What is a “practitioner-researcher”?
‘[…] someone who holds down a job in a particular area and at the same time carries out […] inquiry which is of relevance to the job.’ (Robson, 1993, p.446) 1
The ‘Action Research Project’ (ARP) aims for us to undertake a small-scale social/climate/racial justice oriented action research project, which addresses an issue we have identified in our Teaching and Learning practice. It is is both a philosophy and a methodological approach, a form of simultaneous action and enquiry, which enables experimentation with creative and innovative methods. I am new to research, as such I will utilise this blog to continuously document my learning and work for this unit, a ‘warts and all’ open dialogue.
Unit Preparation
Review of Text – Action research for professional development Concise advice for new action researchers by Jean McNiff
Action research is becoming increasingly known as an approach that encourages practitioners to be in control of their own lives and contexts…a practical way of looking at your own work to check that it is as you would like it to be…is done by you, the practitioner, it is often referred to as practitioner based research;….you thinking about and reflecting on your work, it can also be called a form of self-reflective practice. The idea of self reflection is central. the basic action principle underpinning action research. It involves identifying a problematic issue, imagining a possible solution, trying it out, evaluating it (did it work?), and changing practice in the light of the evaluation.
Synergies between Action Research and Systems Thinking – Encountering Jean McNiff’s perspective on action research as a means to influence social change was not only enlightening but also resonates profoundly with the ethos of cultivating a collective commitment to bettering our world. McNiff’s assertion that if individuals collectively engage in small acts of kindness, the world could instantly become a happier and more productive place echoes the transformative power of fostering a sense of shared responsibility.
The notion of heightening our awareness of our impact through our individual practices aligns seamlessly with the principles inherent in Systems Thinking and Systemic Design, areas central to my teaching. The strength lies in the idea that while we strive to enhance our own lives, the broader objective is to positively impact others, ensuring that our practices are fundamentally rooted in the well-being of the social collective.
In disciplines like sustainability, where the presentation of negative information often induces feelings of powerlessness and inertia, the emphasis on action becomes paramount. Both in action research and sustainability, the crucial focus is on understanding the role each of us can play as individuals in catalysing meaningful change. By shifting our focus towards actionable steps, we empower ourselves and others to break free from the paralysis induced by overwhelming challenges, fostering a proactive and collective pursuit of positive transformation.
Action research begins with values. As a self reflective practitioner you need to be aware of what drives your life and work, so you can be clear about what you are doing and why you are doing it. You might need to spend time clarifying for yourself the kinds of values and commitments you hold. This would be a firm starting point for your action enquiry.
What issue am I interested in researching? Why do I want to research this issue? What kind of evidence can I gather to show why I am interested in this issue? What can I do? What will I do? What kind of evidence can I gather to show that I am having an influence? How can I explain that influence? How can I ensure that any judgements I might make are reasonably fair and accurate? How will I change my practice in the light of my evaluation?
The Action in Action Research – The concept that resonated most profoundly is the idea that knowledge isn’t merely acquired for its own sake but serves as a catalyst for action and, ultimately, change. The iterative and open-ended structure of Action Research, illustrated in the Action Research Cycle diagram below, aligns with certain tenets of Systems Thinking. Here, outcomes are not viewed as static solutions but rather as a sequence of interventions that collectively contribute to broader and more impactful change on a systemic level.
I am eager to delve deeper into the integration of Design Thinking and Systemic Design principles into the realm of Action Research. Particularly within the domain of Design Thinking, there is an ongoing exploration of methods to adapt our approaches, incorporating tools and mindsets that enhance our ability to navigate increasingly complex and ambiguous contexts. The rise of Systemic Design and Circular Design stands out as a responsive strategy to address this growing need, and further investigation into how these principles can enrich the landscape of Action Research holds promise for fostering more comprehensive and effective methodologies.The aim to understand how I can influence social change, in Marx’s idea that it is not enough only to understand the world; the intent is to change it for the better.
Review of Text – Documenting classroom life: how can I write about what I am seeing? By Liz Jones, Rachel Holmes, Christina MacRae and Maggie MacLure
Seeing and writing fieldnotes
Truth is inseparable fromthe procedure establishing it … but what constitutes procedure?… The process is that of seeing. (Deleuze, 1988: 63)
This article addresses the question, ‘how can I write about what I am seeing?’ from an ethnographic research project, addressing the difficulty of avoiding customary habits of seeing and thinking, such as ‘our own tendencies to lapse into realist or objectifying modes of description that see only what is already assumed to be ‘there’.’ Highlighting the importance of the subjectivity of the individual observer, ‘our attention is not just on what is observed but also what is going on within the observer’ (Devereux, 1967).
In our Workshop discussion group we discussed ‘PoV in field notes and biases in note taking during observations for focus groups or interviews, ield notes are difficult not to be impacted by personal biases, discussing how written observation can register tone, space, gestures and reciprocal knowledge and how to give back in interviews or focus groups and not just take – decolonial approaches to research methods‘ (ref: Workshop 1 27.09.2023, Group 7, https://miro.com/app/board/uXjVMhNzmZg=/). The discussion raised questions about each of our own positionality as researchers, and to consider that of our chosen participants.
