace 1 (Level 0)

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Presentations

Participatory Visual Inquiry in Educational Research

Briege Casey

Dublin City University, Ireland

As the multidimensional nature of learning is increasingly recognised in contemporary educational contexts, alternative and sustainable modes of educational evaluation and research are being used to study and represent learning experiences in ways that no longer privilege quantitative measurement and observation. For example, narrative and arts-based approaches explore the interactions between formal learning experiences and the overall narrative thread of a person’s life. This paper concerns a participatory arts-based research study with 14 mental health support workers, including mental health service users, on completion of a Mental Health Recovery training course in Dublin, Ireland. Participatory Visual Research Methods (Mitchell et al 2011), enabled us to collaboratively analyse and dialogue participants’ learning and life experiences. In this presentation, participants’ understandings of the inter-relatedness of their learning journeys and their personal recovery journeys as configured through artwork, will be shared. Co - existing and often ambivalent states of needing help and giving help, as well as the perceived challenges of working in interdisciplinary mental health practice will be illuminated. PVRM as a means, for these participants, of exploring and articulating complex experiences/perceptions will be discussed and the capacities and challenges of PVRM as a sustainable method of qualitative inquiry will be debated.



Not to be ignored: The role of translation in bilingual inquiry

Nikki Aharonian

Oranim College of Education, Israel

Increasingly, researchers are conducting studies in multicultural spaces, collaborating with peers overseas, and engaging in dialogue crossing geographic, linguistic, and cultural boundaries. Translation is prevalent in these exchanges and becoming more widespread as non-English speaking academics strive to disseminate findings in high-ranking international journals. Despite this growth in bilingual research, questions of language and translation are often ignored or considered a technicality in discussions of methodology.

This paper grapples with the significance of translation in bilingual inquiry and discusses some of the methodological dilemmas involved. I report on a PhD study on the learning of Hebrew-speaking teachers in Israel. The study, rendered in an English-speaking university in Australia, crosses cultural and linguistic borders. Language is regarded as a critical mediating force in the meaning-making process; thus, translation and the translator are central in the generation of knowledge.

The theoretical framework of this study draws on Bakhtin’s (1981) understanding that language, saturated in cultural connotations, is never neutral. I argue that translation is a subjective and influential process. I demonstrate ways in which researcher reflexivity and transparency surrounding translation can add trustworthiness to qualitative inquiry.

Finally, I provide questions which can guide fellow researchers embarking on qualitative research in bilingual contexts.



Substantial properties of innovative methods and methodologies. A domain ontological perspective

Natalia Martini

Jagiellonian University, Poland

A decade ago Max Travers (2009) observed that qualitative research has to market itself aggressively, both because academic publishers face more pressures to sell books, and because of the competitive funding climate where one often has to demonstrate methodological innovation for obtaining a grant. Since then the emphasis on newness has only gain in strength. Distinguishing innovative methods and methodologies among all other qualitative approaches through establishing two separate tracks at ECQI 2020 fits in with this trend. Drawing on experiences from an on-going research project that aims at creating a domain ontology of the contemporary field of qualitative research I examine the substantial properties of innovative methods and methodologies treated as a distinct class of methodological entities. I use text mining and computational linguistics techniques to analyze the content of five leading methodological journals for the appearance of words and phrases such as “innovative”, “cutting edge”, “emerging” “-methods”, “-methodologies”, in order to reconstruct the meaning of innovation in qualitative research and identify the substantial properties of innovative methods and methodologies. I contribute to the systematization of qualitative methodological knowledge that might in turn facilitate the cumulative development of particular methodological approaches present in the contemporary field of qualitative research.



Drawing a River -Creating a common third and utilizing the power of metaphors in qualitative interviews

Signe Fjordside, Hanne Warming

Roskilde University, Denmark

Metaphors and imagery are naturally occurring in everyday conversations and qualitative interviews, where we either take for granted that we understand the meaning or ask follow-up questions to identify a more or less unequivocal meaning. In this paper, in which we present the river-method-life-course-interview, we propose to do the exact opposite in terms of utilizing the equivocality of metaphors as a means to enhance a dialogical and creative co-researcher relation with the interviewee. We argue, that this metaphor enables embracement of the interviewee’s immediate life-story-narrative with plots and a timeline, and at the same time challenge it and invite for additional meaning making allowing ambiguity and even contradictions. Moreover, we present how drawing the river together can provide a common third in the interview situation that facilitates co-researcher relation.

The presentation covers includes the theoretical outset and our methodological experiences of using the “river method”, including which new insights it might reveal. We draw on examples from two research projects within the field of social work with children and young people in Denmark.



Visual Mapping Interviews: A new approach to longitudinal qualitative inquiry

Mirika Flegg

University of Brighton, United Kingdom

Visual Mapping Interviews (VMI) are a youth-friendly approach co-designed with young people and community members. This technique asks participants to create a visual map of the people, places and things important to them. VMI was piloted in the Friend for Life (FFL) study. FFL matches young people in UK government care (ages 10-12) with a supportive adult and is conceptually based on relational permanency and social capital theories. This study followed a longitudinal qualitative inquiry to investigate the process and potential impacts of FFL. In this design, VMIs were repeated three times with eight participants over six months with the aim of assessing relationship building and potential psychosocial impacts. The initial analysis suggested that relationships progressively strengthened. Young people’s confidence and social skills improved; linking to bonding and bridging social capital. Involvement in FFL led some adults to challenge preconceived notions of youth in care. The use of VMI benefited in opening lines of communication with participants. It contextualised the potential impacts of FFL, contributing to the validity of findings. Practical challenges of VMI included a high time cost. This presentation will discuss these and other potential benefits and challenges associated with the development and application of VMI.



 
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