CES PG Conference 2017: Education in a Changing World Theme

The political, theological, social, economic, cultural and technological landscapes of the world continue to ride the consistent, constant wave of change, which over the past few decades have led to globalisation and much diverse societies, identities and cultural integration.

Globalisation and the European Union

Globalisation was a buzzword back when I first started college in the late 90s / early 2000s and I remember reading reams of papers about this concept in relation to businesses, business computing, the European Union and the European Union agenda that focussed on technological changes within EU member states, the potential negative and positive influence of these changes on business processes (production, marketing, etc) within EU member states, and the integration of processes across EU member states. Much like the concept of the European Union however, Globalisation has its benefits and also its criticisms. Many questions have been asked to what extent wildly differing cultures, economies and societies can really fully integrate and function, and to what extent integration should occur. Even with our neighbouring European countries: whilst we might be geographically neighbours, we differ so widely socially, politically and economically that it’s arguably fair to ask these questions. As I intend on avoiding political engagement with this blog (admittedly given the context of the theme of the conference this has been difficult to avoid when writing this post), it suffices to say that there is no assumption being made that integration is wrong, but questions have to be asked regarding the extent to which integration should be defined, and the limit of which integration should take place. Questions especially have to be asked about globalised economies and the integration of economies: as we have observed with the financial crisis of America and of the EU (yes, it was a global economic crisis, folks), too much integration can bring as many dangers and negatives as there are positives; additionally, the more integration takes place the more that a country is at the mercy of the actions of other countries regardless of what an individual Government does to safeguard a country’s economy. Whether or not globalisation, the EU and so on are viewed as either positive or negative is up to you to decide.

Globalisation, Education, and the Changing World

The theme of this conference therefore, as you can probably imagine, was about Education in a Changing World. The presentations I attended focussed on teacher perceptions of their role and identity; about teaching British values; about theory-practice relationships; about the role of Education in a changing world; and Grounded Theory. All these presentations were extremely interesting and focussed on different aspects of the way in which Education is attempting to deal with an ever changing world, and the way in which individual researchers are engaging with relevant, challenging issues. The presentations enabled reflective and critical engagement not only with their work, but with my work from both Philosophical and Methodological perspectives.

To focus in on a single thread of discussion (far too much can be said for a single blog post!), a function of any Education system is to maintain pace with a continuous evolving world through equipping and enabling citizens with the skills and processes suitable to take an active part in this changing world relative to their ability and capability. The extent to which Education is able to maintain pace with a changing world, the approaches that are used to ensure this pace is kept, and the way in which a changing world is realised and reflected within an Education system is a matter of much debate and, hence, much research and questioning.

As a specific example in relation to a particular presentation, it can be argued that education systems need to be designed for flexibility, adaptability and fluidity and therefore responsive to change, but it’s arguable as to the extent to which this actually happens in the UK. An extremely interesting presentation revolving around the teaching of fundamental British values noted that the term “fundamental” was debatable because it suggests a set of values that should not be questioned. Given that we are a democratic society, should anything be considered fundamental? Does the very definition of fundamentalism go against the definition of a democratic society, in terms of its freedom and choices that it proclaims? Can you really have pure democracy when fundamental principles exist? Is there really such a thing as a pure democracy? Does the fact that we are a democratic society encourage the existence of diversity and integration? Additionally, the idea of a British value or holding what is perceived to be a British value is also debatable, nevermind defining them as being exclusively British. Democracy, for example, is considered a British value but yet there are other democratic societies. Why define it as exclusively British? Another interesting point made in the same presentation, and other presentations referring to teacher identity, was the use of teachers as applications of surveillance: should teachers play a role of observing children and surveying those at risk of being exposed to or expressing terrorist-like characteristics? Who defines what a terrorist-like characteristic is? In what way can these definitions be separated from normal childhood games and behaviour? Would cowboys and Indians, cops and robbers be perceived as terrorist-like characteristics?

Teachers, according to the research presented, generally reject this role because it goes against their perceptions of themselves as teachers and the general identity of being a teacher, which in turn brings about questions regarding what are perceived to be social norms, trends, and psychological mindsets linked to a particular identity. If a teacher perceives their role and identity as a teacher and not some terrorist surveyor they will not accept the idea of observing children for potential terrorist based characteristics. Further, adopting such a role brings about questions of ethics, obligations and morals. Researchers, as an example, have the moral and ethical duty to inform relevant authorities, parents and, in some cases, the children themselves that they are being observed in some way for a research project. Is it therefore moral and ethically correct that teachers might be able to observe without permission? Might it become a definition of the job of teaching? Would you want YOUR child to be observed in such a way without you knowing, in an attempt to ensure that the child observed British values? Where did these British values come from anyway? Who defines them and why? Who is anybody to dictate what defines a British identity, when British countries themselves cannot agree if whether or not they want to be part of a British union?

Considerations of the Research Context

Just writing this blog post from the top of my head (and following a reedit) it’s already reached over a thousand words and I haven’t even scratched the surface of the conference, as for the purpose of this post I’m thinking about a single aspect: the influence of Globalisation on our Education system in a changing world although this actually wasn’t the focus of my presentation but regardless of that, it is an important concept for Ph.D. candidates in Education and researchers in general to consider. When we are thinking about psychological and social processes within the specific contexts of our research practice and designs it is important to think about the wider society outside of our research contexts and the impact politics, society, economy and so on have had on the phenomena of research interest. This is particularly important when engaging with the relationship between theory and practice, and in the way that our developing theories can integrate with practice and provide it with benefits, and in turn the way that observations of practice can integrate with theory (told you integration can be beneficial!)

Summaries

In summary then, the conference itself was absolutely fascinating and has presented me, as you can imagine, with opportunities to reflect and critically engage. It has most certainly been a worthwhile experience attending the conference and every presenter both orally and poster wise made an important contribution and every discussion has been highly valued and is being reflectively and critically engaged with.

