Develop a Teaching Resource for Qualitative Data Analysis
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Develop a Teaching Resource for Qualitative Data Analysis
Instructions
As you read through the set of reflexive questions that are provided this week, you will see that these questions are designed to serve as prompts for journaling throughout the dissertation process. These questions will help you think more critically and reflectively about the process of analysis in general, and more specifically about your role as a qualitative researcher. As you read these prompts, think carefully about all of the actions you might take in the analytic process and the implications thereof. As you read through these lists of reflexive questions, give deep thought to those that seem significant to you; you may also want to note some of your responses in your research journal.
This week, you are asked to switch roles and imagine you are a dissertation instructor. You have been assigned the task of explaining to your graduate students how to go about analyzing, evaluating, and presenting their research data. To do this, you will create a PowerPoint presentation.
In your presentation, explain the process of qualitative data analysis. For each slide, include applicable speaker notes, which can be in the form of brief paragraphs or bulleted lists. Remember, as you are creating this presentation that it is important to keep in the forefront of your mind what new learning you want your students to come away with; that is, what you want them to know, understand, recognize, and acknowledge. As you think about this, you may want to brainstorm and jot down some ideas in your research journal.
“What am I hoping to convey with my findings?
What shapes my research agenda?
Who is the audience I am writing for? Why?
How does my intended audience shape my sense regarding the structure and write-up of the findings?
Are there other potential audiences that could benefit from my learning and knowledge?
What are these other audiences?
How and in what ways might they benefit from this knowledge?
How might I structure my writing to fit the needs of other audiences?
How do I, as the researcher and author, represent myself in the narrative? Why?
What forms of authority do I use to make my case?
What mediates these choices?
Has my representation of the site/setting, research participants, and participants’ experiences accurately, ethically, and with integrity portrayed the lived experiences of those involved in this research?
Whose voice(s) will be privileged in this study, and whose voice(s) may be silenced? Why?
Who is heard in my writing, and why?
Who is not heard, and why?
How do I bring in participants’ voices?
What informs these choices?
What choices do I make about how I portray the participants and their experiences? Why?
How will these choices influence the way(s) I include (or exclude) data?
Have I provided sufficient information for readers to understand the contextual factors at play, and therefore better understand the findings of my study “in context”?
How will I structure the report so that data are meaningfully contextualized and do not appear “out of context”?
In writing up my study’s findings, have I fully respected participants (without judgment) and attempted to the best of my ability to do justice to their lived experiences?
Is there a possibility that readers could identify participants?
What are the risks to confidentiality?
How and in what ways can I address these concerns to ensure that all ethical principles are upheld?
If my research participants were reading my study, how would they feel?
Would my findings and the way I have represented the site/setting and the participants themselves resonate with them?
Will my writing be accessible to the participants?
Why or why not?
Do participants have a say in how they are represented?
Should they? Why or why not?
In what ways could I collaborate with research participants by including them in some of the choices pertaining to voice and/or language?
What might be possible challenges or benefits to this?
Have I carefully attended to participants’ language, culture, contexts, and perspectives?
Have I taken into account that these may be different from my own?
Am I clear about the role of sociopolitical realities (historical and current), and how these realities impact the study’s findings and the way that I report these?
How, if at all, do I deal with and represent power asymmetries, including the researcher–participant relationship, and possible implications?
Have I engaged in dialogue and collaboration with colleagues or “thought partners” regarding the way I have presented the study’s findings, including researcher identity, power differentials, and positionality? If not, why?
If so, how have I responded to questions or concerns? Am I receptive to critical feedback?”