Introduction To Qualitative

Topics: Ethnography, Research, Qualitative research Pages: 11 (3683 words) Published: November 24, 2014
Process of holding certain relevant, favourable perceptions of another person 窗体顶端

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“Russell, L. 2005. It’s a question of trust: balancing the relationship between students and teachers in ethnographic fieldwork. Qualitative Research, 5(2): 181-199”. Q1: The researcher says that “[i]ntense observations in the classroom and playground area were completed … [and] detailed observations were conducted in … lessons” (p.184). What can you infer about the things she observed and the methods she used to record her observations? The author’s study of student’s resistance to schooling and what constitutes the resistance by observing the students’ day to day activities. Her observant participation involves of what being the students’ favourite and least favourite lessons to the extent of yard-sitting with the student during the recess hour. For Lisa to obtain clearer pictures on the student’s lifestyles, she “hangs around with a group of students identified by each school as not being able to cope in school” (Russell, 2005, p.184). Lisa shadowed and become part of the student for ease of her data collection. Participation, rather than just observation, is one of the keys to this process (Genzuk, 1999, p.1). McNabb (2010, p.442) describe ethnography as “the study of group of people in the setting in which they live, work and/or play. To gather ethnographic data researcher must gain entry into the social setting, earn and maintain the trust of members of the groups, and observe and write narratives of everything that they see, hear and feel.” Hence, Lisa is no longer observant of the research but somehow, she is participant to the researched. She has able to gain the students’ trust as “a reciprocal relationship is built” (Russell, 2005, p.185). Trust is a “process of holding certain relevant, favourable perceptions of another person” (Wheeless & Grotz, 1977). Corrigan and Chapman (2008, p.1) cited from Jackson (1994) that building trust is an integral component for culturally sensitive pedagogy. Therefore, trust is the bridge that connects Lisa to her researched. Students’ trust to Lisa motivates their relationship and develops the willingness to share unspoken rules, personal lives stories and also sharing Lisa of their views. In return, students are also allowed to read Lisa’s logbooks. Furthermore, 'trust increases when we self-disclose found trust and self-disclosure to be related’ and ‘that there is a tendency to trust those who self-disclose’ (Corrigan and Chapman cited in (Wheeless, 1978), (Wheeless and Grotz, 1977) Hammersley and Atkinson (1983) believe that “not only the exchanges facilitate the collection of data, but also they were data in their own right. However, problem is to decide how much self-disclosure is appropriate or fruitful. It is hard to expect honesty and frankness on the part of participant and informant, while never being honest and frank about one self.” John Van Maanen (1996) explain that ethnography when used as a method, refers to fieldwork (alternatively, participant-observation) conducted by a single investigator who 'lives with and lives like' those who are studied, usually for a year or more. By using the common methods of data collection in her ethnographic study, i.e. participant observation; Lisa immersed herself as part of the culture/group” and indirectly “making the connection a personal and individual one”. She interviews the student, classroom teachers, head of years, members of seniors’ management, counsellors and learning mentors (p. 184) and later documented the data. She probably uses her fieldnotes to check the accuracy of her observations. Secondary data collection on the school rewards and disciplinary system; student’s academic ability and attendance...
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