Learning qualitative research by working with previously collected records through an ethnographic lens
Format Type
Plenary
Format Type
Paper
Start Date
13-1-2021 11:45 AM
End Date
13-1-2021 12:05 PM
Abstract
In research classes doctoral students learn about varied research approaches and methods for data collection and analysis. Qualitative research scholars learn about interviewing, observing or other forms of data collection methods such as documents, artifacts or art-based practices. The tacit assumption is that each new scholar will collect their own data for their dissertations and other projects. While students of quantitative methodologies are often encouraged to work with large datasets and existing data, qualitative research scholars are rarely introduced to the idea that they too, can work with previously collected records. In this presentation we share how a team of doctoral students and a professor have approached and worked with a video and text-based archive generated by high school students and a teacher from a different state. Working with records collected by others, we had opportunities to explore a range of questions that made visible the potentials and limits to certainty (Baker & Green, 2008) arising from analyses of such records. In this presentation we demonstrate how we approached the records to construct different levels of analysis to understand what was represented in the activities captured by insiders in texts and videos they had shared with the research team. We also make visible the potentials for learning qualitative research when working collaboratively to analyze previously collected records. Key issues we discuss include access and epistemological preparation; insider-outsider positionality continua; reflexivity; records vs data distinction; and understanding the role of theory and content knowledge in constructing analyses through an ethnographic lens.
Baker, W. D., & Green, J. L. (2007). Limits to certainty in interpreting video data: Interactional ethnography and disciplinary knowledge. Pedagogies: An International Journal, 2(3), 191-204. https://doi.org/doi:10.1080/15544800701366613
Keywords
video records, data analysis, archival data, insider-outsider, invention education
Learning qualitative research by working with previously collected records through an ethnographic lens
In research classes doctoral students learn about varied research approaches and methods for data collection and analysis. Qualitative research scholars learn about interviewing, observing or other forms of data collection methods such as documents, artifacts or art-based practices. The tacit assumption is that each new scholar will collect their own data for their dissertations and other projects. While students of quantitative methodologies are often encouraged to work with large datasets and existing data, qualitative research scholars are rarely introduced to the idea that they too, can work with previously collected records. In this presentation we share how a team of doctoral students and a professor have approached and worked with a video and text-based archive generated by high school students and a teacher from a different state. Working with records collected by others, we had opportunities to explore a range of questions that made visible the potentials and limits to certainty (Baker & Green, 2008) arising from analyses of such records. In this presentation we demonstrate how we approached the records to construct different levels of analysis to understand what was represented in the activities captured by insiders in texts and videos they had shared with the research team. We also make visible the potentials for learning qualitative research when working collaboratively to analyze previously collected records. Key issues we discuss include access and epistemological preparation; insider-outsider positionality continua; reflexivity; records vs data distinction; and understanding the role of theory and content knowledge in constructing analyses through an ethnographic lens.
Baker, W. D., & Green, J. L. (2007). Limits to certainty in interpreting video data: Interactional ethnography and disciplinary knowledge. Pedagogies: An International Journal, 2(3), 191-204. https://doi.org/doi:10.1080/15544800701366613