‘In entering the classroom we are not curious tourists visiting a foreign land (Crick, 1985);’ it’s true I have been an educator for nearly a decade, it will be important to frame my positionality prior to conducting my research, enabling for the observed to know my background and enabled for clear self reflection. Jones reflections on her notes are helpful, trying to capture events as they happened, adding dates, times, opinions in the present tense, providing ‘an air of authenticity – of BeingThere’, in Geertz’ phrase, I will aim to do the same.
The reading made me think about forms of non extractive note taking, or non extractive interviews methods or ways of running focus groups, I questioned what do the others get from my research other than be extractive, I thought of play e.g. deck of cards designer critical alphabet (https://www.etsy.com/listing/725094845/a-designers-critical-alphabet), prompting discussion through games.
The ‘ethnographic present’
using the present tense is that it ‘freezes’ the events within the classroom at the time of observation; at worst ‘it contains assumptions about the repetitiveness, predictability, and conservatism’ (Fabian, 1983: 81) of both the teacher and the children.
the meaning of the ethnographic present cannot be ascertained simply from the ways in which the present tense expresses conceptions of time and temporal relations through the construction of sentences. Rather it must be derived from the intentions and functions of a total discourse of which sentence are parts. (1983: 76)
From the present tense to retrospection…New directions: towards a baroque method
For an aspiring ethnographer, this entails engaging with data characterised by varying degrees of ambiguity, recognising the implication that a comprehensive understanding cannot be derived through linear logic alone. Therefore, I conclude with another inquiry: Can I actively manipulate field notes, stretching and compressing them to stimulate more nuanced understandings? In doing so, can I navigate away from repetitive responses to what is observed, what is documented, and instead cultivate pathways toward the generation of novel insights and knowledge? I am a novice researcher, as such feel I must understand the basics before approaching further complex interpretations of what I see, I am curious to see how this develops.
Methodology – Everyday Methods of Research
Thinking about where I can start to begin thinking of my topic and how to plan my research:
Ask a colleague; – Ask a friend; – Use the library catalogue; – Use Google Scholar; – Use databases; -Read the resources; – Library Twitter / X (though not much any more!); – Teams (in passing); -Email alerts; – General “how are you conversations” with randomers. – deep listening – Google / duckduckgo – Watch and observe – Observing peers/colleagues or lessons/workshops ran by other members of staff – observing processes (e.g. workshops) or outcomes (shows etc.) – Physically making something, returning to it, changing it or making it again and again – observing processes (e.g. workshops) or outcomes (shows etc.) – Personal Tutorials, [coffee] break, chatting with peers and students, informal conversations, sometimes also random and by chance – Visiting people / places – Email conversation – Psychoanalysis – doing stuff, failing, trying again – listening – regarding how enthusiastic people are about things – behaviours in casual settings -how do people interact with others and with surroundings – observing – Taking time to be silent, dancing and being in nature -Conversations with colleagues, students and friends and family. Reading books/articles (physical and online), watching films/documentaries. lectures. Internet :). Observations – of the environment and reflections on all the above. Use of mind maps, spreadsheets, MS Teams, attending meetings/conferences, libraries. – mind mapping to extend the reference and links of thinking – Searching the library catalogue or browsing shelves – chat GPT – doing stuff, failing, trying again – chit chat – watching/ observing – Searching the library catalogue or browsing shelves – Visiting places such as galleries, archives and museums – podcasts – Sketching ideas / throwing the paper away / starting again – Making lists/sketches from data already collected / what you know – noticing patterns – picking up on what’s missed – Networking – Empathic Listening – Instagram / Social Media – reflecting on teaching and learning experiences – observing students and colleagues – Holding the space, creating pauses, asking for feedback in smaller ways – Visiting spaces that are both connected to what you’re researching and in contrast/external to it – observing and learning from other industries – LinkedIn articles – Universal methods of design [electronic resource]: 100 ways to research complex problems, develop innovative ideas, and design effective solutions https://libsearch.arts.ac.uk/cgi-bin/koha/opac-detail.pl?biblionumber=1505474 – Inventive methods [electronic resource]: The happening of the social. https://libsearch.arts.ac.uk/cgi-bin/koha/opac-detail.pl?biblionumber=812606 – Creative research methods in the social sciences [electronic resource]: a practical guide https://libsearch.arts.ac.uk/cgi-bin/koha/opac-detail.pl?biblionumber=1451005
Bibliography
- Robson, C. (1993) real world research:a resource for social scientists and practitioner-researchers (1st ed.). Oxford: Blackwell
- McNiff, J. (2010). Action Research for Professional Development. London: Sage Publications. https://www.jeanmcniff.com/userfiles/file/Publications/AR%20Booklet.doc
- Jones, L., Holmes, R., Macrae, C., & Maclure, M. (2010). Documenting classroom life: how can I write about what I am seeing? Qualitative Research, 10(4), 479-491. https://doi.org/10.1177/1468794110366814
- Crick,M. (1985) ‘Tracing the Anthropological Self: Quizzical Reflections on FieldWork,Tourism and the Ludic’, Social Analysis 17: 71–92.
- Fabian, J. (1983) Time and Other. NewYork: Columbia University.