Social and Behavioral Sciences Commons^™

Participatory Photography As A Creative And Collaborative Tool In Teaching Peace Education, Rodgen M. Jabor

Peace and Conflict Studies

Peace and education are inseparable. Grounding on the aforementioned premise, peace education has become part of the curriculum in a number of countries including the Philippines. Along with the inclusion of peace education was the challenge of how to provide responsive and meaningful learning experiences in peace education. This article discusses the attempt of the use of participatory photography as a teaching methodology. Ten pre-service teachers participated in a peace education class that trialed the use of participatory photography as a teaching approach guided by a manual that was developed by the researcher. Through conducting a focus group discussion, and …

The Challenges Of Conducting Qualitative Research In Quantitative Culture: Saudi Arabia As A Case Study, ِAbdulrahman Awdah Albeladi

The Qualitative Report

In the Kingdom of Saudi Arabia (KSA), qualitative research methods are infrequently employed, as researchers in the region are more accustomed to quantitative approaches, with a certain hesitancy to embrace qualitative methodology. This research endeavor focuses on exploring the impediments faced by individuals engaged in qualitative research within the Saudi context. To do so, I conducted semi-structured interviews with eight doctoral students and employed a qualitative case study design for this paper. Utilizing the MAXQDA software, I also applied thematic analysis to the data gathered from the interviews. The primary findings highlight three significant themes: (a) challenges related to organizational …

Fold In The Cheese? An Approach To Teaching Qualitative Data Analysis To Students, Jennifer Jackson Phd

The Qualitative Report

There are many elements of qualitative data analysis that may appear intangible to novice researchers. In this article, I present an approach to a data analysis workshop with students, where I do my best to avoid the instruction to “fold in the cheese,” as per the television series Schitt’s Creek. Students attend 90-minute workshops where they use an assortment of buttons to practice different strategies of qualitative analysis. The tactile mechanism of sorting objects has proven invaluable in workshops, as it helps students to physically organize their thoughts and takes pressure off to find the “right” answer. The nature of …

Barriers And Facilitators To Enhance Interprofessional Education For Rehabilitation Science Graduate Students, Mary A. Riopel, Kimberly Wynarczuk, Taylor Grube

The Qualitative Report

Interprofessional education (IPE) aims to develop healthcare practitioners who work effectively in teams, demonstrate strong communication skills, respect others, and have a working knowledge of the roles and responsibilities of other professionals. Of identified research to date, it is unclear what students perceive as important for effective IPE delivery and learning. The purpose of this study was to identify graduate students' perceptions of facilitators and barriers to learning interprofessional practice using phenomenology. Three semi-structured focus groups were conducted including athletic training, occupational therapy, or speech-language pathology students and the transcripts were analyzed using thematic analysis. Four themes emerged about IPE …

On Restorative Validity: Reorienting Inquiry Toward Peace, Justice, And Healing, Giovanni P. Dazzo

The Qualitative Report

This work begins with a simple premise: (re)imagining a healing and restorative space for inquiry. Drawing on the work of John H. Stanfield II (2006), who first suggested the restorative functions of qualitative inquiry, this manuscript forms the basis for an axiologically-actuated conceptual model, restorative validity, which asks what it would take to (re)humanize researcher and researched alike. Beginning with the knowledge of co-researchers in our collective, the formulation of this framework was organized to understand the importance of orienting our research and ourselves toward relationships, justice, and liberation. After this review, I discuss a series of reflexive questions, rooted …

Transformative Visions Of Qualitative Inquiry: Performative, Philosophical, And Artistic Transformations, Niroj Dahal

The Qualitative Report

I am writing this review, Transformative Visions for Qualitative Inquiry, considering performative, philosophical, and artistic transformations as an essential reading for faculty and students—novice and veteran. It inspires readers, writers, and novice and veteran researchers in various social sciences disciplines and educational landscapes to envision innovative approaches to healing from crises like the COVID-19 pandemic and/or earthquakes. These processes encourage resisting, recovering, connecting, finding joy, and embracing life. Likewise, Transformative Visions for Qualitative Inquiry centers on the concept of transformation and its potential for the future of qualitative research amidst a world grappling with the multifaceted implications of COVID-19, …

