All 42 entries tagged Reflections

A Possible Extra Method for the Grounded Theory Project

Soon after the submission of the original upgrade paper in November / December of 2016, I came up with the idea of analysing the data using network analysis as well as grounded theory. Because of the early stage of idea development regarding the use of network analysis, I had not included it in the original upgrade paper. During the early part of winter the previous year, I began to reanalyse the data using grounded theory and was able to think more about the possibility of including network analysis within a grounded theory methodology. Very recently I have been thinking about the theoretical framework of grounded theory in my attempts to possibly move it away from symbolic interactionism (the social) and try to think about ways in which grounded theory can analyse learning processes from a more social psychological perspective. I think I have now found a possible solution (shall talk about this more when I have confirmed with my supervisor of its potential and suitability) and has lead onto the idea now of using network analysis. Reading through the data collected so far indicates to me that there is a strong possibility of the value of using a network analysis, but I am currently developing these ideas and in a discussion with my supervisor about the possible directions of network analysis with grounded theory, and also of the theoretical framework.

Both Grounded Theory and Network Analysis would serve different but relational purposes in order to achieve a better understanding of the process and development of the learning phenomenon of interest.

With Grounded Theory, codes and categories emerge from the data and the categories are developed through identifying and interrelating their dimensions and properties. From what I can currently understand, the key aim of Grounded Theory is to enable the development of a substantive theory with a core essence (category) of a phenomenon defined, and then interrelating all other categories with this core category. Effectively, grounded theory identifies the essences of a phenomenon of interest and through a coding, analytical process that identifies a core category and its interrelation with other categories. A network analysis leading to a network could possibly accompany this theoretical development through providing a more objective stance to using grounded theory, by first identifying the activities and events of each category, translating these events and activities into nods, and represent their relationship in the diagram by using lines.

This network would explain the way that a phenomenon develops or manifests itself over a period of time, which is something I think might be lacking within Grounded Theory analysis. Grounded Theory, from what I can currently understand, explores the existence of and relationships between essences, and do not necessarily describe or explain the way in which these essences enable the progression of a phenomenon’s progress or development. I accept that learning these approaches are continuous and therefore I accept that I might not be fully correct with my current and developing understanding.

This research therefore could lead to three possible scenarios.

First Scenario: the exploration of pure essences of the phenomenon

This would be pure grounded theory: open, axial and selective methods of coding to establish a substantive theory of the phenomenon of research interest. This would be related to the identification and exploration of essences, and the identification of the core essence of the phenomenon of interest.

Second Scenario: identification and explanation of the development of phenomenon via its essences

This would involve using grounded theory to the extent that all activities and events, at least as many as can be observed to exist, of the learning phenomenon are identified, and then are translated or transformed into possible nodes of a network, with their relationships represented by lines on the network. A complete network would be able to describe the progress and manifestation of a phenomenon, and explain the way in which it progresses and is directed.

Third Scenario: Identification of the pure essence, and the development and progress of a phenomenon via its essences

Currently this might be the most likely scenario of my research, and is the combination of both previous scenarios. The aim of the research then would be to identify the essences of the phenomenon of interest and the core essence of the phenomenon as explained in the substantive theory, and describe and explain the progress and development of the phenomenon of interest via its essences, illustrated via a network.

I am continuing to work out the details and to experiment in each scenario. I shall unlikely know the path that I shall definitely be taking till the summertime and after a lot of discussions with the supervisor. But I feel that there might be worth in all three scenarios, and indeed it could be argued that the third scenario could lead to potentially more papers being published as a result of the Ph.D.!

I shall keep you updated with my progress!

Alex Darracott : 18 Mar 2018 17:31 |  Tags: Groundedtheory Methodology Networkanalysis Reflections |  Comments (0) |  Close comments |  Report a problem

Update Early March 2018 Part C: Considering the Theoretical Framework of Grounded Theory

What I have found in the data collected so far is what appears to be the presence of both social and cognitive interactions, with both arguably contributing considerably to the function, presence, formation, dynamism and the nuanced existence of the learning phenomenon of interest. But these observations along with the research context surely have important implications on the application and understanding of grounded theory. With that, those of you who have been following my research have noticed my critiques and observations of the incompatibility of the otherwise firmly established relationship between symbolic interactionism and grounded theory with my research.

Do note that these critiques and observations do not suggest anything directly wrong with symbolic interactionism and its relationship with grounded theory, but symbolic interactionism is not suitable as a theoretical framework for my research. This is because symbolic interactionism is a purely sociological theory used by sociologists in their research to investigate participants’ interactions with others through culturally mediated, socially constructed symbols, or objects. Participants interact with the world and constructed objects based on their interpretations and assumed meanings of objects or events of that world. In other words, they do not interact with the world directly, but interact with the world through their symbolic representations. This is effectively what symbolic interactionism is all about in, arguably crudely defined, nutshell. Symbolic interactionism is therefore assigned to grounded theory as the arguably ideal relationship for generating a theory from the data that explains social processes and social behaviour from the perspectives, meanings, understandings and interpretations of the research participants.

For various reasons therefore, and which has been suggested in various research papers, I am attempting to shift grounded theory away from symbolic interactionism, and of pure sociology in general.

But where do I take grounded theory? What are the disciplinary and theoretical foundations for the ideas that I have for grounded theory?

