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Analyzing Talk and Text
... Critical discourse analysis (CDA) of the citizens' contributions was preferred as the optimal way of approaching this study. The concept of discourse analysis is quite malleable but, in general, refers to the investigation of written or spoken texts (Peräkylä & Ruusuvuori, 2018). CDA enables us to address the (geo)political aspects of analysed texts to understand how they might 'reproduce power and inequalities in society' (Peräkylä & Ruusuvuori, 2018, p. 1167. ...
... The concept of discourse analysis is quite malleable but, in general, refers to the investigation of written or spoken texts (Peräkylä & Ruusuvuori, 2018). CDA enables us to address the (geo)political aspects of analysed texts to understand how they might 'reproduce power and inequalities in society' (Peräkylä & Ruusuvuori, 2018, p. 1167. In other words, it allows us to 'investigate how [discursive] practices, events and texts arise out of and are ideologically shaped by relations of power and struggles over power' (Mogashoa, 2014, p. 105). ...
This article proposes to start considering the role that citizens play in platform governance as a way of critically reflecting on issues of inclusivity in and effectiveness of current decision-making processes. This article attempts to apply the above suggestion by studying citizens’ discourse in recent European efforts to regulate online content. It does so by employing an experimental methodology, namely, a computationally assisted Critical Discourse Analysis on textual data derived from citizens’ contributions to the European Commission’s Public Consultations on three crucial regulatory texts: the Code of Practice on Disinformation, the Recommendation on Tackling Illegal Content Online and the Digital Services Act. The present analysis suggests that the EU’s strategy to advance participatory governance through public consultations seems to ignore citizens’ qualitative input and, thus, the feedback received can be severely limited. Concluding, the article maintains that scholarship should adopt a more encompassing scope when studying platform governance, especially concerning citizen and user participation, beyond the traditional frame of participation through civil society representation, while critically scrutinising existing ostensibly participatory structures.
... One benefit of textual document analysis is the ability to cover a larger amount of material in a shorter period of time; [110] it involves data selection rather than data collection [106]. By thoroughly analyzing the policy in several iterations, the author was able to illuminate key themes to help generate a representation of the conceptual world of which the policy documents are a sample [111]. Importantly, textual analysis does not necessarily entail analysis of the entirety of the text under consideration. ...
... Rather, the researcher locates the most relevant, critical information in the texts for answering the research questions [108]. The degree to which textual analyses involve predefined procedures varies; in some studies, the analysis is guided by the theoretical presuppositions reflecting the cultures to which the texts belong [111]. Analyses of policy texts are valuable because they allow one to identify ongoing discourse between regulatory bodies [112], such as those writing national AI policies. ...
Using textual analysis methodology with Hofstede's cultural dimensions as basis for cross-national comparison, the manuscript explores the influence of cultural values of trust, transparency, and openness in Nordic national artificial intelligence (AI) policy documents. Where many AI processes are technologies hidden from view of the citizen, how can public institutions support and ensure these high levels of trust, transparency, and openness in Nordic culture and extend these concepts of "digital trust" to AI? One solution is by authoring national policy that upholds cultural values and personal rights, ultimately reinforcing these values in their societies. The paper highlights differences in how Nordic nations position themselves using cultural values as organizing principles, with the author showing these values (i.e., trust through clear information and information security, transparency through AI literacy education and clear algorithmic decision making, and openness by creating data lakes and data trusts) support the development of AI technology in society. The analysis shows that three cultural values are upheld and influence Nordic national AI strategies, while themes of privacy, ethics, and autonomy are present, and democracy, a societal building block in the Nordics, is especially prominent in the policies. For policy development, policy leaders must understand that without citizen involvement in AI implementation or lacking citizen AI education, we risk alienating those for who these services are meant to utilize and improve access for.
... Ethnographic studies rely on multiple data sources, situated on a continuum between two types of empirical materials: naturally occurring materials and interview data (Peräkylä 2005). Primary data sources for the Nairobi Project include direct observation, interviews and questionnaires. ...