In summary of the general theme of this blog post, Globalisation as part of this changing world has introduced benefits, but it is also playing havoc with the Education system in terms of safeguarding and protecting values, norms and customs that are perceived to be British, and in the identity of a teacher. However, it should be asked if there really can be a set of agreed upon British values and customs and the way in which this should be introduced and taught (e.g., criticisms are raised against extreme Islamic teaching: can the same be raised about extreme nationalist teachings? In what way should this be monitored and approved by official standards, and who would define and develop these standards in the first place?). Additionally, it has to be questioned to what extent the benefits and negative aspects of globalisation are actually perceived or actualised, and the extent to which the media and Governments are using globalisation as a cover up for any mishaps that they refuse to take responsibility of.

Regardless, it’s the role of the Education system to keep up with all changes that occur nationally and internationally, but whether or not it is doing this effectively, ethically, and morally and whether or not it’s based more on ideological assumptions rather than practical realities is a matter of continuous debate and much research.

Alex Darracott : 10 May 2017 12:08 |  Tags: Conference Design Politics Reflections |  Comments (0) |  Close comments |  Report a problem

My Current Thinking About Grounded Theory

As mentioned in the previous blog post I still have many unanswered questions, and whilst some questions have been answered and thoughts have been developed from reading many research papers and textbooks, which itself is an ongoing task, many of these questions will be answered as I continue to code through the data and experiment with different Grounded Theory procedures. Experimenting with these procedures shall assist with my understanding, decision and selection justification of the most appropriate procedure for the type of data, disciplinary contexts, and the phenomena itself.

My Current Philosophical Position

At the Philosophical level, I am aligning with the idea of Philosophical fluidity: because Glaser’s writings have been interpreted as philosophically neutral (although there are writings that do suggest that it leans methodologically towards positivism, and some suggest critical realism) and Strauss and Corbin’s writings suggest non-formal adherence to procedures, along with their later writings lining out pragmatism and symbolic interactionism as being the underlying theories of their grounded theory, it can be argued that Grounded Theory encourages philosophical fluidity.

Because my philosophical beliefs align with a realist philosophy; specifically, a realist ontology and an interpretivist, critical epistemology (ideas are continuously being developed here) I can safely reject Charmaz and Clarke’s variants of Grounded Theory as they align themselves with constructivism and post-modernism respectively. I can also argue the rejection of Bryant’s Grounded Theory as appropriate as it aligns with a Pragmatist philosophy but this might not be black or white as I am currently engaged with debates about the methodological level of grounded theory.

Methodological Considerations

My current engagement with the methodological aspect of grounded theory refers to the following questions:

Which procedures of grounded theory are most relevant to a realist conceptualisation of Grounded Theory? Therefore, which version of Grounded Theory out of Glaser, Strauss or even Bryant would be most relevant? Would I have to think about a combination of procedures? Or do I have to in some way create a new procedure? A specific focus in answering this question revolves around debates of Axial Coding, and its relevance to the context of research.

Another question is, what difference does coding for a process introduce to Grounded Theory? Grounded Theory has most popularly been used for coding for experiences and beliefs of a phenomena as opposed to coding for structure and sequences of a process in non-interview based documents and transcripts. From my ongoing readings, I have not come across much literature that covers grounded theory use for developing a substantive theory from observations of a process, as opposed to building a theory from experiences and beliefs.

Therefore, following from this, in what way does a realist Philosophy contribute towards understanding a process from non-interview documents as opposed to understanding a process from the beliefs and experiences of participants as reported in interview based transcripts? What are the philosophical differences here in general? I know that constructivism relates to interview based transcripts, but what about realism and interpretivism and their links with non-interview based documents? Can we assume that interpretivism is some internal process of meaning making and application of meaning on constructs and aspects of reality (reality of the argumentation process) we consider real? What can a realist Philosophy say about qualitative data in general, in contrast with or complementary to constructivist perspectives?

Reflection and Pushing Forwards

Comparing my thoughts documented in much earlier blog posts I do appear to be more settled on grounded theory from a Philosophical perspective and continuously building philosophical arguments for grounded theory. The main area of current contention is the methodological level; specifically, knowing the exact grounded theory procedures to use and this can only be understood as I progress through coding of data and experiment with coding procedures complemented by appropriate reading. Further questions revolve around the way in which the type of theory produced from grounded theory (known as a substantive theory) explains the phenomena of research, and in what way this type of theory can develop into formal theory in the future beyond the Ph.D.

There is a lot to think about here, but I feel that I am placed somewhere in the middle of everything: I am coming from that land of philosophical and methodological confusion of wondering what on Earth do I use and why, to coming to be settled on philosophical perspectives and general methodological approaches. What I am starting to do now is push myself along this philosophical and methodological spectrum towards the side where I am developing philosophical justifications and arguments for the research design, and generally understanding, experimenting with and justifying selections of variants of grounded theory approaches.

Therefore, I have come from the land of philosophical and methodological confusion (Genesis if you’re reading this, no plagiarism intended) to a general sense of philosophical and methodological clarity although specific confusion (for lack of a better term) still exists, and now pushing myself towards specific and detailed clarity. I can tell this is happening because I have felt ready to start writing the thesis, and I have already made a formal start to drafting sections.

Onwards!

Alex Darracott : 01 May 2017 14:46 |  Tags: Design Groundedtheory Methodology Philosophy Reflection |  Comments (0) |  Close comments |  Report a problem

Grounded Theory: Philosophically, Methodologically, and Disciplinary fluid?