Identity Transformation Through Transformative Learning: Nepali Mathematics Educators' Perspectives, Tara Paudel, Bal Chandra Luitel, Niroj Dahal

Transformations

This paper reflects the perspective of identity transformation of mathematics educators through the lens of transformative learning, foregrounded on Tara’s doctoral research journey. The process of identity transformation seeks to foster reformative skills at various levels by altering individuals and their identities. This is achieved by posing questions about the past that challenge deeply ingrained assumptions, beliefs, values, and perspectives. Therefore, this paper’s focus is on how transformative learning facilitates a shift in identity. This issue signifies a theoretical void that warrants further investigation. Consequently, this paper examines identity transformations through the theories and lens of transformative learning. In doing …

Violinmaking Apprenticeship: A Qualitative Investigation Of Learning As Embodied Familiarization, Isaac Calvert, Melissa Noel Hawkley, Samantha Swift

The Qualitative Report

This case study examines Yanchar, Spackman, and Faulconer’s “Learning as Embodied Familiarization” (hereafter LAEF) framework in the case of a violinmaking apprenticeship. Its purpose is to critically examine each facet of the LAEF framework as manifest in the lived experience of both master and apprentice. While previous studies investigating this framework have used various qualitative and hermeneutic methodologies, none have done so from a prolonged, ethnographic perspective. This perspective comes from an immersive autoethnography in which I apprenticed under a master violinmaker in an informal, one-on-one workshop environment for six months working four to five days a week for three …

Interviewing Female Teachers As A Male Researcher: A Field Reflection From A Patriarchal Society Perspective, Khim Raj Subedi, Uttam Gaulee Dr

The Qualitative Report

This article examines the role of gender difference in a qualitative interview from the theoretical lenses of the sociocultural perspective of teachers' identity in a localized context of Ph.D. field research. The study blends the researcher's critical reflections during interviewing female teachers in exploring their teacher identity and existing literature on gender differences in a qualitative interview. In addition, a research diary is used as the data source to unpack the complexity of gender dynamics in a qualitative interview. To add to the discussion of gender difference in a qualitative interview, we argued that gender difference between the interviewer and …

Research Foundations Of Human Development And Family Science: Science Versus Nonsense, Jam'an Fahmi, Fadli Agus Triansyah, Aulia Riski

The Qualitative Report

Research Foundations of Human Development and Family Science: Science versus Nonsense is a work written by Kathleen D. Dyer and published by Routledge in 2022. This book comprehensively explains the latest theory, methodology, and research findings in human development and family science. The book explores the conceptual foundations of human development and family science, introduces readers to relevant theoretical approaches and research methodologies, and addresses essential topics such as child development, family interactions, family dynamics, and factors influencing human development in the family context. This book is an essential resource for students, researchers, and professionals interested in understanding the complexities …

Unraveling The Situation Of Women In Stem Areas From The European Teacher Perspective: Insights From Females Project, Ayşin Kaplan Sayı, Nihal Yurtseven, Şirin Karadeniz, Sinem Vatanartıran

The Qualitative Report

The purpose of this study is to examine the views of teachers on the number and situation of women in STEM areas as well as ways to encourage female students to STEM areas. We carried out the study through basic qualitative research. The participants of the study included 39 teachers from Turkey, Italy, Spain, Greece, and Romania. For data collection, focus group interviews were carried out in each country. The collected data were analyzed through content analysis. The study yielded similar findings in almost all the countries showing that the number of women was not sufficient, and the participants mostly …

Journey Of Realization And Adaptation Through Auto/Ethnography: A Shift To Transformative Educational Research, Tara Paudel, Bal Chandra Luitel, Niroj Dahal

The Qualitative Report

This reflective paper explores Tara's doctoral research journey of realization and adaptation in auto/ethnography as a transformative research methodology. While reflecting on Tara’s journey, the auto/ethnographic paper emphasizes cultural perspectives, interpreting one's own experiences, thoughts, actions, and behaviors relating to society and culture. Likewise, auto/ethnography investigates and associates an individual's confrontation within specific educational, societal, and cultural contexts. With this ethos, the paper demonstrates how Tara, a mathematics teacher and doctoral student, encountered and observed auto/ethnography and discovered it as a path to transformation as a paradigm shift in transformative educational research by connecting lives and research (Dahal et al., …

