Narrowing down the niggles......

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/