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Qualitative > Qualitative methods 3 > Flashcards

Qualitative methods 3 Flashcards

1
Q

What is discourse

A
  • are systems of meaning
  • construct particular versions of the world
  • provide a framework which we can understand objects and practices
  • also helps us to understand who we are and what we should do in relation to those systems
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2
Q

What does discourse mean (definition)

A
  • refers to any talk or text
  • any form of meaningful interaction between people
  • could be bodily movements or visual signs
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3
Q

Define language, discourse and communication

A

Language - linguistic - what does language do in the immediate context
Communication - a medium for transferring thoughts
Discourse - interested in function of language

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4
Q

What does discourse do? (3)

A
  1. saves the environment
  2. sets a trend
  3. is very profitable
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5
Q

3 assumptions of discourse analysis

A
  1. social life is made up of talk and text
  2. talk does things - actively constructs our world via interactions
  3. multiple realities - multiple ways of understanding something
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6
Q

What does discourse analysis look at?

A
  • the language in a different way and to ask different questions about it
  • particular way of reading - reading of action orientation = what is this text doing, rather than simply reading for meaning
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7
Q

Research process (DA)

A
  1. research question
  2. research design and data collection
  3. transcription
  4. coding
  5. analysis and interpretation
  6. presenting findings
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8
Q

What is discursive psychology (DP)?

A
  • concerned with psychology like memory and identity
  • it focuses on psychological themes within talk, texts and images
  • things that are constructed, attended to, and understood in interaction
  • believe them to be discursive not cognitive processes
  • memory and identity is something people do rather than something they have
  • how people handle accountability and stake in everyday life
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9
Q

research question within DP tradition

A
  • concerned with how people manage psychological matters in everyday life
  • e.g. how they construct their identities when discussing friendship
  • focus on ‘how’ questions
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10
Q

Data collection within DP tradition

A
  • unsolicited, naturally occurring conversation
  • unsolicited conversations can be unethical so usually tend to be semi-structured interviews
  • need a familiar setting
  • OR group conversations - making it more spontaneous and relaxed
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11
Q

Transcription within DP tradition

A
  • time consuming
  • because DA focuses so much on discourse, it is extra important that a lot of focus is put on accurately telling the way things were said
  • should contain some non-linguistic features
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12
Q

DA within the DP tradition

A
  1. reading - read the text, interrogate the discourse and ask what is the discourse doing?
    - read and reread the text
  2. coding - relevant sections are highlighted, copied and filed for analysis
    - include all potentially relevant material to the research question
  3. analysis - why am I reading this passage? what features produce this reading?
    - context important
    - interpretive repertoires = conflicting constructions of subjects and objects in texts
  4. writing - how much was the data obtained/ produced?
    - what kind of event did the data constitute?
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13
Q

Foucauldian Discourse analysis (FDA)

A
  • influenced by Michel Foucault and his post structural ideas
  • concerned with language in the structure of social and psychological life (different to DF)
  • believe that discourse can facilitate and limit what is being said, by whom, where and when
  • making certain ways of being the world by certain ways of seeing the world
  • Discourses offer subjects positions with implications for subjectivity and experiences - responsibilities in terms of what we can and can’t say
  • strongly linked to power! = privilege those versions of social reality e.g. mother caregiver father breadwinner
  • counter discourses do eventually emerge i.e. alternative constructions
  • pays attention to relationship between discourses and institutions
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14
Q

Relationships between discourse and institutions that FDA is concerned with

A
  1. discourses are bound up with institutional practices
  2. discourses legitimate and reinforce existing institutional structures
    - e.g. being positioned as the patient - the body becomes an object of legitimate interest to doctors and nurses, being touched is part of the practice of medicine and it’s institution
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15
Q

Relationships that FDA is concerned with

A
  1. discourse and how people think and feel = subjectivity
  2. discourse and what they may do = practices
  3. discourse and material conditions within which such experience may take place
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16
Q

Research questions within FDA

A
  • how discourses construct subjective positions and re-produce power relations
  • how is friendship talked about
17
Q

Data collection within FDA

A
  • Anything is text - analysis carried out on any symbolic system
  • can also be non-verbal e.g. brail, artictecture
18
Q

DA within the FDA tradition - 6 stages in analysis of discourse

A
  1. discursive constructions
  2. discourse
  3. action orientation
  4. positioning
  5. practice
  6. subjectivity
19
Q

Writing up within FDA tradition

A
  • interlinked with analysis
  • often in DA report results and scission together
  • remember to contextualist findings link to literature and research questions
20
Q

How do we see our participants?