... In addition, I collected students' individual views using questionnaires: one was administered before each group interview and focused on students' learning experience (N = 10); the second was sent only to graduates in order to find out more about the use they made of their interpreting skills upon completion of the course (N = 7, as not all students completed the course within the time frame of the study). These primary sources were combined with secondary sources in the form of naturally occurring materials (Peräkylä 2005), i.e., documents that were produced in the framework of the project but not with the objective of serving as data for my study (pedagogical notes, 3. I use the term "group interviews" rather than "focus groups" to reflect the fact that my role was one of interviewer (asking questions that participants would take turns to answer) rather than facilitator (moderating a discussion between participants). the course curriculum, minutes of meetings, official letters and personal communications). While the primary data sources are thus concerned with participants' (and the researcher's) meanings, the secondary data sources allowed me to place these meanings in the context of key project events. ...
This ethnographic study of the Master’s in Conference Interpreting at the University of Nairobi aims to link interpreter training to the linguistic make-up of Kenyan society and the constraints of public higher education in Africa. It is the first comprehensive study of interpreter training in Kenya, and shows the limits of replicating pedagogical approaches that have been tried and tested in Europe in a different environment. Based on the findings, I recommend a widening of the scope of training to include conference, court and community interpreting. It is argued that this would improve the sustainability and relevance of interpreter training in Africa.
... The article is based on the principles of a case study, with the keywords being dissecting the phenomena under study based on the perceptions of the informants (Peräkylä 2005, Yin 2009), i.e. on the example of four families (each family has been treated as a separated case). They participated in the interviews in an environment that was comfortable and, due to the coronary pandemic, safe for themat home. ...
... I turned to the qualitative data to identify common themes across the numerous stakeholder interviews. Participants' ideas and perspectives were explored in a manner consistent with inductive data analysis (Peräkylä, 2005) and the constant comparative method (Strauss & Corbin, 1998). After all interviews had been conducted, the researchers engaged in an iterative process whereby we independently reviewed sets of common transcripts, developed tentative analytic models, discussed individual analyses, consolidated individual analyses in a group model, and then returned to the data for another round of analysis. ...
... For this study, my analysis focuses on the influence of social events, practices and structures of the text (Fairclough, 1995(Fairclough, , 2003. Participants' ideas and perspectives were examined in a manner consistent with inductive data analysis (Peräkylä, 2005) and the constant comparative method (Strauss & Corbin, 1998). After all interviews had been conducted, the researcher engaged in an iterative process whereby he independently reviewed sets of common transcripts, developed tentative analytic models, discussed individual analyses, consolidated individual analyses in a group model, and then returned to the data for another round of analysis. ...
... Penelitian ini menggunakan metode penelitian kualitatif analisis percakapan (conversation analysis) yang merupakan metode menyelidiki struktur dan proses interaksi sosial antar manusia (Perakyla & Johanna, 2011), dengan menggunakan bahan empiris seperti rekaman video atau audio yang menggambarkan struktur interaksional (Denzin & Lincoln, 2011). Pada penelitian ini, analisis percakapan digunakan untuk melihat proses komunikasi dan struktur interaksi simbolik yang divisualisasikan lewat karakter animasi sel-sel kecerdasan emosional. ...
Animasi tidak lagi sekedar menampilkan karikatur lucu berteknologi 3D, tapi juga karakter yang biasanya sulit dilihat kasat mata, yakni Emotional Intelligence atau kecerdasan emosional yang digambarkan di film animasi Inside Out dan drama Korea Selatan Yumi’s Cells. Karakter animasi kecerdasan emosional yang menghuni otak manusia mampu divisualisasikan saling berkomunikasi dan berinteraksi sehingga merepresentasikan konsep teori Interaksionisme Simbolik. Penelitian kualitatif dengan pendekatan analisis percakapan ini menawarkan hal baru tentang hubungan dan urutan proses terbentuknya komunikasi interaksionisme simbolik dari tiga konsep dalam teori interaksionisme simbolik dari dua versi yakni George Herbert Mead dan Herbert Blummer melalui interaksi karakter animasi dalam film Inside Out dan drama Yumi’s Cells. Hasil penelitian menunjukkan bahwa karakter animasi sel kecerdasan emosional yang digambarkan pada film Inside Out dan drama Yumi’s Cells mampu mendominasi representasi konsep interaksionis simbolik dengan memberikan visualisasi perasan dan emosi.