This has been a challenge for quite some time and it continues to be, with the origins of change going back to the pilot study. During the pilot study, I found that I have no direct contact with the research participants, therefore interviews and observations were out of the question. The research does not revolve around the way that research participants construct their world, but that does not necessarily suggest that all social possibilities have been discarded from the research. What I found during the pilot study, therefore, is I am not exploring the learning phenomenon based on the perceptions of that phenomenon, but through actual engagement in its development, production, progress and sustainability.

Following these realisations, they led me to conceptualise the learning phenomenon of interest as cognitive in nature, but pure cognitive theories and perspectives appear to focus on the individual and the way in which one’s cognition influences or frames one’s learning processes. Pure cognitive theories, from my current understanding, do not appear to address the way in which the cultural and social situation of one’s cognition impacts upon the development and sustainability of learning phenomena.


To summarise in a nutshell the differences between social and cognitive theories, the social theories arguably focus on the function, formation, characteristics, effectiveness and behaviour of groups in learning contexts and their interactions; cognitive theories, meanwhile, arguably focus on the characteristics, effectiveness, development, progress and achievements of one’s psyche and cognition. These definitions are arguably presented as a little simplistic, but viewing the theories in this way assists in my ever continuously developing understanding of the characteristics of different groups of theories.

For the past few weeks I have found difficulty in trying to think about the learning phenomenon of interest as a pure social process and a pure cognitive process. A fair percentage of cognitive activities have been observed in the data but I cannot help but to think that their occurrences have only come about due to social interaction processes. Therefore, and thanks to some of the papers I have been reading this past week, I am coming to the idea that the sociocognitive realm might be able to provide me with the most suitable theoretical framework, even if I have to merge or combine ideas from multiple different theoretical perspective as relevant to my wider philosophical beliefs. But understanding of the sociocognitive dimension and relevant theories and potential theoretical frameworks is a continuous and ongoing process.

What I am essentially attempting to achieve is a shift in grounded theory from a sociological perspective to a sociocognitive perspective. It’s a complex subject, but when you think about the process of learning within groups it might not be plausible to just thinking about the social or the cognitive, but to consider both dimensions.
Obviously, I am not going to be able to cover every social and cognitive detail related to all types and forms of the learning phenomenon of interest (this would be impossible: most Ph.D. projects focus on a small section of the social, cognitive, or sociocognitive). A key decision I need to make relatively soon is to decide for sure what processes in relation to the learning phenomenon of interest really interests me, that which I think would be more beneficial to explore (evidenced by the literature review chapters), and that which can be shown to be most relevant to answering my research questions and of the research context.

Again this shows the importance of referring back to your research context and research questions. Additional assistance in my decision making shall come from the data itself, as well as the directions and content of the first literature review chapter, which itself shall likely change in the future but that again is the nature of academic research, and of writing in general.

Thanks for reading. I shall keep you updated!

‘till next time remember: never hold an absolute thought absolutely!

Alex Darracott : 10 Mar 2018 21:00 |  Tags: Cognitive Groundedtheory Methodology Reflections Social Theory Thesis |  Comments (0) |  Close comments |  Report a problem

Update Early March 2018 Part B: Differences between Form and Type of Phenomena

Learning phenomena comes in all different forms and types. The key categorical forms relevant to my research are social and cognitive. There are, for example, various types of cognitive forms of learning, including thinking, reasoning, arguing, critiquing, recollecting, perceiving, and believing, among others. Social types of learning phenomena mostly relate to the social form of ‘interaction’ and these include collaboration and negotiation; essentially, social types and forms of learning refer to some sort of construction or engagement with a social learning culture or social world.

A specific example from the cognitive dimension, thinking is a type of cognitive engagement that possesses a rationalistic approach to learning. Cognitive engagement, therefore, is characterised by a continuous, careful consideration of the issue at hand, leading to a well thought out proposition grounded in sense based data (empirical) or appropriately applied reason, beliefs, understanding and meaning (rationalism). Here we have in this definition an obvious relationship between thinking and reasoning; between thinking and belief formation; and between thinking and the construction of our understanding and meaning about the world. What I have just outlined here are simplistic relationships between different forms of cognitive based learning: the characteristics, philosophical and theoretical basis, practicalities and forms of relationships are extremely nuanced. The nuanced existence of both social and cognitive learning therefore suggests the existence of many factors that can make one’s thinking or thought production fallible, but that’s for another time.

The problem I was experiencing was attempting to conflate form and type of a particular phenomenon, and hence I was feeling a little overwhelmed by the middle of the week. It was initially, therefore, a challenge to deepen understanding of the nuances and different forms and types of a the phenomenon of interest, which is a continuous and ongoing process. Once I managed to understand the difference between forms and types of learning phenomenon I did begin to feel much clearer about what forms and types I should be addressing in the literature review chapter. A further assistance has been the collected data, as I have been able to identify different forms and types of the phenomenon of research interest; therefore, it was deemed impossible to reduce discussions of a learning phenomenon to just a single type or, perhaps, a single form. I have to, and willing to, discuss all types and forms relevant to observations in the data, and relevant to the research context.

In summary, there are different forms and types of learning phenomena and it’s difficult to reduce discussions down to particular forms and types unless you have some sort of prior knowledge of what forms and types are going to be most appropriate, such as information from your research questions and research context. Always go back to your questions and your context, as these will provide you with the information you need to guide or frame most of your literature review directions and discussions. Where there is an exception is with qualitative research projects based on grounded theory: sometimes, it’s the theory as it emerges from the data that best helps with the guiding and structuring of your literature reviews. Remember though, as has been mentioned previously and shall be mentioned again in future posts, literature reviews carry a different function in grounded theory projects than other types of research projects.