A 
Quantitative = subject
Qualitative = participant 
PAR = co-researcher
21
Q

3 phases of developing and executing a PAR study

A
  1. definition of problems
  2. data collection and analysis
  3. utilization of results
22
Q
  1. Defining research questions PAR
A
  • The way a problem is defined will shape or constrain the results of an enquiry
  • The questions we ask about an issue will determine the kinds of answers we find
  • By concentrating on the technical aspects of the research design, and de-emphasising the way research questions arise in the first place, traditional researchers disguise the political nature of the enquiry
23
Q

What can research questions do (PAR)?

A
  • blame the victim
  • E.g. Rape – “Risk factors”
  • Teenaged pregnancy – “Risky behaviour”
  • PAR attempts to overcome these problems by involving participants in the process of framing the research questions
  • In PAR less powerful groups are involved in the process
  • YouTube Example:
  • Youth helped formulate the research question “what starts or stops youth from talking to given or chosen families about sexuality”
  • Youth helped defined “given” and “chosen” families
  • They shared what family meant to them
24
Q
  1. Data collection and analysis
A
  1. Traditional research
    - Researcher develops data collection tools,
    - Collects and analyses data
    - Decides what and how to interpret what they say
  2. PAR
    - Joint collaboration / open relationships engaging participants directly in data collection and analysis
25
Q

YouTube example PAR - data collection

A
  1. Youth collectively designed the research questions
  2. Youth interviewed their peers about sexuality and their given and chosen families, filmed the interviews
  3. Youth were trained in how to code their data
  4. Youth coded their own data.
  5. They discussed their themes and presented their themes
26
Q
  1. Utilisation of results
A
  1. the ACTION phase
    - Participants have access to results
    - They participate in distribution of results
    - Have a choice in how to link results to implementation
  2. YouTube example:
    “the youth will come up with a research report to share with their community”
    “Chosen Family Portrait Day”
    “they will also share their research at events attended by interviewees and given and chosen families”
    “next year our young people will build campaigns around their research”
27
Q

PAR and empowerment

A
  • ultimate goal = structural transformation and improvement of lives
  • outcome = better understanding of a problem or successful action
  • best outcome = raised awareness of peoples own abilities and resources = empowerment
28
Q

Different types of empowerment

A
  1. Psychological empowerment - help people seeing themselves as worthy/ their own capacities
  2. structural empowerment - needs to be structural changes within communities to shift the balance in power
  3. changes in ecology of knowledge - change who can produce knowledge and who’s knowledge counts
    - individuals and groups who’s opinions were not values now are regularly consulted
    e. g. traditional healers
29
Q

Some Key PAR words

A
  1. collaboration
  2. social change
  3. action
  4. participation
  5. transformation
  6. empowerment
30
Q

What is photo voice methodology

A
  • Visual research methodology
  • People are given cameras to document their realities, engage in critical reflection, and advocate for change
  • Catalyst for social change
31
Q

Photovoice as PAR

A
  • Social change
  • Emphasis on agency of participants to frame their own narratives
  • Researcher is a facilitator in the process of change
32
Q

Wang and Burris (1997) - Goals of photo voice

A
  • Enable people to record and reflect on their communities strengths and weaknesses
  • Promote critical dialogue and knowledge about important community issues through photographs
  • To reach policy makers
33
Q

Photo voice theory

A
  • Critical consciousness
  • Feminist theory
  • Documentary photography
    “if I could tell the story in words, I wouldn’t need a camera”
34
Q

Elements of photo voice project

A
  • Initial discussions and planning: Focus groups
  • (what are the challenges and assets in your community?)
  • Training: Photography & storytelling; fieldtrips
  • Field work (production of photo-stories)
  • Critical discussion groups
  • Public exhibitions and publications

Qualitative (3 decks)

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