Grounded theory initially appeared straightforward but it did not take long to realise its complex nature and intense debates surrounding philosophical, methodological and, most recently discovered, disciplinary issues. I first encountered grounded theory through Charmaz’s Constructivist Grounded Theory and read through her book thinking that it would be most relevant to my philosophical beliefs at the time. As I understood the phenomena of interest and the general context of my research through much reading of existing empirical literature revolving around the phenomena of interest, I began to realise that I’m not a constructivist, but a realist. Constructivism and therefore constructivist grounded theory became increasingly irrelevant because of its leaning towards there being multiple realities (I have a belief in a single reality, but not a single reality that is easily discoverable or understood) and an emphasis of the co-construction of meaning between researcher and participant (context of my research does not facilitate such a relationship). I therefore discovered the works of Glaser and Strauss (1968) and Strauss and Corbin (1990) and to this day it hasn’t been easy to decide which is the most relevant to my research and there is a reason for this, which I shall explain further.

There are several key authors of grounded theory: Glaser and Strauss (1968), Strauss and Corbin (1990), Charmaz (2000), Clarke (2003) and Bryant (2016), with each contextualising grounded theory within different philosophical assumptions and methodological approaches (as in, different coding procedures from what I can currently understand). Charmaz as mentioned contextualised grounded theory within a constructivist philosophy following criticisms of Glaser and Strauss’s approaches as leaning too much towards positivism, whilst Clarke positioned Grounded Theory within the context of post-modernism following criticisms of all previous versions. Bryant makes Grounded Theory relevant to practice-based research by positioning Grounded Theory within a Pragmatist philosophy. All these different versions of Grounded Theory have arguably come about through the professional separation of the pioneers of Grounded Theory: Glaser and Strauss.

Initially, Glaser and Strauss were united in their criticisms of social science research and the dominating positivist, objectivist, theory testing approaches to understanding the social world, and embarked on a mission to change that and eventually developed Grounded Theory, which initially was an inductive approach to develop a theory to explain social phenomena.

After a while however, the disciplinary differences and, therefore, theoretical differences between Glaser and Strauss led to their professional break up with each following their own paths to developing grounded theory, with Glaser’s version becoming known as Classical Grounded Theory, whilst Strauss’ version became known as Straussian Grounded Theory. Discussion of the exact differences between the two is beyond the purpose of this blog post but it suffices to say that Straussian Grounded Theory focusses more on combining theory building and theory testing approaches (inductive-deductive or some form of abductive logic) and consists of an extra coding procedure known as Axial Coding, which has been the subject of much criticism from Glaser and Charmaz, and much debate among other authors.

Glaser himself in various research papers and books has highly criticised Straussian Grounded Theory for being too prescriptive and therefore limiting theoretical creativity; however, Strauss and Corbin have both stated that Grounded Theory researchers should not follow a strict adherence to Grounded Theory procedures, but to view the procedures as a guide and therefore adapt according to their research context. And this, I would argue, is where we find the roots of much diversity and fluidity within grounded theory.

Philosophical and Methodological Fluidity

From the writings of Glaser it appears that he opposes the different versions of grounded theory arguing they have transitioned beyond the point where they can reasonably be called Grounded Theory.

The problem with this opposition however is that it has been argued that Glaser’s Grounded Theory is philosophically neutral and can therefore be aligned with any Philosophical position. It’s almost as if Glaser’s opposition focusses on methodological differences rather than Philosophical differences, but it’s the very argument that Philosophy influences methodology that suggests the existence of both philosophical and methodological fluidity. Glaser’s apparent Philosophical neutrality and Strauss and Corbin’s recommendations not to subscribe to strict adherence of Grounded Theory procedures evidences the existence of this fluidity of movement between differing Philosophical positions therefore enabling different variations to be presented. But there is a near limitless debate about this fluidity from all the key authors of Grounded Theory along with discussions from other methodologists and qualitative researchers, but in general there is movement towards this fluidity within research designs as written by some key contemporary methodological authors, all of which I shall be covering in the thesis to some extent.

Disciplinary fluidity

A paper written by Carter and Little (2007) has recently begun to encourage me to think further about the use of Grounded Theory in my research. They present a series of hypothetical scenarios involving a fictional character named “Anna” and a series of considerations she has had to make when designing a research study, and the eventual selection of grounded theory in her study. Briefly, this is encouraging me now to think more about disciplinary assumptions and disciplinary contexts that shall play host to Grounded Theory, and in what exact way and why certain grounded theory procedures are relevant to the discipline within which the phenomena of interest is situated. Additionally, I have to think more about the genesis of the particular version of grounded theory that I desire to use.

Therefore, currently I plan to use Strauss and Corbin’s variant of Grounded Theory. But I have many questions now particularly surrounding the debate about axial coding. I shall be covering some of these questions and thoughts in the next blog post.

References:

Bryant, A (2017): "Grounded Theory and Grounded Theorising: Pragmatism in Research Practice," Published by Oxford University Press

Carter, S.M., Little, M "Justifying Knowledge, Justifying Method, Taking Action: Epistemologies, Methodologies, and Methods in Qualitative Research," Qualitative Health Research, 17 (10), pp 1316 - 1328

Charmaz, K (2014): "Constructing Grounded Theory" (2nd Edition). Published by Sage

Clark, A.E (2003): "Situational Analyses: Grounded Theory Mapping After The Postmodern Turn," Symbolic Interaction, 26 (4), pp 553 - 576

Glaser, B.G., Strauss, A, L (1967): "The Discovery of Grounded Theory," Published by Aldine Transactions

Strauss, A.L., Corbin, J. (1990): "Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory" Published by Sage. (Note that updated editions have been published throughout the years)

Alex Darracott : 01 May 2017 14:24 |  Tags: Design Groundedtheory Methodology Philosophy Reflection |  Comments (0) |  Close comments |  Report a problem

It's All Starting To Click!

Within the early stages of the Ph.D. you shall be forgiven if you arrive at early conclusions regarding the relationship between philosophy, methodology, methods and data. It is easy in the early stages to subscribe to the notion that, for example, qualitative data and qualitative inquiry in general is situated only within a combined Philosophy of relativist ontology / subjectivist epistemology; similarly, it’s easy to subscribe to the notion that qualitative data comes only from interview methods.

Why is this the case?

