A couple of days have passed since the last module 3 Skype discussion. Many of us were able to attend the session and we began by giving a short explanation about where we were within the inquiry process. Seemingly, it transpired that most are either about to begin, or have been engaging in the interview process. Consequently, much of our conversation centred around people’s experiences of interview, some which were relatable to my own encounters, although others expressed differing reflections.
I described to the group something I have mentioned before, that one of my traps is seeking to find answers I already know. This is rather presumptuous as it indicates that I myself as the researcher believe that everyone should think the same as me. Almost as though I am seeking to prove myself right! This isn’t my intention at all, but it is consistently a challenge to critique my own assumptions. Uwe Flick explains how the researcher’s world view shapes everything in research for example questions raised, the mythology used, the methods of data collection and the subsequent analysis. (Flick, 2009). Therefore it’s imperative that I keep acknowledging my own position as I continue my inquiry.
It was refreshing to hear from Eduardo how multiple new ideas have originated from his interviews. Eduardo must have approached each encounter with an open mind, to allow for the recognition of contrasting perspectives. I intend to keep challenging my own interview approach so that I can gather a maximum range of data.
The discussion then migrated into the theme of ‘ethical considerations’. My immediate response? ‘Make note to self to read up on ethical considerations’! I’ve always been flummoxed by ethical procedures vs considerations, so I promptly revisited my module 2 handbook to revise the topic.
Consequently I made a rough diagram which details my thoughts when considering the ethics of interviewing. I divided the reflections into three categories, Personal, Social/Cultural and Professional and I have included a screenshot below:
Figure 1: My thoughts on ethical considerations in my area of research.
In terms of ethical procedures, I followed the correct protocol with my participants. I explained the nature and purpose of the study and attained their consent. But there are other ethical factors within the communication which have influence over the quality of data attained. For example, as I was interviewing, I wondered whether perhaps the initial inquiry question prompted any kind of fabrication from the participants?
There is likely to be instances of reduced authenticity from the interview subjects. Markula and Silk explain how authenticity refers to how accurately a participant’s story relates to their experience. (2011) With this in mind and considering my inquiry explores the link between teacher approach and student wellbeing, it would be difficult for a teacher to admit that they don’t care about a student's mental health whatsoever! (Although this would be brilliant to analyse).
Any hesitation to reveal the honest truth could be a result of the fear of judgement from myself as the researcher. Obviously I would never exhibit any open judgements, but I must consider the perceived power dynamic in the communication. Could I be in a position of privilege? Do I appear as an academic superior? Does my inquiry question imply that wellbeing is a factor only good teacher considers?
By engaging in reflexivity and self awareness during the exchange I will be increasing the opportunity for participants to feel they have a voice. Friere explains this well when he talks about Critical Consciousness. An important factor which helps “participants to transform from their position of vulnerability and find their own voice bringing their cultural and socio-political construction of self and experience to the foreground”. (Friere 1993)
Despite my efforts to be as neutral and accommodating as possible during interviews, I can’t fully control the inner experience of a participant, no matter how hard I try. An ethical dilemma could be that there is potential for the teacher to feel doubtful about their teaching approach as a result of being questioned. This could prompt negative self judgements, and anxiety around their role as an instructor. Such a situation could be heightened by the fact that we live in an era of ‘self improvement’. Results, success and bettering oneself are embedded into society which may lead to increased self doubt- hence an example of a cultural ethical consideration.
So how does this impact me going forwards? I need to continually question myself, question what I think I know, question the impact of society on my data, the relationship the pandemic has with my subjects, challenge the professional codes of conduct in how they actually translate into behaviour. I feel refreshed to approach my next interview with a subjective stance.
I enjoyed watching the following video which demonstrates the power of influence amongst us as a species. A notion or belief can be absorbed without us really noticing a shift occuring. In the context of qualitative research, this form of indoctrination is relevant when thinking about Cultural ethics. How data collected can only be relevent to the life and experiences of what is occuring in the present. If I'd have conducted this study 50 years ago, before the mental health media focus, would my results have been very different?
Figure 2: How to Start a movement (2010)
In conclusion, it was a thought provoking discussion, and it was admirable to witness how far my peers have come from Module 1. At the risk of sounding incredibly patronising (Sorry!), the quality of discussion has transformed over time. It seems like my peers are experts in their own world of research and I observed increasing autonomy from all. I can’t wait to hear how the rest of the interviews go, and I hope we are all challenged beyond our current limits!
Flick, U, (2009) An introduction to qualitative research. Thousand Oaks (CA): Sage Publications Ltd.
Friere, P. (1993). Pedagogy of the oppressed. New York, NY: Continuum.
Google Scholar
Silvers, D. (Director). (2010, April 1). How to Start a Movement [Video file]. Retrieved September 30, 2020, from https://www.youtube.com/watch?v=V74AxCqOTvg
Great blog Sophie. Would love to read your essay if this is just your blog :) :)
ReplyDeleteI wasn’t able to make the Skype so it was interesting to hear what it comprised of , and that many are at the interview stage.
Wishing you all the best in the module :)