Transcript 14. Exploring positioning, purpose and power through pictures, poetry and progress charts: An introduction to some different ways of working with fieldwork data. (MS Powerpoint 798KB)

Exploring positioning, purpose
and power through pictures,
poetry and progress charts:
An introduction to some
different ways of working with
fieldwork data
Acknowledgements
• The work reported in this paper forms part of the
FurtherHigher Project. The FurtherHigher Project is
funded by the Economic and Social Research Council
(Award Reference RES-139-25-0245) and is part of the
ESRC’s Teaching and Learning Research Programme.
The paper presents ideas developed by:
Cate Goodlad
Will Thomas
Val Thompson
Overview
•
•
•
•
•
•
•
Introduction
The FurtherHigher Project
Friday afternoon syndrome
Exploring positioning, purpose and power
Working with data in different ways
Pictures, poetry and progress charts
End notes
The FurtherHigher Project
• Widening participation in HE
• ‘Dual sector’ institutions (further and higher
education)
• Transitions between level 3 and level 4
(beginning of HE) and
between level 5 and level 6 (2 year HE to
honours year)
• Sectoral shape and structure
• Patterns of participation (statistical analysis)
Exploring positioning, purpose and
power
The FurtherHigher Project asks the
question:
What is the impact of the division between
further and higher education on strategies
to widen participation in undergraduate
education in England?
This raises issues related to
•
•
•
•
Stratification
Differentiation
Social justice and equity
Structure and agency
What do alternative forms of
working with data do?
•
•
•
•
•
Help us to try out ideas
Help us to think differently
Help us to see things differently
Help us to ask questions
Help us to re-present ideas
Pictures, poetry and progress charts
Tables
Maps
Pictorial diagrams
Photos
Student timetables
Waterlogic diagrams
Tag clouds
A Stick Verse
AVCE Health and Social Care sample at
Northgreen College
Pseudonym
Hannah
Sarah
Jessica
Robin
Age
18
18
18
18
Ria
18
Gender
Female
Female
Female
Female
Ethnicity
White British
White British
White British
Mixed White/Black
Caribbean
Female Asian British –Pakistani
Higher National Diploma sample at Northgreen College
Pseudonym
Karen
Elizabeth
Ruth
Debbie
Christine
Margaret
Jacqueline
Age
23
26
27
38
46
64
33
Gender
Female
Female
Female
Female
Female
Female
Female
Peter
21
Male
Ethnicity
White British
White British
White British
White British
White British
White British
Black British Caribbean
White British
Location of case study and other Further
Education Colleges
Home locations of National Diploma Business
Students from East Heath College
Home locations of National Diploma Sports
Students from East Heath College
Home locations of Foundation Degree Early
Years Students from East Heath College
Pathways to higher education
CULINARY ARTS MANAGEMENT
GROUP 1: ACADEMIC BRIDGING PROGRAMME
HE
HE
ACADEMIC
BRIDGI NG
PROGRAMME
FULL TI ME
EMPLOYMENT
ACADEMIC
BRIDGI NG
PROGRAMME
HE
ACADEMIC
BRIDGI NG
PROGRAMME
HE
ACADEMIC
BRIDGI NG
PROGRAMME
ACADEMIC
BRIDGI NG
PROGRAMME
HE
ACADEMIC
BRIDGI NG
PROGRAMME
FE PART
TI ME
PART TIME
EMPLOYMENT
EMPLOYER
TRAI NING
HE
WORK BASED
LEARNI NG
FE
ASSESSMENT
PART TIME
EMPLOYMENT
FE
COLLEGE
PART TIME
EMPLOYMENT
FE
COLLEGE
WORK
EXPEREINCE
PART TIME
EMPLOYMENT
FE
COLLEGE
FE
COLLEGE
FE
COLLEGE
HOME AND
FAMILY
FULL TI ME
EMPLOYMENT
RETURN TO
SCHOOL
NO
QUALIFICATI ONS
PART TIME
EMPLOYMENT
SCHOOL
6TH FORM
A LEVELS
FE
COLLEGE
GCSE'S
AT SCHOOL
GCSE AT
SCHOOL
Lizzie
Diana
SCHOOL
6TH FORM
A/S LEVEL
GCSE AT
SCHOOL
James
FULL TI ME
EMPLOYMENT
GCSE AT
SCHOOL
GCSE AT
SCHOOL
Matt
Paul
NO
QUALIFICATI ONS
AT SCHOOL
Lilly
Pathways to higher education
Culinary Arts Management
GROUP 2: PRACTICAL BRIDGING PROGRAMME
HE
HE
HE
HE
HE
PART TIME
EMPLOYMENT
PRACTICAL
BRIDGING
PROGRAMME
PRACTICAL
BRIDGING
PROGRAMME
PRACTICAL
BRIDGING
PROGRAMME
PRACTICAL
BRIDGING
PROGRAMME
PRACTICAL
BRIDGING
PROGRAMME
HE
PART TIME
FE
PART TIME
EMPLOYMENT
FULL TIME
EMPLOYMENT
PART TIME
FE
PART TIME
EMPLOYMENT
FULL TIME
EMPLOYMENT
PART TIME
EMPLOYMENT
FE
COLLEGE
A/S LEVELS AT
6TH FORM
COLLEGE
SCHOOL
6TH FORM
A LEVELS
A LEVELS AT
SIXTH FORM
COLLEGE
FE
COLLEGE
GCSE'S AT
SCHOOL
GCSE'S AT
SCHOOL
GCSE'S AT
SCHOOL
GCSE'S AT
SCHOOL
CSE'S AT
SCHOOL
Gerrard
Elizabeth
Geoff
Skittles
Jen
?