This, conveniently, now brings us to the third blog post of this series: my thoughts about the theoretical perspective of grounded theory.

Alex Darracott : 10 Mar 2018 20:57 |  Tags: Cognition Cognitive Learning Reflections Social |  Comments (1) |  Close comments |  Report a problem

Update Early March 2018 Part A: Overview Of Recent Tasks And Ongoing Challenges

The thesis writing schedule of the week started with a set of guiding questions that would help with determining the content of a particular section of the second literature review chapter. As the week progressed, these questions simply grew and branched out into multiple different directions regarding various aspects of the learning phenomenon of interest, the direction of the thesis chapter, and of grounded theory itself. As I was going through the literature, therefore, I found that I was beginning to address various different aspects of the research simultaneously, which led to moments of feeling overwhelmed during the middle part of the week.

Thankfully towards the end of the week, clarity and direction overcame feelings of being overwhelmed, resulting in generating many more questions than I had started with! Through these questions, more directions and more questions for the literature review chapter could emerge both in terms of its structure and its content. This again is the nature of academic research. If you come out of a reading, writing, or analysis session with more answers than questions then arguably you might not be thinking about things properly, particularly within social science based qualitative research. Some probably won’t agree with my assertions, and that’s fine.

The aim of the second literature review chapter is to define, explain, explore and critique existing conceptual, theoretical and empirical definitions of the main learning phenomenon of interest across a variety of learning contexts, and to explore its interconnection and interrelation with other learning phenomena. A goal of the current and ongoing reading session therefore is to decide the order in which each phenomenon is to be addressed, and to determine and explore the existing relationships as I go through subsequent phenomenon. I am attempting to present the order in a logical manner where the relationships between all concepts and phenomena are clearly illuminated and mapped.

As shall be discussed further in the next blog post, what was overwhelming for a short while was the diverse and complex being and existence of a particular learning phenomenon. The mistake I was making was conflating form and type of learning phenomenon: I was attempting to reduce discussions in the literature review based on the type, and not form, of learning phenomena. As I deepened my understanding of the different types, I realised in the data I have collected there exists multiple types of the learning phenomenon of interest (although more data has to be collected to confirm the importance and value of the existence of different types). This has had interesting implications on the way in which I shall continue to apply grounded theory.

In the next two blog posts I shall be exploring two particular issues I have had to contend with during the week: the first being the differences between form and type of learning phenomena, and in the final part I shall be documenting my thoughts regarding grounded theory from a theoretical perspective.

Alex Darracott : 10 Mar 2018 20:43 |  Tags: Litreview Reflections Thesis |  Comments (0) |  Close comments |  Report a problem

MILESTONE: Completed The First Literature Review Chapter Draft; Commence Full Chapter Rewrite!

Achieved Milestone!

It’s been a while since I posted an update, but I am happy to say that recently I have completed the first draft of the first literature review chapter of the thesis! The structure of the chapter, as has been discussed throughout some of the postings this year so far, has faced challenges and changes particularly when addressing the concepts of society and culture and their relationship to Education. But I think I am now settled on a structure that emerged as I wrote the chapter, and the structure is not likely to change although the content probably shall do as the editing and rewriting continues. Currently, the word count is standing at around ten thousand words but this is due for strong edits and the shifting of blocks of texts to other thesis chapters or to be discarded.

Remember, when I say discarded I don’t mean literally thrown away but placed in another text file so that sections of text can be recalled as necessary if or when they are deemed relevant for a particular chapter.

The content of the chapter consists of explanations of my ever changing understanding and interpretations of the concepts Society, Culture, Education and Social Technology and their relation to each other. Additionally, the content also consists of critiques and evaluations of these relationships as a result of critically engaging with and critical analysis of published debates and discussions, and the continuously developing evaluative arguments based on these critical engagements. What we have then is a continuous grounding and, through rewriting and editing, regrounding of critical engagements and the developing arguments built from these critical engagements.

Through editing and rewriting, these debates and discussions are being extended upon with new directions and observations being made and grounded in existing discussions and debates. Everything being discussed is situated and bounded by the research context including research problem and research questions.

The aim of the first literature review chapter, as I have previous mentioned in a blog post, is to present a case or a justification for the use and exploration of specific social learning technologies, and the use and exploration of specific learning processes and patterns within these social learning technologies. And, therefore, to explain and argue what has given rise to their importance in recent decades. It is aimed to achieve this goal through not only exploring the relationship between society, culture and Education, but also through discussing relevant pedagogical approaches and different social learning theories that enable particular learning patterns and processes of research interest.

Current Thesis Writing Task

The current task is to strongly, comprehensively, substantially, and with great detail rewrite and reedit the content of the first literature review chapter. This process involves rechecking or revalidating claims and arguments I have made and are in development, and to ensure that they are grounded in the critiques of existing published discussions or relevant findings.

You cannot claim anything without fundamentally grounding the argument in existing published arguments and discussions because without such grounding, any existing arguments would lack philosophical and / or empirical basis and would not stand up to scrutiny in any VIVA assessment. Even in the literature review you must begin to develop arguments. A literature review is much more than just a review of literature: it’s a separate research project in its own right and therefore is its own project of argument and critique building. This demonstrates your understanding of current literature and current discussions, and demonstrates your ability to critically engage with existing literature and to build arguments and counter arguments, etc. from these critiques.