I arrived at these assumptions prior to and early in the Ph.D, based on what I was reading at the time. Research papers gave the impression that statistical analysis and experimental designs aligned only with objectivist perspectives and that qualitative data and associated analysis aligned only with a subjectivist perspective. However, the more I read the more I questioned my own assumptions about the relationship between philosophy, methodology and methods and found that this relationship is far more dynamic than I had imagined, and that really there is no such thing as a linear relationship between them. This relationship is fluid, and the more I read and thought about my own beliefs I am now finding much fluidity even between ontological and epistemological perspectives, and this is what I shall initially call Design Flexibility.

Design Flexibility

Design flexibility does not adopt a sceptical perspective of the existence of an actual relationship between philosophy, methodology and methods, but is sceptical of any assumptions of a linear relationship where a particular perspective entails the choosing of other specific perspectives. There is no rejection to the idea that ontological perspectives influence epistemological perspectives, which in turn influence methodological perspectives, but there is a rejection of a predetermined linear relationship. More recent methodological textbook authors arguably lean heavily in the direction of philosophical and methodological dynamism therefore acknowledging that reality and our understanding of reality is so complex that there are limitless ways in which reality can be perceived and the way in which we come to know this reality, which influences the way in which we explore this reality.

Applied to my own thinking, my philosophical beliefs line with subtle realism, developed by Hammersley. Typically, a realist ontology is accompanied by an objectivist epistemology suggesting a reality independent of our thinking and knowing, and knowledge of this reality being discoverable and accessible within this reality as knowledge itself exists independently of our minds. But design flexibility suggests that even though the realist ontology and objectivist epistemology is commonly observed particularly in the natural sciences, it doesn’t mean that they are in a strict dependent relationship. Hence, my epistemological beliefs align with subjectivism: I perceive a reality independent of our minds but we do not have access to all knowledge and truths of this reality. We will never come to fully know or grasp objective reality and truth of this reality through our perceptions and theories about what is occurring within this reality: the best that we can do, and the best that I can do with the theory that I am developing, is to represent certain actions and events within reality without claiming that I know for certain that what I theorise is really what is happening.

Another example of design flexibility is at the methodology level. Typically, qualitative inquiries are not associated with realist philosophies as they are mostly aligned with constructivist or interpretivist based perspectives (relative ontology; subjectivist epistemology) but I am attempting to place my qualitative inquiry within the context of realist ontology, subjectivist epistemology with the type of subjectivism leaning towards interpretivism. There is a small but growing body of literature that suggests the usefulness of qualitative inquiries being situated within this philosophical context therefore it is an aim of mine to attempt to contribute towards further discussion and development of this area of qualitative inquiries.

Then there are the methods and various qualitative approaches within which these methods are situated. Qualitative inquiries can not only be situated within a variety of different ontological and epistemological combinations but also adopt a variety of possible different general approaches with the most typical being ethnography, phenomenology, grounded theory and case study, but there are many more approaches and each of these can typically be combined e.g., an ethnographic case study. The qualitative approaches that shall be used are case study and grounded theory.

And to add to this already banging-head-on-keyboard-moment-as-you-work-through-all-this-stuff are the various types of case studies and the various types of grounded theories that have to be selected or further developed if no existing version exactly matches research aims and general context of the research design. For example, because of the adopted philosophical perspectives, I have to not only think of ways in which the particular type of case study and particular type of grounded theory adopted, or further developed, in this research work with each other, but work with each other within the philosophical perspective, which should lead to plenty of opportunities to expand on current discussions and development of research designs.

What has been discussed in this blog post is not the full story either: there is so much more beyond what I have discussed here but for the purpose of this blog (and my sanity) I have kept discussions brief and relative to my continuous thinking and development progress,

There you have it: completely and utterly bewildering and confusing at first, but keep fighting your way through because it is worth it. I think, perhaps, yeah, it is, I’ll let you know in time……..

Alex Darracott : 29 Mar 2017 23:23 |  Tags: Design Methodology Philosophy Reflection |  Comments (0) |  Close comments |  Report a problem

Realism: ontological or epistemological version?

A key early sub-question that relates to the version of realism to implement is to decide if the version of realism that is being implemented refers to ontology or epistemology. Remember that ontology deals with the existence and state of being and what there is in reality that is real, whilst epistemology deals with whether or not we can come to know something about reality and if this is possible, to what extent can we know something and the way in which we can know something. I have decided upon the philosophical classification of realism but before I get to that point, I’ll provide arguably simplistic conceptualisations of each that suffices for the purposes of this blog post.

Ontological and Epistemological Realism:

Philosophical discussions relevant to research and knowing relates specifically to the idea of truth about reality. Is there such a thing as objective truth, and if so in what way can we come to know this truth about reality? What does this truth consist of and in what way can we understand aspects of this truth? Does objective truth exist or is truth simply a subjective construction invented in our own minds? If objective truth exists can we really attain it? Or, is it simply that what we know and theories progressively move towards objective truth? Although there is much debate, differences and variants of realism at both the ontological and epistemological levels it suffices for the purpose of this post to give the following basic and far too overgeneralising conceptions (but it’s a start!):

Ontological realism can be defined in general as arguing for objective truth that exists independently of our minds, as opposed to ontological idealism that suggests that mind and reality are as a single unit. Objective truth exists and therefore all assumptions, theories, beliefs and ideas that we form must be tested against this truth of reality therefore truth of reality is knowable.

Epistemological realism argues that knowledge itself exists independently of our minds; that knowledge is not a construction within our minds as is believed by epistemological idealists, but that knowledge is discoverable and attainable outside of the mind. The knowledge or perceptions that we hold in our minds about reality corresponds with reality itself; there is a correspondence between what we know, and the way that the world is, with this knowing attained through our experiences and interactions within the world.

Both ontological and epistemological realisms are much debated and discussed in philosophical and research methodology textbooks and published papers.

