UGB361 Developing the Reflexive Practitioner

Session 5: Method: Collecting Personal Cultural Texts as Data

Dr Paul-Alan Armstrong, VC Teaching Fellow 2018-19

© University of Sunderland, 2019

 Knowledge and Research Design

• ‘Traditionally research has been conceived as the creation of the true, objective knowledge, following a scientific method.
From what appears or is presented as data, facts, the unequivocal imprints of ‘reality’, it is possible to acquire a
reasonably adequate basis for empirically grounded conclusions and, as next step, for generalizations and theory-building’
(Alvesson and Skoldberg, ‘傳統上，研究被認為是遵循科學方法創造出真正，客觀的知識。 從顯示或呈現的數據，事實，
“現實”的明確烙印中，有可能為基於經驗的結論以及下一步的歸納和理論構建獲得合理的適當基礎” 2009: 1).
• Research can be inductive (theory-building) or deductive (theory testing) 研究可以是歸納（理論構建）或演繹（理論測試）
• This research is situated within a qualitative method which is defined as’ qualitative research is a situated activity that
locates the observer in the world. It consists of a set of interpretive, material practices that make the world visible 一組使世
界可見的解釋性物質實踐. These practices transform the world’ (Denzin and Lincoln, 2005: 3).
• Traditionally qualitative research focuses on interviews, focus groups, field notes and observations. However notable
researchers including Ellis (2004) and Finley (2005; 2013) argue about the use of alternative qualitative sources including
arts based artefacts (poetry, lyrics, photographs, dance, sculpture, music, drawings, proverbs). This is further supported by
Gabriel (2016) who made a plea ‘for more imagination in qualitative research’.
• This research is concerned with personal and professional knowledge (see session 4) as;
1. Phase 1: Identification of Personal Knowledge (what you were)
2. Phase 2: Development of Personal Knowledge into Professional Knowledge (Who you are)
3. Phase 3: Transformation into Professional Knowledge – Practical wisdom (who you want to be)