In order to reach a comprehensive level of editing and rewriting, I am adopting a line-by-line analysis method. This method enables me to go through each page on a line by line basis, scrutinising every sentence, every word, every thought, every idea, and every debate and discussion that I am developing and therefore reground in existing literature, and to verify and validate references that I am using to assist with argument building particularly in the context of new understanding and new thoughts that I have documented since I began originally writing the literature review.

This is an extensive and at times intensive exercise, but is something that I think is beneficial in the long term because since I started this reediting and rewriting process of the first draft, I have made observations in the literature that I had not previously observed, and have developed and continue to develop further thoughts and amendments to debates and discussions.

I come across some people in particular quarters who oppose the idea of what they consider to be an “over thinking” of reading and writing processes and the way in which we engage with the processes psychologically and mentally. But I argue that to class or to consider such as “over thinking” is an admittance of only having the desire to think at a level of convenience rather than the level of what is actually possible in reality. Trust me, when you are engaging with a Ph.D. and dealing with challenging concepts and their challenging relationships, there is no such thing as overthinking!

When you have taken your thinking and your mind to what you think is your limit, go beyond!

‘till next time!

Alex Darracott : 25 Feb 2018 21:30 |  Tags: Litreview Methodology Reflections Thesis Writing |  Comments (0) |  Close comments |  Report a problem

First Mini Milestone Achieved: The First Section of the First Literature Review Chapter!

All research projects consist of a series of major and mini milestones. Major milestones represent the formal completion of academic tasks such as successfully demonstrating progress per year, the completion of the Upgrade paper, the completion and passing of the first year research training assignments, and the completion of the thesis. Mini milestones are smaller, but nevertheless equally significant achievements that are personal to you and what you have set yourself to accomplish.

Most recently I have accomplished my first mini milestone of the thesis writing process: the completion of the first draft of the first section of the first literature review chapter! I am going to call each completed draft section a milestone; each time a section is drafted it’s going to be a milestone because each iteration shall demonstrate continuous progression of understanding, knowledge, awareness and comprehension of the subject matter, and further development of arguments and discussions. Each draft iteration, therefore, shall experience transitions, developments, progress and transformations in various ways. These mini milestones that you set yourself are important, because they are your means of observing and measuring progress and development as a writer, thinker, academic and researcher.

The word “completion” should not be taken in its literal sense, however, because any section that you complete for your thesis at any time in draft form will change. Completion in this sense therefore means that enough has been written so that you can progress onto writing the next section. Remember to relate each section in some way as you write them, as each section should build upon the previous section’s ideas, discussions, debates and arguments. Even in the early drafting stage you should be able to find connections and opportunities to build upon across each section.

The key idea of the first section drafts is to document your ideas and points of debates and discussions as quickly but as detailed as you can based on what you know at the time. Sometimes you might have to use some creativity and imagination when you are thinking about links between different ideas within the paragraphs (remembering to note that you have to explore these ideas further and reference accordingly) and that’s fine. Don’t discard anything out of your mind, just get things down on paper or on the computer.

Forming some sort of logical order and structure to your thoughts during the first draft is not too important. If you can form some logical order and structure as you progress (as I write I can visualise connections between ideas so I try to sort the order and structure out there and then relative to what I currently know, but that’s just a personal preference) that’s fine, but don’t be too worried about that at this time. What is important here is to get your points of debates, discussions, critiques and analysis down, and these shall guide you as you search to develop them further with each draft.

This is not to say, however, that no new points of debates, discussions, critiques and analysis shall emerge from further readings and thinking because they will emerge. As I was reading material for the second section of the chapter, I actually discovered ways that I might be able to develop existing arguments, etc. further and identified new potential points of discussions for the first section. These have been noted and I will come back to them as I write the second draft of the first section. In the meantime my attention is fixed on the next section of the chapter.

Additionally, not only do those arguments, critiques, etc. act as a guide for further reading, but can also inspire and encourage further insights and observations that you had not taken notice of before within the literature. Be creative and imaginative here and think carefully about everything that you read, and carefully relate to your previous discussions. But remember to always, therefore, ground your creative thoughts and imaginative ideas in existing, published debates and discussions or have very sound and logical reasons why your ideas logically build upon existing ideas.

Remember that the key idea of drafting is to continuously strengthen your arguments, debates, discussions, and analysis through engaging with existing literature, and to, as mentioned, think carefully about the literature and the formation and grounding of your further thoughts. As you write each section remember the key rule of building them up on what has been previously discussed. Each idea builds on a previous idea; each paragraph builds upon a previous paragraph in some way, and each section contributes to the overall picture or objective of a chapter.

A milestone is a milestone. Each of them in some way recognises a development in your work and your journey as a researcher and writer. Acknowledge them, reflect upon them, learn, and continue to progress!

Alex Darracott : 11 Feb 2018 20:59 |  Tags: Litreview Planning Reflections Thesis |  Comments (0) |  Close comments |  Report a problem

From a Structured Plan to an Emergent Design: the Pause–Reflect Process

A complete change of Structure!