My Stance: Ontological Realism

The category of focus for my research is ontological realism, because I have the belief that there are universal and objective truths independent of whether or not we perceive, experience, or know about this truth and the extent of objectivity. I cautiously reject epistemological realism because I do not have the belief that what we know about the world corresponds with the way that the world is, because our mental states (knowledge, perceptions and so on) and cognitive processes (the act of perceiving, theorising, knowing, thinking and so on) are fallible. Therefore, whilst I do have the belief in objective truth and that aspects of reality do exist independent of our minds, we cannot really fully know this objective truth or objective reality: the best we can achieve is to progress towards objective truth but never actually attain it. And that from a general perspective and relative to my current understanding and knowledge relates well to my case study methodology and grounded theory method.

Alex Darracott : 19 Mar 2017 23:00 |  Tags: Epistemology Ontology Philosophy Realism Thesis |  Comments (0) |  Close comments |  Report a problem

Brief Introduction to Realism and my Research: Initial Key Questions

When you have defined the limits of your discussions the next step is to define the key questions that shall help you to begin your further explorations and developments of your philosophical justifications. For me, the key questions are: what kind of realism am I talking about? And, what does realism offer to my research methodology?

What kind of realism?

As part of the philosophical justifications it’s important to be clear on the variant of realism that you are adopting for your research, and there are many variants of Realism in existence within the social sciences with the most popular being Critical Realism. When I adopted a mixed methods methodology I did begin to propose critical realism as the underpinning Philosophy, but began to doubt the relevancy of the human-structure relationship and the general idea of causality in the social sciences. I shall talk about this more in the future as my understanding further increases but essentially, critical realism defines a three layered ontology and has the aim of locating unobservable causes of observable phenomena within the social sciences, and it’s the notion of causality that I have trouble accepting as the way in which to understand social phenomena. Hence, I’ve moved away from critical realism but subscribe to a realist philosophy in general.

A current task therefore is investigating different types of realism to find out if any existing versions align with my own thinking about reality, or if I have to develop my own realist philosophy, or build upon previous realist ideas in some way. This will take some time to develop but this is a key question when it comes to communicating and elaborating on your realist philosophy in your thesis.

Do note that I am not suggesting that critical realism is not important in Educational research, but for my specific research I no longer feel that it is appropriate in accordance to my own beliefs, and also the phenomena of exploration.

What does Realism offer to methodology?

Not only is it best to explain the variant of realism that you are adopting or developing, but also the way in which that variant links in with and guides the methodology. What are the precise details of the realist approach and in what way does it align with and support the progress of the methodology? This is an area that is currently under continuous development, reformulation and reconstruction as I learn more about the variants of realism and the way in which realism feeds into my methodology.

A key benefit with the methodology I am using is that case study and grounded theory are philosophical-independent, meaning that they can work with a variety of different philosophical positions and therefore there is no right or wrong answer. The way in which realism needs to be implemented is dependent on the phenomena of interest, the research problem, and the research question. This is exactly where it is important to fully elaborate on your philosophical justifications for the methodology that you are using, and to explain why realism is the most appropriate philosophical approach compared to other approaches. What is it exactly about your approach that makes your approach to realism suitable and relative to the context of exploration?

In summary:

This is all work in progress, but no matter what I have read and what I have looked at, and from the trial study, realism is what makes the most sense to me based on the phenomena of interest and the way in which I am collecting the data. It is argued in some cases that philosophical perspectives can change as a person really delves into the research and collects and analyses the data. Whilst this is true, and I have read earlier about a couple of Ph.D. candidates who transitioned from critical realism to social constructionism, I am cautiously and currently convicted by my beliefs in a realist perspective of reality.

Alex Darracott : 19 Mar 2017 22:27 |  Tags: Methodology Philosophy Realism Thesis |  Comments (0) |  Close comments |  Report a problem

Brief Introduction to Realism and my Research: context and boundaries

Long term blog readers will no doubt have had their brains melted as I have debated and discussed the use of different philosophical perspectives as a guide for the research methodology, beginning with a constructivist perspective before navigating towards and settling on a realist philosophy. Subsequently, methodology has transitioned from pure grounded theory methodology, to a mixed methods methodology with grounded theory used as a method, before navigating towards and settling on a case study methodology using grounded theory as a method, using a realist philosophy to guide the methodology. Feel free to have a search about my blog to find relevant discussions!

I have been thinking about this for a long time now, and a realist approach is the only overarching philosophical approach that makes sense to the context of my research; therefore, I am beginning to understand and further develop my philosophical justifications and arguments for realism as a philosophical drive for my research design. It is such a complex area however with many variants, directions, debates, discussions and applications; therefore, there needs to be a series of limits set to what can realistically be explored and discussed in the thesis, and on this blog. These limits I find come naturally within the boundaries of my research.

Limits Of Realist Discussions

Different people will have different approaches, but for me so far it’s easier to contextualise discussions of realism within the boundaries of my own research. It is important to lay out a set of limits because it will keep you focussed about what you need to explore, and what you need to discuss in terms of your philosophical justification and the way in which it applies to your research methodology. It’s easy to travel off in different directions as realism like any philosophical perspective is vast, complex and well debated and discussed.

The following are limitations that I have placed on my own investigations and discussions of realism:
· I talk about realism only in the context of social sciences and not the natural sciences
· I talk about realism only in the context of qualitative research
· I talk about realism only in the context of case study methodology
· I talk about realism only in the context of grounded theory method
· I talk about realism specific to the type of case study and grounded theory used

Obviously this blog is not as “formal” or “academic” as the thesis therefore I shall be a little less restrictive about these compared to the thesis so I can talk about, for example, realism in other methodologies and compare to the selected methodology of case study in general. I can also do this in the thesis but it would be more specific, e.g., I assume it would be important for example to compare the use of realism in phenomenology and case study relative to the phenomenon of investigation, as this can contribute to the philosophical justification of the selected philosophical perspective.

A Guide, Not A Strict Structure!

