So here I go again- the start of
another module. After reading through the Module Two handbook I feel
rather overwhelmed with the amount of new information, and I'm
desperately trying not to let my anxieties take over. I am casting my
mind back to Module One, where at the start it all seemed like a
complete foreign language to me. But gradually, step by step things
started to become more familiar, increasingly more comfortable, SAFER.
Conversely, I can reflect over what I learnt in the first module and
something which really resonated with me during my exploration of
epistemology. Samuel A. Malone (2003) sums my current feelings up
with his description of Conscious incompetence:
“The stage of learning where you know
you don't know. To learn new things you must move out of your comfort
zone.” (Malone, 2003, p. 171).
Malone then goes on to explain how
frustration in 'not knowing' often becomes a barrier, yet everybody
experiences these difficult emotions, and they need to be accepted in
order to reach competence. (Malone, 2003). This also applies to areas of feedback I
received, where I am now encouraged to challenge alternative ways of
presenting my ideas. Writing and prose feels safe for me. But feeling safe
never leads to anything new, it doesn't promote learning new skills,
widening horizons and exploring hidden capabilities.
I digress-
In reading the handbook I
have decided to follow the advised steps in designing my inquiry. I
can see how my findings in the previous module will influence the
direction my inquiry will take- but what a large decision to make!
This whole topic will advise the stance of my closing module. The idea
is just the first step, as I am coming to discover that shaping my
inquiry includes the expanse of literature, the consideration of
ethics, the methodology behind the project and the non positivist
paradigmatic approach which will influence my findings.
I have begun by mind mapping all of
those 'little wonders' which arose as I have delved into my practice
over the weeks. These are wonders I didn't really realise I was
'wondering about', but they are perhaps themes which re occur as I go
about my practice and which have become more apparent as my skills of
reflection have developed. Here is what I came up with:
Pirkko Markula and Michael Silk (2011)
have been significant in this area of my learning as they explore the
purpose of qualitative research. Asking myself the question 'What
matters to me?' is something which opens many avenues.
Markula and Silk explain how in qualitative
research, purpose and meaning is required, where mapping, social
change and critique can be possessed as guides to achieving such
intentions. (Markula, Silk, 2011).
So within these niggles I have been
trying to work out what my motivations may be, all whilst considering
that my previous experiences shape my current beliefs. Holding this
in mind there is a risk of me searching for topics where I can
merely justify my current theories about the world.
Lather
(1986) explains, how as a researcher, principles and
beliefs shape his or her's view of the world, define how one may act
and constitute the kind of world they desire to experience. (Lather,
1986)
I'm not out to prove I'm right, I want
delve into a facet of my practice which will support my development
as a teacher. I want this knowledge to better my approach and perhaps
highlight something others mayfind equally thought provoking.
One theme which is commonly reoccuring
in my thoughts is the link between Dance and mental health. This is a
huge web which can be streamlined into numerous 'wonders'. For
instance:
- Is there a strong link between the dance industry and eating disorders?
- Does the style of teaching approach have an impact on a student's mental health?
- Does compassion in teaching benefit the student?
- What is more effective, compassionate encouragement or disciplinarian methods?
- Can the dance studio promote positive mental health?
- How can a teacher inspire self belief and confidence in their students?
The list could go on and on! These are
questions I often ask myself. Critically reflecting on why this may
be, I know that personal experiences play a huge part in this
curiosity and I have every intention of being a teacher who
cares for my student's wellbeing as well as their dance training.
As
a cover teacher I've visited a number of dance schools, all of who
have such varying approaches- from the tutor who openly favours some
and criticises everything from physique to technique, to the teacher
who exudes compassion to all who attend. Much of this is down to the priorities of the establishment and whether they intend to compete for the
best reputation. But surely there are consequences to this kind of
approach, or is there? That may be my assumption but the purpose of
my inquiry is to see the topic from EVERY perspective.
Another viewpoint I could adopt is
questioning what is relevant? A topic of one of the past Skype
discussions held, it's hard to define what is or isn't relevant.
Perhaps my priorities should lie with a topic I have significantly less knowledge on. For example-
Race diversity in dance schools: Is it
limited? Are there reasons for this?
- Do boys benefit from being in mixed sex classes or male only classes?
- Race diversity in dance schools: Is it limited? Are there reasons for this? Or remembering that my practice is interdisiplinary:
- How can social media be utilised for dance school promotion?
- Is it a good idea to introduce pilates to all dance students?
Another area I have always questioned
and debated about is which is preferable:
A school which focuses on
syllabus such as ISTD and RAD or schools where they focus purely on
free work. Understandably there are many shades of grey and pros and
cons to both methods, but it would be fascinating to discover the
views of students who experience one or the other and see whether
these contrast the to beliefs of their dance teacher.
And what about dance competitions?
Festivals? Large competitive conventions which are reflective of the
American industry?
As you can tell, the list is pretty
endless! I need to have a thorough think about which path I may
want to pursue. I'd love to hear from any of my peers about how they
are managing to narrow down inquiry topics? Equally, if any of the
above questions also stirs your interest? It's helpful to know whether or not
what I want to discover is commonly felt by others in the industry.
Additionally I am fully aware that I don't have full reign over
research methods. I will be limited by ethics, location, time etc so
my decision will take these factors into account. The following
passage in Qualitive Research by Adrian Holliday (2002) sums up how
circumstances have a large weight over deciding on an inquiry topic:
“What turns interests into research
is again the opportunity” - “In short, many would-be
researchers, in their jobs and daily lives , are already in, or can
find around them situations which have the advantage of presenting
ready-made research settings. What they need is to take the
opportunities available”. (Holliday, 2002, p. 27-29).
I also came across the following diagram which details all the factors which may influence the choice of topic- so I certainly have a lot to think about!
(Figure 1: Factors Affecting Choice of Research Method)
Any thoughts would be greatly appreciated- especially if they help me narrow down this network of niggles!
References
Holliday,
A. (2002). Doing
and writing qualitative research.
London: SAGE.
Lather, P. (1986). Research as praxis. Harvard Educational Review, 56(3), 257-277. https://doi.org/10.17763/haer.56.3.bj2h231877069482
Malone,
S. A. (2003). Learning
about learning.
Chartered Institute of Personnel and Development.
Markula,
P., & Silk, M. L. (2011). Qualitative
research for physical culture.
Houndmills, Basingstoke, Hampshire: Palgrave Macmillan.
Thompson,
K. (n.d.). Retrieved from
https://revisesociology.com/2016/01/05/factors-affecting-choice-of-research-methods/