Louise
Teaching room at Daiston Campus site of
Northgreen Federal College
Wall display in teaching room at Daiston Campus
site of Northgreen Federal College
College notice at Tultry College site of Northgreen
Federal College
Timetable in year 1 of Social Work at University
Monday
9-15.00
Paid
(employment employment
hours)
(1)
Agency
work:
Teaching
10-16.00
assistant in
(study
special
hours)
needs,
anywhere in
the city
Tuesday
Wednesday Thursday Friday
Saturday
Paid
employment
Agency
work:
Teaching
assistant in
special
needs,
anywhere in
the city
University
lectures and
seminars
University Watches
library for TV (East
3 hours
Enders)
Teaching
for 1
module,
lasting all
day
[employment
[employment is related to
is related to area of HE
area of HE
study]
study]
Evening
Study for university, caring for mother
University
lectures
and
seminars
Teaching
for 1
module,
lasting all
day
Paid
employment
Agency
work:
Teaching
assistant in
special
needs,
anywhere in
the city
[employment
is related to
area of HE
study]
Meets
friends
for a chat
Sunday
Does
university
work
Timetable for the week in year 3 (final year) of BSc
Sports Therapy
Monday
Tuesday
9-11
NO
CLASSES
Wednesday
Thursday
Lecture
Professionalism NO
and ethics
CLASSES
1113.00
Lecture
Entrepreneurial
Studies
13.00- Seminar
14.00 Entrepreneurial
Studies
14.0016.00
16.00- Lecture
18.00 Diagnostics
and
management
theory
17.30- Personal:
19.00 athletics
training at
nearby
University
Time used
for work on
dissertation
and
assignments
Time used
for work on
dissertation
and
assignments
Goes to
gym
Goes to
gym
Personal:
athletics
training at
nearby
University
Friday
Saturday
Sunday
2 hours
study
2 hours
study
(more or
less
depending
Practical
on how
Diagnostics
much
and
management completed
during
(seeing
week)
clients,
carrying out
diagnosis
and
treatment)
Supervised
by course
tutor
(more or
less
depending
on how
much
completed
during
week)
Waterlogic Flow Sally
A
‘normal’ route
B
B
‘better’ job
A
C
Heavy workload
D
D
harder
K
E
modules
J
F
placements
J
G
lack of money
K
H
independent
learning
N
I
different to college H
J
Assessments
N
K
Pressure
H
L
Part-time work
K
M
student identity
Higher-status
H
N
first-class degree
B
Sally Flow Diagram 1
Heavy workload
Harder
Part-time work
Lack of money
Pressure
Different to
college
Student identity
Higher status
Independent
Learning
Placements
Modules
Assessments
First-class degree
‘Better’ job
‘Normal’
route
Sally Flow Diagram 2
Placements
Modules
Student identity
Higher status
Assessments
Different to
college
Independent
Learning
First-class degree
Heavy workload
Part-time work
Harder
Lack of money
Pressure
‘Better’ job
‘Normal’
route
Tag clouds
Positive and Negative Influences on decisions about whether
to enter HE
confidence
career
accommodation
T&L tutor
family
location
friends
wages
fees
type of institution experience
influence bursaries grades coursework exams
S&P
National Diploma Sports Student at East Heath College
Gerrard
Gerrard
wiry
sharp
young
son
brother
scoucer
fresher
pleasure
to
talk
to
interview
digitize
download
attach
to
an
email
transcribe
anonymize
import
into
ATLAS ti
code
explode
analyse
theorize
publish
Gerrard
dog-eared
disappeared.
Val Thompson, March 2007
End notes
• The most admirable thinkers within the scholarly
community you have chosen to join do not split their
work from their lives.
To unleash the imagination C. Wright Mills recommends:
• Rearrange the file of ideas, papers etc that you have
collected
• Be playful with phrases and words with which issues are
defined, for example look up synonyms, and pursue
words to their roots
• Set up a new classification: charts, tables, and diagrams
of a qualitative sort are not only ways to display work
already done; they are very often genuine tools of
production.
• How you go about arranging materials for presentation
always affects the content of your work.
C. Wright Mills, 1959
The Sociological Imagination
• Know that many personal troubles cannot be
solved merely as troubles, but must be
understood in terms of public issues – and in
terms of the problems of history-making. Know
that the human meaning of public issues must
be revealed by relating them to personal
troubles – and to the problems of the individual
life.
• The sociological imagination has its chance to
make a difference in the quality of human life in
our time.
C. Wright Mills (1959)
What IS your story?
• Usually most of what you have to say about a topic can
readily be put into one chapter or section of a chapter.
But the order in which all your topics are arranged often
brings you into the realm of themes.
• Sometimes, by the way, you may find that a book does
not really have any themes. It is just a string of topics,
surrounded, of course, by methodological introductions
to methodology, and theoretical introductions to theory.
These are indeed quite indispensable to the writing of
books by men [sic] without ideas. (238)
C. Wright Mills (1959)
Relationships between methods, methodology, epistemology and
ontology*
Iceberg
Methods
Methodology
Epistemology
Ontology
(Iceberg courtesy of David James, UWE Bristol)