It’s important to some extent to treat these limits as a guide rather than an absolute rigid structure of discussions. Think about it as being set free within the boundaries of your research as defined by the discipline in general, and the overall research design. There is little point, for example, in talking about realism in phenomenological research if your research design is not based on phenomenology; however, that doesn’t stop you from discussing realism applications within that methodology if you can apply it in some way that is relevant to your own methodology. That’s an example of what I am talking about in terms of being set free within the boundaries of your research.

Now that limits have been set, key questions must be asked that shall help develop an overview of what needs to be known, and this is the subject of the next blog post.

Alex Darracott : 19 Mar 2017 22:06 |  Tags: Design Methodology Philosophy Realism Thesis |  Comments (0) |  Close comments |  Report a problem

Literature: changing perspectives and roles in a grounded theory project

Grounded theory research involves developing a theory or theoretical framework from the data using a series of coding procedures that differ depending on which authors and philosophical positions are adhered to. This approach is in contrast to the top down approach where an existing theoretical framework is applied to the data and therefore the data is “forced” to fit around pre-defined categories, which in itself, I shall further argue in the thesis, limits creativity and potentially unique insights. In the thesis I shall give various examples of coded data and apply existing frameworks to the data in order to demonstrate the unsuitability of the majority of existing theoretical frameworks for the aims and objectives of my research.

A key aspect of grounded theory and therefore to the development of the emerging theoretical framework is literature, and literature is important for many reasons. Initially I began reading the literature for the purposes of contextualisation and identification of knowledge gaps. Contextualisation means to determine where your research fits within the vast arena of published research literature in order to determine the way in which your research differs from or builds on existing research. Identification of knowledge gaps means to find out what knowledge might potentially be missing or what direction or aspects of the phenomenon of interest have not yet explored fully. I have found the knowledge gaps that I want to address and have situated my research within existing literature therefore this aim has been achieved. Now this has been achieved a part of the reading purposes is to develop philosophical and methodological justifications and arguments for why I want to explore particular phenomena of interest using the research design that I have created.

But that’s not all there is to literature, because more than any other method or methodology grounded theory commands a strong integrative relationship between the emerging theoretical framework and the literature. In other words, the role of existing literature particularly empirical literature (but any and all types of literature shall suffice) goes beyond merely supplying findings that are either in agreement with current research findings or not: it is tightly integrated with all aspects of the emerging theoretical framework and is therefore used to act as extra empirical evidence or data to confirm or disprove hypotheses that form a part of the emerging theoretical framework. Grounded theory advocates a strong relationship between analysis of data, data collection, and exploration of existing empirical literature, leading to findings of existing literature integrated with the emerging framework in order to achieve further theoretical development.

Ok, so, literature is really important to grounded theory research projects at all stages but in my experience this can really only be fully appreciated when you actually begin coding the data. I have coded about half of the first case so far although, and not to go too far off topic here, I’ve reread this first half several times because each time the data is reread, new insights and relationships between different codes and aspects of the data are identified but that is the nature of grounded theory: but more on this in later blog posts. Following the coding of half of the first case and constructed somewhat of a, admittedly rather crude, theoretical framework (crude and rather basic: but we all have to start somewhere!) based on some of the data, I began to reread the literature that I had already referenced in the upgrade paper’s literature review, and I am really starting to understand the way that existing findings might be able to integrate within the emerging theoretical framework in order to achieve further theoretical development.

What I have found, and what other Ph.D. candidates carrying out grounded theory projects might come across, is that perspectives of the literature changes. With me, specific to empirical findings, my perspective had changed from viewing empirical findings as an important measurement of determining what has been discovered and what has yet to be discovered, to an important part of possible theoretical development through proving and disproving hypotheses and relationships.

Going further into this, I am rereading the empirical findings and I can start to find similarities and differences between what has been published and what I have discovered in the data; what I have discovered in the data and my reasoning and philosophising of this data (including developing hypotheses and potential explanations for identified relationships and so on) is guiding my perspective of the literature. I am finding myself saying, “ah! I have identified that in the coded data!” or “oh! I have not thought about that idea before, I wonder in what way that might already confirm what I have already discovered, or in some way guide my thinking about and analysing of the data.”

Essentially, I have transitioned or am making the transition from reading the literature in order to identify methodological issues and knowledge gaps, to forming justifications for the proposed research design and to confirming and disconfirming what has so far been discovered in the data and documented in the form of relationships and hypotheses in the emerging theoretical framework. This is quite a revelation because I had not automatically realised this transition until I actually started rereading the literature following several rereads of the data (and several rewrites of relevant areas of the upgrade paper). It’s like as if I had subconsciously developed a framework in my mind of the data coded so far, and then subconsciously applied this framework to the literature and then came to an immediate realisation of this transition. But this is positive because it shows a progress, a shift, in reading intentions as the research continues to mature and continues to progress, and this can only be a positive thing.

But I have to be careful and approach everything with due caution. I must not and cannot take anything that I read in the literature or any reanalysis of the data as gospel and I cannot therefore immediately reject a hypothesis just because I have coded only half of the first case and have read several papers the offer empirical evidence for the rejection of this hypothesis. This is because as I code through the other half of the case and then several cases after that I might actually find more data that proves the hypothesis. This would actually give me excellent material and platform upon which I can argue for the relevancy and effectiveness of the theoretical framework. But as I say it’s very early in the development of the theoretical framework, and therefore at this moment in time I cannot accept the first set of rejections and confirmations as they come along. It’s better therefore to make notes of existing findings and constantly compare with emerging findings as more data is analysed and coded.

Therefore the hypotheses, relationships, concepts and aspects that have already been constructed as part of the emerging theoretical framework might be proven to be irrelevant and therefore rejected this time next year; or on the other hand be strengthened and confirmed. With grounded theory, you cannot predict at all what you are going to find and what might or might not be confirmed, but that’s the beauty of grounded theory. That’s what attracts me to grounded theory.