Imposter Participants: Overcoming Methodological Challenges Related To Balancing Participant Privacy With Data Quality When Using Online Recruitment And Data Collection, Jacqueline M. Roehl Phd, Darci J. Harland Phd

The Qualitative Report

In this paper we describe the lessons learned when untrustworthy participants were included in a qualitative interview study. In online research, participants can more easily misrepresent their identity and volunteer for studies even if they do not meet inclusion criteria. The term “imposter participant” refers to dishonest participants who completely fake their identities or simply exaggerate their experiences in order to participate in qualitative studies. Untrustworthy participants are a threat to data quality, yet little has been published on how qualitative researchers should prevent and handle this unique methodological challenge. In this paper, we provide a detailed account of how …

Graduate Student Mothers And Issues Of Justice: Steps, Challenges, And Benefits Of A Systematic Review For Examining Master’S Theses And Doctoral Dissertations, Anna Cohenmiller, Zhanna Izekenova, Almira Tabaeva

The Qualitative Report

mothers in academia, literature review, PRISMA, coding, gender equity and inclusion, social justice

Writing A “Good” Autoethnography In Educational Research: A Modest Proposal, Ufuk Keleş

The Qualitative Report

In this paper, I first discuss what autoethnography is elaborating on an autoethnographic spectrum. Then, I draw on several scholars’ understanding of what a “good” autoethnography is and propose a list of suggestions to contribute to autoethnography’s conceptualization and operationalization in qualitative educational research in the future. Believing that a good autoethnography is the work of a scholar who aims for the witty hand of an artist and the sharp/critical mind of a social scientist, I suggest that a good autoethnography (a) creates a sense of transformation through a story of illumination, healing, understanding, and/or learning, (b) engages readers as …

Collaging As Embodied Method: The Use Of Collage In A Study Of American Sign Language (Asl) Interpreters' Experiences, Lucy E. Bailey, Taylor L. Woodall-Greene

The Qualitative Report

This methodological essay describes the generativity of collaborative collaging in a qualitative inquiry project with American Sign Language (ASL) interpreters who serve D/deaf students within a public university. Sign language interpreting is a demanding profession requiring physical endurance, creativity, and quick mental processing to switch between spoken and sign language. Interpreters’ visual communicative culture aligns conceptually with the embodied arts-based, visual, and tactile research technique of collaging. We first introduce collaging scholarship to ground our discussion of using collaging as a method within this case study of ASL interpreters. We then provide an overview of ASL interpreter research and our …

Mixed Methods Research In Special Education In Turkey: Learning From Researcher Experiences In Graduate Thesis, Seçil Çelik, Murat Doğan

The Qualitative Report

As a relatively young approach, mixed methods research (MMR) is a highly practical method to employ in special education due to its challenges and gains for the researchers. In this qualitative study, our aim is to explore the experiences and opinions of the researchers who completed their graduate thesis studies via MMR in special education in Turkey. We depended on hermeneutic (interpretive) phenomenological design and conducted focus group discussions with eight participants. Inductive thematic analysis has yielded four themes: (1) discovering the nature of MMR, (2) the reasons to opt for MMR, (3) the experience in conducting MMR, and (4) …

Recovery As A Gift Of Blackness: Epistemic Justice In Community Engagement And Learning, James B. Lin, Isoke N. Femi, Barbara Lin, Lillian Mark

Experiential Learning & Teaching in Higher Education

The submission illuminates the use of Recovery Circles, a community-based practice developed in and by a San Francisco African American community, as a participatory methodology for on-site multicultural student reflection and growth.