Furthering the developments noted in the previous blog post, I have now thrown out the original structure plan and have come to realise that the structure is a product of an emergent process. To recap, the original plan was for discussions of society, culture and education to be defined, characterised and discussed separately before discussing their relationship leading onto discussions specific to my research. After tangling with the likes of Macrosocieties, different types of societies and realising that society and education are embedded within cultural definitions, separation of discussions of society, culture and Education proved to be impossible.

This experience illuminates the proposition that whilst structuring, designing, organising and laying out a chapter is beneficial for guidance, sometimes a structure can only come about through an emergent process. Simply getting down to the task of writing and placing the process of writing above the need to structure can be more beneficial. With that, the structure of the first literature review chapter is still emerging; therefore, I cannot determine exactly the way the chapter shall be structured, although I do have general ideas of the topics I want to cover in that chapter.

It is through the process of reading more material, of writing and thinking about what I am writing that has enabled the structure to be viewed as emergent. This is a continuous and cyclical process, swapping between writing and reading, reading and thinking, and writing and thinking; therefore, the way the structure is now might not be the same in the future. There are no absolutes here: the structure, and the content, are adaptable and changeable through the process of reading and writing, in accordance with the chapter’s objectives and intended outcomes. I have even found this weekend, and as I was writing the first draft of this blog post, the possible ways that the chapter could change.

It has been challenging at first: the moving away from the idea of needing to structure a chapter to the idea of letting a structure emerge. But, I have a strategy that frames the way in which these changes take place so that it’s not ad hoc or on the spot emotional moment of needing to include something. It’s a strategy that emphasises the importance of pausing and reflecting.

The Pause-Reflect Process

I found a gap between what I thought I understood, the structure of the chapter, and observations and abstractions I was making from reading the literature. Identifying this gap caused a change in my conceptual understanding of the social and cultural. It’s a cognitive, mental process that requires an objective approach and an open mind, guided and framed by the research context, research problems, and research questions. An open mind is important here, because the impact of a closed mind is spending so much time trying to fit reality within your own conceptions that you miss what is really going on. Subjective biases, emotionally driven responses and personal frameworks would be placed above the truth of reality, or any sense of trying to understand what this truth is. That’s not what doing a Ph.D. is about; that’s not what writing is all about; that’s not the way our mental and psychological processes should be applied.

What did I do exactly to overcome the gap identified, and to therefore change the structure? Writing was paused, and existing knowledge of the concepts and emerging conceptual knowledge from the writing process were reflected upon. These reflections were then compared with, and further reflected upon, the research context, problem, questions, aims, goals, objectives and intended outcomes.

Essentially, it is the research context and its defined problems and questions that provide a general framework for the early literature reviews and the methodology chapter. Whatever you write, always keep the context in focus and try not to go off on a tangent that has nothing to do with the research context. It is through the reflective process that discussions within a chapter can be appropriately managed and reframed and, therefore, enables you accurately and effectively judge and measure the validity of your current understanding, knowledge and meaning. And, additionally, it is through this reflective process that you can make decisions on the path that you are on. Remember: writing is never a set, absolute process; it’s not a long, linear path. There are many twists and turns and forks that you shall come across. But using some sort of reflective, framing process, for me, is helping me to guide the directions of the discussions. It is therefore through this reflective, comparative process that I found that the chapter structure, at least with this chapter, is an emergent feature. It all started because of that element of doubt that I had with regards to the way I was trying to separate the discussions of society, culture and Education.

In general

Every word, sentence and paragraph has an interrelated existence. Every word or series of words should illuminate a subject-object relationship (though this is not always the case); every sentence must contribute towards the overall context and message of the paragraph; every paragraph must contribute towards the aims and purposes of the chapter or section in an interrelated way. Every paragraph deals with a different topic referring to the section of the chapter, and builds upon what has been said previously.

It's not a case of adding a sentence or a paragraph and not giving it any further sound, logical thought. Adding a sentence is easy: it’s the act of logically, critically reflecting upon the purpose of every word, sentence and paragraph and comparing against the context of research and the goals and purposes of a section or wider chapter that offers the challenge. But it is these challenges that shape and develop you as a thinker and as a writer.

Where am I now with the chapter?

I’m at the stage in the draft process where I have gone beyond society and culture and now onto discussing Education and learning theories; however, because of the now emergent nature of the chapter, the structure and layout will more than likely change. Therefore, because I say I have gone beyond the discussions of society and culture I do not mean this in an absolute way, never to be returned to. What I mean by this is, I have written enough to be able to progress onto the next section in draft form, with the motivation and willingness to return to the previous sections as and when is deemed necessary. I might have written enough based on my understanding and knowledge of the concepts in relation to the purpose of the chapter within the context of the research, but this does not mean that at any time what I have written reflects the totality of what I might know and understand at any time in the future.

In my more general views, you cannot write what you think you know and understand and pretend that this is the totality of all that you could know about the subject. If you start to think in an absolute way, you begin to miss the point. The point is to continuously challenge and question what you think you know and understand, and have the mind to seek answers to questions, hypotheses, thoughts and ideas that you develop as you progress with your investigations and explorations. As indicated therefore, I accept that what I have currently written about society and culture and what I am currently writing and shall write in the future shall be a continuously changing, emerging set of discussions and debates relevant to the purpose of the chapter, and the context of the research.

It’s an ongoing journey that continues…….and continues…………..and continues………….and continues…………..and continues…………..and continues…………….and continues…………

But that’s the fun of it all!