The key message from this blog post is this: within a grounded theory project your perspectives of the literature are likely to change as well the aims and objectives of your literature search and analysis of literature. This is fine because it indicates progress and research maturity and your own personal maturity of understanding and being aware of the way in which literature can be used within your research. But don’t take anything as certain and absolute, because later in the process you could come across more literature or more examples in the data that could defeat what you discovered earlier. Best thing is to make lots and lots of notes of everything that you read and observe in the data, and use these notes as reflective points when you are coding data or integrating data from multiple sources. Most of all: have fun! Grounded theory is challenging, but it is equally exciting!

Alex Darracott : 12 Mar 2017 22:58 |  Tags: Groundedtheory Literature Litreview Theory Thesis |  Comments (0) |  Close comments |  Report a problem

Philosophical Domains

Three Domains Of Philosophy

I have now at this point identified three domains of Philosophical considerations that a Ph.D. candidate might want to engage with whilst developing a philosophical understanding of their research. The three domains are:

The Philosophy Of The Self

This domain deals with the ontological and epistemological beliefs of reality, and therefore the way in which we situate ourselves within the context of the perceived reality. These beliefs form our perception of reality and answer questions such as: in what way do we perceive reality itself? In what way can we come to know this reality that we perceive?

At the ontological level there is a spectrum of beliefs that span from realism on one side to relativism on the other side with the different points in between determining the extent to which aspects of reality is either dependent on or independent of the actions of the mind. A realist perceives a reality that is independent of the thoughts and actions of the mind but the points along the spectrum progresses from a view of reality as being fully independent of the mind to a view that suggests there are aspects of reality that are dependent on the mind. On the relativism side, different flavours or points of relativism progresses from aspects of reality that are dependent on the mind to a reality that is fully dependent on the mind or in other words that reality is nothing more than what exists within our minds; our perceptions and beliefs mirrors reality itself.

Epistemological beliefs relate to the way in which we come to know reality and from what I can understand there are more theoretical categories of beliefs at this level than at the ontological level and it would take a long time to go through each theory on a single blog post but suffice to say that epistemological beliefs are, like ontological beliefs, situated along a spectrum with objectivism on one side and subjectivism on the other side. Objectivism states that knowledge of reality already exists therefore knowledge of reality is discovered and not constructed; knowledge of reality is attained through the belief that reality is a single layer, and that knowledge of this single layer reality is accessible through variables and experiments involving these variables and a researcher acting as a conductor and not a constructor of knowledge. Subjectivism is the exact opposite: knowledge of reality does not exist independently of the mind therefore knowledge is constructed and not discovered; knowledge is attained through the idea that there is more than a single layer to reality; and therefore knowledge of reality is obtained through understanding and exploring people situated within that reality via more qualitative methods such as ethnography.

This domain is important to engage with because if we become more engaged with our own philosophical beliefs about reality we can provide a philosophical justification for the research design and indeed for the selection of the phenomenon of interest in some way. This philosophical justification is itself a big subject but it suffices to say that philosophical justifications enable us to better explain and argue the way in which we come to know reality, the way we come to gain knowledge about reality, and the way in which reality is explored in order to gain this knowledge.

My beliefs about reality are based on ontological realism and epistemological subjectivism (relativism), but still working out which exact flavour of each my thoughts align with. But at a general level I do not accept that there is a reality that is fully independent of our minds but at the same time I do not accept that there is a reality that is fully dependent on our minds.

The Philosophy Of Research Design

The philosophical beliefs that we have about reality acts as an input to the research design hence the importance of engaging with our own selves as researchers and our philosophical beliefs.

I have discussed extensively (relatively speaking), and shall continue to do so, about the different philosophies that I have been considering for my research and that I have now selected for the research. Regardless of which philosophies have been selected, it is clear that my philosophical beliefs have guided not only the general selection of a case study grounded theory based research design, but the specific types of case study and grounded theory approaches. It’s important to remember here that there are multiple key writers that have detailed different types of case study and grounded theory approaches situated within different philosophies. Also, away from the key writers there have been other versions of both case study and grounded theory developed, and there will no doubt continue to be different versions developed, led by particular philosophical beliefs.

My own philosophical justification for using case study and grounded theory and the way in which they are being used is being guided by realism and relativism, but without a strict adherence to absolute realism and absolute relativism. These philosophical thoughts are being continuously thought about and explored. It is a substantial area of discussion and debate.

The Philosophy Of The Phenomenon Of Interest

This is a new consideration that I have come across recently and needs more elaboration and exploration before I can begin to define any definite ways in which the phenomenon is being perceived philosophically. But to explain briefly, in general and not specific to my research there appears to be learning processes and sub-learning processes, which can be categorised as either individual learner based, or collaborative or group based. There are many of these processes: it would be fairly easy to develop a Ph.D. proposal based on just a single learning process or sub-process nevermind an actual category, once you were aware of the literature and existing problems!

What I am considering at the moment, and again I can make no commitment to any actual statements of knowing about this area, is the relationship between my own philosophical perspectives of the learning process as I am coding and exploring these processes, and the philosophical perspectives that the research participants might have taken in their demonstration of learning processes. Here we can branch out into many different directions because the philosophical considerations of these processes go right back to Ancient Greece where the likes of Socrates and Aristotle defined certain processes in an absolute and certain way: that learners could engage with their learning in an absolute and certain way. Contemporary philosophers consider more uncertain and relativist approaches to engagement with learning processes and its impact on, for example, the construction of knowledge within learning contexts.

But there are many social and cognitive processes of learning, and whilst there have been much written on these processes there is much that is still to be written and discovered about them. The philosophy of the learning process is something that I have come across recently and still elaborating ideas on and reading about therefore I cannot at this time put forward any detailed arguments of the way in which I am viewing learning processes.

Domain Interconnection

My thoughts on the interconnections between the aforementioned domains, like my thoughts on the philosophy of learning processes, are in their early exploration and development stages. However, early indications show that there is a relationship between these three domains of philosophical considerations, there just needs to be further explorations and readings into what exactly this relationship is, what it entails, what it impacts, and what conditions are required for a relationship and different types of such relationships to exist.