Exploring The Educational Impact Of Academic Field Trips Over Time, Tara Parrello, Colby L. Valentine

Experiential Learning & Teaching in Higher Education

Experiential learning can be in the form of internships, field trips, service learning, and research projects. The practical nature of criminal justice is a logical fit for experience-based learning. Specifically, academic field trips may be viewed as examples of short-term experiential education. However, do experiential learning trips have an academic impact over time? Using survey data, the current study examines if students acquire and retain knowledge after a prison tour of Eastern State Penitentiary. Pre- and post-tour surveys of student learning outcomes showed a statistically significant gain between the pre- and post-tour survey results. A follow-up survey explored if students …

Memory Rewriting As A Method Of Inquiry: When Returning Becomes Collective Healing, Ethan Trinh, Giang Nguyen Hoang Le Mr., Ha Dong, Trang Tran, Vuong Tran

The Qualitative Report

Writing is collective healing to build a community. We, five Vietnamese bodies, enquire, how can individual memories be collective healing to rewrite a better future of education? We borrow Nhat Hanh’s philosophy to touch on our suffering to heal and Barad’s returning as a multiplicity of processes for reconnecting with the pastpresentfuture. We use the recollection of individual memories to share critical incidents of past experiences to build a collective community for healing purposes. We have demonstrated our deep commitment to creating a resilient system in retelling stories and rewriting for hope for educational change through this process.

Exploring Students’ Experiences In Occupational Therapy Education: A Phenomenological Study Of Professional Identity Development, Peter O. Ndaa, Katherine Wimpenny, Rebecca Khanna, Simon Goodman, Ajediran I. Bello

The Qualitative Report

The existing literature on professional identity enactment and development, subscribes to students’ socializing in a learning environment, where they regularly encounter practicing professionals throughout their education period. However, in most countries with less resourced occupational therapists like Ghana, education in occupational therapy is fraught with inadequate number of same professionals to mentor undergraduate occupational therapy students. The students are thus faced with serious dilemma regarding their professional identity which tends to elicit a bleak perception of their chosen career. The present study was therefore envisaged to interpret and analyse the students’ lived experiences, with the view to capture the process …

Iranian Students’ Experience Of K-12 And Higher Education: Use Of Drawings To Convey The Difference Between Ideals And Reality, Iman Tohidian, Abbas Abbaspour, Ali Khorsandi Taskoh

The Qualitative Report

The focus of education during K-12 and Higher Education (HE) in Iran is on theoretical empowerment of students; therefore, our students get an illusion of knowing. In fact, what happens is not learning and understanding; rather, it is verbatim transfer of available information in the textbooks into the students’ minds. It might be because the students and teachers (as the main stakeholders of the education) are the least powerful parties within the pyramid of power amongst educational practitioners and policymakers. It means their voice, feedback, needs, and ideologies have no place in the educational decisions and policies. In alignment with …

Informing Without Conforming: Applying Two Frameworks To Enrich Autoethnography, Annmarie Dull

The Qualitative Report

This article explores my experiences using two frameworks to guide the design, implementation and reporting of an autoethnography. I used Hughes, Pennington, and Makris’ (2012) framework for translating autoethnography to the American Educational Research Association (AERA) Standards for reporting empirical research to inform the structure, design, and process for the autoethnography, and Milner’s (2007) framework for researchers to examine seen, unseen, and unforeseen dangers to guide my reflection, support reflexivity, and examine the development of a dynamic positionality. In this article, I illustrate how using these frameworks enhanced the rigor and reflexivity of my autoethnographic research.

Enriching The Vision Of Campus Kitchen: A Recipe For Justice, Bryan W. Sokol, Melissa A. Apprill, Liam D. John, Ashlei Peterson

Experiential Learning & Teaching in Higher Education

Campus Kitchen provides an environment that is ripe for community-based, experiential-learning experiences, especially on the topic of Eco-Justice. Student volunteers have substantive opportunities to investigate and promote various food justice and hunger advocacy initiatives, as well as form meaningful personal relationships with those whom they serve. Volunteers are encouraged to learn everything from the practical skills of food preparation to the social forces that underlie food insecurity in the community. Still, many Campus Kitchen participants remain unaware of the seriousness of food waste and “throwaway” cultural attitudes that perpetuate hunger. This paper presents data illustrating the different levels of understanding …

Designing Service-Learning To Enhance Social Justice Commitments: A Critical Reflection Tool, Michaela Stith, Treniyyah Anderson, Dane Emmerling, David Malone, Kathy Sikes, Patti Clayton, Robert Bringle

Experiential Learning & Teaching in Higher Education

The COVID-19 pandemic—coupled with ongoing prominent injustice related to race, poverty, healthcare, and education—has highlighted the interlocking and reinforcing nature of systemic oppression. Now more than ever, facilitators of experiential learning are galvanized to explore and deepen their understanding of systemic change and to enhance their teaching of justice concepts, perspectives, and skills.

