Writing Small discoveries: an exploration of fresh observers’ observations.
Askel H. Tjora – Norwegian University of Science and Technology
The question I ask is whether the selection of these articles was randomised, why the tutor prescribed me this context and what relevance it has to my research skills or lack thereof.
The first few pages are remarkably academic and incredibly banal allowing my mind to drift and disconnect, engagement so far has been why? over ‘mmmh interesting’. Personally and creatively I do enough people-watching and I am wondering to myself, If I can consider any of these citations an unconscious ploy of self-documenting my observations.
Salient
ˈseɪlɪənt adjective is most noticeable or important. – Google search.
A new word to add to the vocabulary, I believe most of the reading this term, is an introduction to the ‘academic tongue’ but majority of the papers I tend to read, I am googling what the meaning is, questioning if I am smart enough to even take on this pgcert let along the challenge of a PhD.
“There are two important ethical issues that have to be considered when
applying students’ work in this article. The first is the exploitation of students’
work for individual research and publication purposes, and the second is the
potential to make fun of students’ stumbling early research-like attempts.” pg7
I liked this exposure to the ethical awareness of the following student’s pieces being shown in the next few pages, considering the evidence provided to conclude this article, it is extremely awarding to be respected in this manner in academia.
Another uptake from this note-taking article, is the use of brackets in dialogue of observing, while doing research (Could I have a mind of my own) based on this situationship of collecting data. Building internal dialogues into research seems exciting and more related to bringing a more individualist approach to capturing data.
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Interesting to see on page 16 :
“Compared to a naive description, a note such as the above may lose research-related validity by the way it represents a very personal description or rather a literary reconstruction of a social situation.”
While one portion of note-taking, having an internal dialogue is seen as acceptable in an ‘extra-naive’ manner, over-stimulating the dialogue with personal descriptors can invalidate the research.
“The students had to use some sort of intuition, or informed hunches, to make sense of activities observed and to develop a way of ‘seeing’ what was evident in the social setting (Janesick, 1998: 61).” pg 19
“people watching” is a hobby, I understood the concept of this, literacy though, describing the interactions, and environments never really occurred in my practice, it is more the style, dress and body language of the one being observed.
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After sleeping on this article, the journey to read it was incredibly hard due to time, work restrictions and opening the new building at LCF. Which means that I didn’t have enough time to digest and reflect properly. I felt this allowed me to give a negative pretence to the article and I saw the author to have a god-based complex that although pointed out wrongs, didn’t provide clear or ‘correct’ methods to consider a clear end route for student versus public engagement in ethnographic research.
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Reading 9 (Art-based action research in the development work of arts and art education)
Timo Jokela & Maria Huhmarniemi
Dee’s thoughts on this article provided a lot more participation in action research guidelines and allowed a better understanding of how to challenge research within art and design. Maybe this is something I could read in the future to get a better understanding of research in the sight of the future of continuing a career in this field of technical academia.
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Opening a disclaimer in biases, between participants and practitioners we navigate this question in starting a session on these initial starting prompts. What and where is the ethical and unethical understandings of being a part of research and building a fair and progressive research paper.
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Reading 7 – Documenting classroom life: how can I write about what I am seeing?
LIZ JONES, RACHE L HOLMES, CHRISTINA MACRAE and MAGGIE MACLURE Manchester Metropolitan University, UK
I am hoping to read this article, as E-Sinn’s review of the paper was quite profound in liberating how we conduct the outcome of our research and the purpose of the researcher, creating the routes of questions and open-ended solutions.
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Transparency in how you talk about the research and the leading outcomes, positionality and ideas of building a connection in social and academic practice.
Is transparency possible, who I am, and what am I bringing to the table, how do we manage risk, how is its power consistently negotiated, MAKE VISIBLE?
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Epistemology – how do we know?
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Below is the response from today’s session on digesting each other’s readings and how we discussed the possible connections throughout each part.