Alex Darracott : 04 Feb 2018 20:11 |  Tags: Culture Methodology Reflections Society Thesis Writing |  Comments (0) |  Close comments |  Report a problem

Further Reflections on the Importance of Discussing Society, Culture and Education

*AUTHOR’S NOTE: I have not had the time to write this post till now; therefore, consider this post to contain valid thoughts on the subject up to W/C 28th January 2018. I have decided to post this anyway at this time simply for me to track and share my own thinking*

Exploring the importance of Macrosociety in my Research:

In the previous blog post, I discussed the view of Education from a couple of possible general sociological perspectives: the Macro and Micro. I indicated that the Macro perspective could be used to study Education in a variety of ways: impact of social and cultural contexts upon the individual learner; or from a structural perspective that explores the impact of social institutions (Education, law, finance, politics, etc.) on each other. I also talked about and focussed on the Micro perspective, which focusses analysis and explorations on the smaller scale interactions between humans either on a one to one or small group basis, and defines the individuals as having agency that can change institutions.

I suggested the relevance of Macrosociology for the first chapter of the literature review, in terms of explaining what Macrosociological research is, what it entails, what are its characteristics and therefore explain why I am not adopting a Macrosociological perspective. As I began to write about this however I quickly realised that I would have had a problem: pages and pages written about a perspective that has nothing to do with the actual research context, research questions and research problems. It wouldn’t make any sense to include discussions about Macrosociology because although my research is in Education, it is not looking at Education from an institutional level. If I were looking at Education from a Macro perspective it would have made more sense to talk about it, and to talk about which theoretical perspective of Macrosociology I would adopt relative to the context and in comparison with other theoretical approaches.

Exploring the importance of discussing the relationship between society, culture and Education

After battling with the way in which I should present discussions on society and culture, I arrived at the point where I identified the importance of carrying on with relevant discussions. Not in terms of macro or micro perspectives, but in terms of how society has changed, and the way in which these changes, challenges and opportunities have given rise to the importance of types and modes of learning, and therefore, the relevance of the Ph.D.’s research contexts and explorations.

Another cause of change to the way I am structuring the sections and content of the chapter is the definitions of culture. There are many definitions of culture from anthropologists, sociologists, psychologists and Educationalists, but essentially all define culture as a set of knowledge, beliefs, values and skills that are transmitted and acquired from one generation to another, but are changeable over time. I had to be mindful of language here, because the words “transmitted,” “acquired,” and “changed” illuminate processes of learning. Culture, however, does not define the actual process of learning, but it can shape and frame the process. This identification of commonality across different cultural definitions made me question my approach of attempting to separate discussions between society, culture, and Education. I’ve now concluded that it is impossible to do, because at the level of definition, society and Education are embedded within the definitions of culture; therefore, there appears to be a strong interrelation between society, culture and Education. They cannot be discussed independently and separately from each other. Society cannot exist without culture, culture cannot exist without society, and discussions about Education simply cannot take place, therefore, without placing it into some sort of social and cultural context

Personal Thoughts and Summary

I am happier with what I have come to realise recently, and have begun to alter the thesis chapter accordingly through merging the discussions of society and culture, and reduce the word count that was over seven thousand words mostly talking about society and culture, but little at that point about Education. Another concern, therefore, that caused a change in approach was that the VIVA assessment panel might have questioned why I wrote so much on society and culture and not Education till after a certain point, especially given I’m doing a Ph.D. in Education and not Sociology or some branch of Cultural Study.

It’s a fascinating journey, and I’m pleased that I have come to realise that acknowledge that the structure isn’t working and therefore change tactics. Do not fight this: it’s important that you are adaptable enough to change, and enable a mindset open enough to be guided by the writing and the reading, rather than religiously adhere to a structure that perhaps did not reflect what you could have known at the time.

Keep reading, and keep writing!

Alex Darracott : 04 Feb 2018 19:47 |  Tags: Culture Litreview Reflections Society |  Comments (0) |  Close comments |  Report a problem

Some Thoughts and Reflections on the ideas of Time and Planning

After a period of festivities (including eating far too much) it’s time to get back to the Ph.D. beginning with a short period of initial planning of what I would like to achieve this coming year. During the planning and strategy development, I have been rethinking questions about what time is, and the importance and value of time when it comes to planning. What is time? In what way can time hinder or assist? It’s important to remember from the beginning not to view your planning and strategizing as something that has to be set in stone and followed in an absolute, unchanging way. Give yourself room to be flexible and manoeuvrable and try not to set it into your head that you must complete a particular task by a particular time, but obviously do your best to achieve as much as you can within any given time frame. Time is a man made creation. Time itself has little control over us, but we can use time as a psychological guide or frame of referencing that assists with our task identification, task ordering, and task structuring, with the order based on the way in which we perceive the need to complete the tasks. The act of structuring and ordering the tasks therefore is time independent, although time itself can be a useful framework if approached in a flexible way.

Several times during the previous year I found that a certain task took longer than I had originally planned, but the task led me to ideas and directions I never considered before. This resulted in the strengthening of my ideas, of my directions, and substantial understanding. I completed some tasks way outside of their original time frame, but I find this as perfectly acceptable because of the way in which the task contributed towards the further development of my ideas and research directions. If you do not complete a task outside of whatever time frame you categorised it, don't panic! If you complete a few tasks then that is fine, but don't beat yourself up if you do not complete every task. Simply replan, and always, always, try to monitor your progress so that you can adjust accordingly.