Advancing social justice was a part of the original vision for service-learning (Stanton et al., 1999). However, scholars have long identified the ways in which service-learning can perpetuate inequitable social hierarchies, be miseducative in teaching simplistic understandings of solutions to social problems, and not equip students to …

Moving From Dialogue To Deliberation About Campus Diversity, Equity, And Inclusion, Chad Raphael

Experiential Learning & Teaching in Higher Education

Campus communities continue to become increasingly diverse as the U.S. grows more sensitized to, yet polarized over, issues of social justice. In response, many institutions of higher learning are placing greater emphasis on students’ experiential learning about diversity, equity, and inclusion (DEI) in co-curricular experiences such as new student orientation and in coursework. Experiential educators can help students forge links between learning about DEI in the co-curriculum and curriculum, and to move from intergroup dialogue to deliberation, which allows student learning to inform institutional learning. This article describes the design, outcomes, and implications of a course on dialogue and deliberation …

Social Justice Through Service-Learning In Parks & Recreation Management Education, Anne L. Demartini

Experiential Learning & Teaching in Higher Education

This practice-based approach argues service learning can teach social justice in parks & recreation management education. The US parks system creation and history is rooted in injustice. Use of US parks and park service employment remain inequitable today. Significant work must be done in the provision of recreation and park services to all members of the community, including those who have been traditionally marginalized or underserved. The industry requires recreation and parks professionals at all levels who are informed and intentional about inclusion and social justice, which starts with parks and recreation management education.

Service-learning, a form of experiential learning …

Fostering Self-Authorship And Changemaking: Insights From A Social Entrepreneurship Practicum, Anke K. Wessels, Sarah J. Brice, Kelsey P. Chan, Emily S. Desmond, Deana Gonzales, Chelsea Lee, Ryan J. Stasolla

Experiential Learning & Teaching in Higher Education

The question we are explore in this paper is how a collaboration between a practicum-based course and a social enterprise encourages students to examine, discuss, and apply complex social justice concepts and frameworks. We also investigate how this fosters in them a sense of self as changemaker, a form of self-authorship that includes the confidence to tackle justice issues in collaborative and practical ways. Applying the framing of Baxter Magolda’s Learning Partnerships Model, we first describe our experiential pedagogical practice and then illustrate outcomes by drawing exemplars from student reflections. These reflections confirm that a community-based learning practice can support …

Fundamentals Of Anthropology As Effective Experiential Learning Strategy To Promote Social Justice, Chelsea G. Abbas

Experiential Learning & Teaching in Higher Education

Experiential learning (EL) as it relates to the social sciences, involves going out into the community to conduct field studies or work with different groups who provide new approaches and collaborative perspectives to student learning. EL relies on the fact that students can communicate with distinct populations and oftentimes bridge cultural, linguistic, racial, generational, or geographical divides. As we emerge from a pandemic-induced social isolation into an increasingly siloed and divided political world, creating generative dialogue and skill sets to promote social activism and empathy for the common good is of utmost importance, especially for college students. Two EL experiences, …

Mapping A Language(S) Journey In Science; From Learning Biology To Teaching Biology: An Autoethnography, Primani S. Fernando, Maria Gindidis Dr, Rebecca Cooper Dr.

The Qualitative Report

This paper focuses on my experience as an English as an Additional Language (EAL) student in the context of multiple emigrations and investigates the formation of my identity as an EAL science student, science Education researcher, and science teacher. The study was guided by both my innate curiosity and the research question that sought to explore which factors significantly affected my journey of developing my English language and science knowledge based on my experience as an EAL student. The second and third authors acted as critical friends to provide a layer of reliability to the study. Within the autoethnography methodology …