Encountering Confusion: Facing Frame Clashes in Learning Qualitative Research
Location
3031
Format Type
Panel
Format Type
Panel
Start Date
January 2016
End Date
January 2016
Abstract
In this panel we demonstrate ways in which confusion in learning qualitative research positioned us to learn new ways of thinking. The confusions became frame clashes (Agar, 1994) that challenged our identities and our roles as professionals and students, necessitating a willingness to actively engage in becoming scholars (Watts, 2009). The panelists will present their specific frame clashes, the timing of the frame clash within the context of the class, and the ways in which they turned the frame clash into opportunities for learning. Using data from reflective journals, class assignments, and after-class research project, the panelists will make visible their journeys toward deeper understandings of qualitative research and of themselves as scholars. Presentations of the three frame clashes will provide the basis for discussing challenges and opportunities in learning qualitative research through in-class and research-project dialogues. Using a found poem as a synthesis of our learning, we will invite the audience to engage in a dialogue about their own confusions and learnings of qualitative research.
Encountering Confusion: Facing Frame Clashes in Learning Qualitative Research
3031
In this panel we demonstrate ways in which confusion in learning qualitative research positioned us to learn new ways of thinking. The confusions became frame clashes (Agar, 1994) that challenged our identities and our roles as professionals and students, necessitating a willingness to actively engage in becoming scholars (Watts, 2009). The panelists will present their specific frame clashes, the timing of the frame clash within the context of the class, and the ways in which they turned the frame clash into opportunities for learning. Using data from reflective journals, class assignments, and after-class research project, the panelists will make visible their journeys toward deeper understandings of qualitative research and of themselves as scholars. Presentations of the three frame clashes will provide the basis for discussing challenges and opportunities in learning qualitative research through in-class and research-project dialogues. Using a found poem as a synthesis of our learning, we will invite the audience to engage in a dialogue about their own confusions and learnings of qualitative research.
Comments
Breakout Session C