When you are writing your plans, you cannot at all predict this sort of event or occurrence, and if you are absolute and regimented in your approach then these potentially useful events might not occur at all. Why? Because you would be so focussed on completing a particular task within a particular time that you would not be able to view the task beyond what you have conditioned yourself to observe. Do not allow yourself to be trapped like this. The best you can do is allow these events and occurrences to happen, deal with them accordingly, and readjust your plans as necessary. Do not fight these potentially enlightening, creative, inspiring, developmental yet challenging moments. Let them happen; let them develop you and let them develop your ideas. Dynamism and flexibility are keys here.

The possible time and task independence does not negate the importance of good, appropriate planning at least so you have some sort of guide to direct you to the next important task in the ordering or structure of your plans. Do not rush, and do not be so regimented and strict with the planning process that you enable the process itself to suppress your creativity and originality.

A Brief Look At My Planning As An Example:

My two, long term, main goals of this year are:
· Continue to draft the thesis
· Continue to develop the theoretical framework

I am telling myself here that focus of the year needs to be placed on drafting the thesis, and to continue development of the theoretical framework. Would I be able to complete, for example, the construction of the theoretical framework? It is possible, but I am not going to commit myself to that because I do not want to view the definition of time as more important than the creative, innovative process that come with developing a theoretical framework. If I were to commit myself to completing the theoretical framework, I would be in danger of missing out on moments of creativity and innovation. I really cannot predict if I will complete the theoretical framework this year, but at the same time I am not saying this is impossible.

In my planning, I have broken the rather abstractly stated main goals down into a series of medium term goals and tasks, and short term goals and tasks. I have used a time frame (blocks of time: now and Easter; Easter to summer holidays; summer holidays to Christmas holidays) to categorise and order the goals and tasks, but I am not using time in a regimented and dogmatic way: I am using time as a rough guide to assist with ordering the completion of the identified tasks.

What is most important to me is not to use time in a regimented way; a way that forces me to complete a task at a particular time, but to use time as a rough guide with more focus and emphasis on the importance and value of ordering and structuring task completion, irrespective of time. But, that does not mean I would not be able to complete a task within a specific time period; however, I do not want to restrict whatever creativity the methodology affords me, and whatever unexpected insights within the data that come about that inspire me to return to literature exploration, or to collect more data to further develop conceptual or practical insights. I do not want to get into a position where I am so focussed on completing a task within a particular time frame, that the quality, insights, observations and careful thinking reduces. Be flexible! This is important for Grounded Theory projects. Don’t let your use of time restrict your creativity and your ability to innovate. Plan and think very carefully and use time as a resource, and not the be all of everything.

Summary

Do not use time in a way that enables time to restrict your creativity, your ability to view new insights, to develop existing insights, and to observe and critique new events and ideas that you develop and identify. Breaking down your abstract long term goals into more observable, measurable medium and shorter term goals, and understanding the importance, value and order of the tasks you want to carry out is more important than the time you give yourself to complete them. Obviously, do the best that you can and strive to achieve, but don’t ever rush yourself and don’t ever restrict and suppress your creativity in the name of completing within a time you set yourself. I think this is more relevant to grounded theory projects, simply because with grounded theory you simply cannot predict what you are going to find within the data. I might be able to develop some sort of anticipation of what to find as I reread and code more data, but ultimately those anticipations could also act as restrictions.

Be open minded, be flexible, be dynamic, and don’t restrict yourself. Remember that time is a man made construct that should not be used to control and suppress you, but to be used as a guide.

‘till next time! And that was a timely pun!

Alex Darracott : 07 Jan 2018 19:42 |  Tags: Groundedtheory Litreview Planning Reflections Thesis |  Comments (0) |  Close comments |  Report a problem

Reflections Of The Year!

It has now come to that time of year where I begin to wind down for Christmas and begin reflecting on what has occurred during the year: the changes to my thesis, philosophical beliefs, methodological directions and understanding of the phenomena of interest, and what I can carry forward into the next year with significant strides and potential. And, what a year it has been! It has been a year of realisations, progress, doubt, and changes.

Reflecting on this time a year ago, I had just been assessed by the Upgrade panel and was in the middle of transitioning between philosophical and methodological directions. Because of the doubts I had of my own research methodology, which occurred after submitting the first upgrade paper but before the upgrade presentation, and the issues raised during the upgrade process, I had to resubmit the upgrade process with my new thoughts and new directions that I had been thinking about (and some which came about through discussion with the panel and my supervisor). I was forming an ontological battle in my mind. Methodologically speaking this was clear: I dropped the mixed methods approach as I had doubts about this approach, which were confirmed by the assessment panel, and kept the Grounded Theory method, but upgraded it from a method to a methodology. Grounded Theory plays a much more important role in my research now than it had previously, only I had not realised the significance of its role till just before the upgrade presentation. But ontologically it was a battle between realism and relativism: was I viewing reality as independent of my own thoughts? Is there a reality independent of my own thoughts? Or is reality simply constructed in my mind? Is reality relative and contextual, and therefore consist of no objective qualities? I eventually came to the realisation in late summertime that I am simply unable to pigeon-hole the beliefs that I have about reality, given the context of the research and of the phenomena of interest. From this realisation of the complexity of my beliefs I am now coming to the belief that my ontology is a mixture of moderate realism, along with aspects of pragmatism, complexity theory and phenomenology. Epistemologically, it appears that my beliefs about knowledge is a mixture of interpretivism and contextualism. The finer details of both sets of beliefs, such as the relationship between aspects of ontological beliefs, between aspects of epistemological beliefs and the wider relationships between ontology and epistemology (eventually working into the methodological justifications) need to be worked out more clearly and comprehensively. However, the fact that I have come to realise this diversity of my beliefs is what I could consider to be a key highlight of the year, and a key stepping point in the research progress. I am continuously questioning my own beliefs, however, and continuously reading more about ontological and epistemological theories.