Are my philosophical beliefs of reality providing an impact not just on the development of the research design, but also the way in which I perceive or view the learning processes?

Are my philosophical beliefs influencing the way in which I perceive participant approaches and perspectives of their learning processes?

Could a mismatch exist between the way that I perceive demonstrated learning processes, and the way in which participants perceive them?

Is there ultimately an ideal way in which learning processes should be perceived philosophically?

These are just few of the questions that I have with regards to this incredibly complex and challenging area of thinking and development, but it is worthwhile engaging with your own beliefs and engage with plenty of reading in order to develop and fully elaborate on a philosophical justification or serious of justifications as to why you are doing what you are doing. It is worthwhile engaging with your own beliefs as you can fit your research and yourself within the domains of philosophical considerations. A challenging area, but a worthwhile investment!

Alex Darracott : 26 Feb 2017 21:47 |  Tags: Design Epistemology Ontology Philosophy |  Comments (0) |  Close comments |  Report a problem

Latest Ph.D. Work Update!

Changes to Thesis, Upgrade Paper, and the Influence of Research Directions

Both the thesis and the upgrade paper have had significant changes made during the year so far in terms of their structure, particularly the thesis, and their content, particularly the upgrade paper. As I mentioned in the previous blog post the fact that a document has been rewritten several times shows progress of ideas and research directions, and different versions can act as a means of reflecting on the journey that has been made and the distance that the research has come. What’s useful is the continuous rewriting and editing efforts of the upgrade paper have acted as a guide for editing the structure and planned content of the thesis, particularly its literature review and background chapters. As a result all previous planned versions of the background and literature review chapters have been binned.

The change to both documents has come about through a more detailed exploration of a particular learning process that resulted in identification of a specific sub-process that appears to act as the backbone to many other sub-processes to a certain extent, as well as generating more concepts from existing literature that shall contribute towards contextualising the research in the literature review. The specific sub-process remains under researched: there are models and theories available that explain this particular process but I don’t think they are adequate or substantial enough to really explain what is going on within this process and its relationship with other sub-processes. That’s not to say that these models and theories should be considered no longer important: they are in particular contexts depending on the purpose and aim of the research, but for me they don’t explain the process in a particular way that I think is important and I think has been largely neglected.

All these changes to the research directions since the upgrade presentation have entailed the discussed changes to the thesis and the upgrade paper. The aim of the upgrade paper is still to prove the worth of my research, whereas the aim of the thesis is to communicate the completed research and its outcomes. An aim of the literature review now is to contextualise my own research through evaluating and critiquing the existing models and theories (as well as introducing relevant philosophical, theoretical, psychological and empirical concepts and literature) therefore identifying gaps within current research, and explain the way in which my research shall contribute towards solving identified issues.

The key here is to know where to start: and that is the challenge! Developing the structure however is helping me to know where to start, because structuring a literature review or any other chapter of the thesis or any other academic document means setting a structure for ideas. But this is in a non-regimented way: structuring ideas does not entail strict adherence therefore sections of each chapter can be chopped or changed around. It is up to you to decide the way in which your own literature review is structured, based on what you have read, the concepts you have developed from the literature, the critiques and evaluations of existing theories and models, and the categories within which you have placed the concepts you have developed as well as other thoughts, notes and analysis of the literature you have carried out. This is an ongoing and continuous task.

Philosophical Ideas

The more I read into philosophical ideas the more that I am beginning to be convinced of an ontological realism and epistemological relativism as being appropriate for my research, but it’s important to note that these are not exactly strictly adhered to. It has to be noted that I am not claiming to be a strict ontological realist and a strict epistemological relativist: these points are acting as a starting base for the research. Both points are the foundations for more substantial explorations into philosophical thinking and theories about the research design.

Currently, there are various philosophical writers that I am currently taking an interest in and are currently influencing my philosophical understanding of reality, and these are: Nietzsche’s Perspectivism, Popper’s Critical Rationalism, Hume and Kant’s discussions on causality, and various writings on fallibility, defeasibility, and social constructivism. From my current understanding all these different concepts of our understanding of reality is compatible with variants of realism and variants of relativism. Variants that recognise whilst there are aspects of reality that exist independent of our minds, not everything is independent; and, whilst objective knowledge and truth of reality might exist, attaining objective truth and knowledge of reality is difficult to achieve. I am beginning to form the belief that we will never achieve fully objective truth as our perspectives are all subjective to some extent. The best that can be achieved is to edge closer towards the truth and knowledge of reality.

Building the starting platform around ontological realism and epistemological relativism enables the beginnings of a philosophical justification for the research design, which is in addition to the methodological justifications built from knowledge gaps identified through analysing and synthesising research findings and the methodological approaches behind these findings.

The thesis is said to include several pages of philosophical insights therefore it is likely that an argument or even a small series of arguments shall be provided and fully elaborated upon, linking to the case study methodology and the grounded theory and interview methods. Providing a philosophical justification as well as a methodological (e.g., why is a particular research design use? Why are various components being used and in what way are they related through philosophy? Etc.), and practical justifications (e.g., why should the particular phenomenon be of interest? Why is the phenomenon of interested being explored using a particular research design?) That way, the thesis shall present cohesive, well structured, well grounded and logically and significantly elaborated research.

In summary

Upgrade paper has more or less been completed and was sent earlier the previous week for feedback, whilst the thesis is ongoing, as are therefore philosophical considerations. I am pleased with the progress that I have made, and moving forwards now it’s just a continuous case of developing the structure of the background and literature review chapters, as well as the methodology chapter, continue to code the data, continue to evaluate and synthesise existing literature, and continue to build a philosophical justification as well as fully elaborate on methodological and phenomena based justifications.

Alex Darracott : 12 Feb 2017 22:07 |  Tags: Methodology Philosophy Thesis Upgrade |  Comments (0) |  Close comments |  Report a problem