The upgrade process was a really interesting experience. What was originally meant to have been a three thousand word paper eventually turned into a near seven thousand word mini dissertation! But I did enjoy this, and I felt that it really helped me to set the foundations for the eventual realisation that my philosophical beliefs are more complex than I had ever previously realised, and really helped me to focus on aspects of the phenomena I wanted to explore. But even then, things have changed or altered slightly since submitting the second upgrade paper, but that is the nature of research. It never stands still and you can never really say that what you think currently really is or will be the case in the future. I’m viewing things in the data that I had not realised before, and I’m viewing my own beliefs and questioning my own beliefs in ways that I had not originally thought of. This is a part of what I call ‘Meta Philosophy’ and during the year, especially during the summertime where I found myself becoming more consciously aware of the complexity of my philosophical beliefs, I have found this to be an increasingly important aspect of describing the foundations and roots of my research design. I have talked a fair bit about Meta Philosophy during the summertime on this blog, though I shall have much more to say about this subject in the future especially in the thesis.

As for the thesis, I feel much more focussed and settled in my mind about the directions I want to take. Even at the beginning of the year, I didn’t feel I had a lot of clarity because of the philosophical and methodological transitions that were taking place even up to late summertime. Now, whilst there are finer details to work out and explore, as there shall always be, I do feel much clearer now and have greater levels of clarity in general when it comes to my thesis, my identity as a researcher, my research design and therefore the way that I view and want to explore the phenomena of interest. I feel much clearer with the role and function of literature in my grounded theory project though I appreciate that different people will have slightly different approaches, but I feel more confident with my own approach. I will know for sure during the next year however if this approach I have in mind shall work. I feel confident that the three literature review chapters I have planned will work and will be well written and will achieve all the goals and aims that I have for each chapter. I feel that I have progressed well with drafting aspects of some of the chapters of the thesis during the year: the first literature review chapter (which I am now tentatively calling the Function of Education within a Contemporary Society), the third literature review chapter where I critique various relative learning models and theories, and the methodology chapter particularly the beginning sections where I detail the ontological and epistemological beliefs, and their impact on the selection and use of the methodology and method. Obviously this and all other chapters are work in progress, but I do feel better that after months of doubt, of questioning, of experimenting, of restructuring and rewriting the outline and exploring lots of research papers that I have a workable structure.

I just have my fingers crossed that I have what it takes to deliver a sound, comprehensive, well written, original thesis.

What are the root causes of the changes that have taken place as outlined? Along with the upgrade paper I’ve also sourced inspiration and influence from the CES Conference and the process of publishing my second research paper. I have talked much about the CES Conference during the year, but here it suffices to simply say that I am really pleased to have been afforded the opportunity to present some of my findings at the time at the conference, and the feedback I received from the audience and subsequent discussions that took place at other conference presentations were invaluable. They were invaluable because they made me realise the importance of describing and explaining some aspects of the phenomena in ways that I had previously valued but had not realised their importance to include in the thesis. Secondly, the feedback and the general conference experience enabled me to realise who I am becoming as a researcher and therefore assisted in developing my identity, which I strongly emphasised in the subsequent published reflection of the conference.

The CES experience therefore was a major highlight, as was being able to have a second research paper published based on critically reflecting upon my experience as a conference presenter and attendee. The paper included ideas I am working on regarding the impact that our epistemological beliefs have on our identity, identity development and experiences of academic conferences. Secondly, the paper contained other ideas that I have regarding the way in which conferences play a role in our professional development and thesis development. Attempts were made at identifying a relationship between the two ideas. The experience of writing and editing the paper and working with the reviewers was again invaluable to the development of thesis directions, and of who I am as a researcher.

In summary: the key highlights of the year were successfully passing of the upgrade process from MPhil (Master of Philosophy) to DPhil (Doctor of Philosophy), the successful CES conference experience, and the publication of my second paper. Also, I feel much clearer now with my thesis, with my philosophical beliefs, methodological directions and understanding of the phenomena of interest. Whilst much more work needs to be carried out, the foundations that I have laid during the year should lead to much greater and more significant strides throughout the next year. I will, of course, be keeping you all up to date via this blog!

But for now, thank you very much for the kind comments that I’ve had during the year from blog readers. It’s fascinating to know that people I’ve never met before can become so interested in what I am writing. It’s nice to think about this blog and my writings having some sort of influence on others and inspiring others in that way. That is, of course, should be a reason why we become Ph.D. students and want to be involved in the world of academia.

Thanks again for reading, and as this is the final post of the year on this blog I would like to wish you all a Merry Christmas and a Happy New year, and I look forward to writing much more on here during the next year!
 

Alex Darracott : 15 Dec 2017 12:00 |  Tags: Conference Epistemology Groundedtheory Methodology Ontology Philosophy Reflections |  Comments (0) |  Close comments |  Report a problem