Animation is not only about the presentation of 3D caricatures but also about something beyond the scope of aesthetics, such as Emotional Intelligence which is portrayed in the animated film Inside Out and South Korean drama series Yumi’s Cells. The animated emotional intelligence characters who ‘lives inside the human brain’ are visualized as communicating and interacting with each other, representing the concept of Symbolic Interactionism Theory. This qualitative research, with a conversation analysis approach, offered a new point about the relationship and sequence process in the formation of three concepts in symbolic interactionism theory from George Herbert Mead and Herbert Blummer through the interactions of the animated characters in the film Inside Out and drama Yumi’s Cells. The results of the study showed that the characters of animated cells with emotional intelligence in the animated films Inside Out and Yumi's Cells could dominate the representation of the symbolic interactionist concepts by visualizing emotions and feelings.
... In addition, the article takes into account the principles of a case study, which allows the study objects to be registered at a specific point in time (Yin 2009). The method also allows analysing the phenomena through the eyes of the interviewees (Peräkylä 2005). ...
The article addresses the family language policies of multilingual families (FLPs) with Ukrainian roots, describing, among others, the language practices of families in different areas. The analysis of the study is based on semi-structured interviews with newly arrived Ukrainian immigrants living in Tallinn. The language ideologies of families in relation to the choice of languages of education are examined. The secondary objective is to find the reasons why some families manage to maintain their national language and culture and others do not. The article shows that the desire to integrate into Estonian society has influenced the choice of language of instruction of the school among newly arrived immigrant parents, whereas, depending on different cases, the choice was both Estonian and Russian-language school. The article also shows the language management of parents of the studied families implemented with a view to maintaining their language of origin, among which, for example, participation in the Sunday school for the study of Ukrainian language and culture is also in focus alongside the language of instruction in a general education school.
... An informal analysis approach was taken rather than more formal techniques such as semiotics or discourse analysis (Peräkylä & Ruusuvuori, 2018). Iterative review of the text from both the interviews and documents sought to identify "presuppositions and meanings that constitute the cultural world of which the textual material is a specimen (Peräkylä & Ruusuvuori, 2018, p. 670). ...
This study describes Second Chance Pell (SCP) first cohort (2015-16) higher education
institutional practices to foster persistence during reentry. Five case studies of SCP
reentry programs are described and analyzed. Services varied according to institutional
size and resources, with smaller schools collaborating with other agencies for wraparound services. Participant schools used a relational model; larger programs offering
peer mentoring and staff with lived experience. Wrap-around services were a larger factor
than inferred by traditional persistence theories. Reentry programs can improve their
effectiveness with better data, diversifying, and increasing funding, and hiring more lived
experience staff. I recommend future random controlled trials to examine the role of
wrap-around services and to develop a validated institutional reentry support services
instrument.
... After that, a referential content analysis was employed, which is a qualitative approach to content analysis, allowing for a deeper understanding of how actors, actions and events are portrayed and perceived by individuals (Franzosi, 2009). This was done to highlight the most important issues (Perakyla & Ruusuvuori, 2017), while reducing the amount available data, in order to be more manageable, in turn facilitating the process of creating categories (Margolis & Zunjarwad, 2017). ...
The concept of ecosystem has been used to describe a dynamic set of relationships, services and interdependencies that potentiate the creation, renewal and growth of organizations. Social innovation is largely influenced by ecosystem conditions. The Portuguese social innovation ecosystem is a particularly interesting case study, as it assumes a hybrid structure that expresses a variety of policy schemes, networks and support structures. This article debates the concept of social innovation ecosystem and presents an exploratory approach to its mapping. Based on interviews with strategic stakeholders in the social and solidarity economy and social enterprises, the study elaborates on the specificities of the social innovation ecosystem. The Portuguese ecosystem is comprised of three sub-ecosystems that show different weights, limited connections and overlapping: social economy, social business, and the social solidarity ecosystem. The article concludes with an overview of the current state of social innovation, emphasizing the perspectives of stakeholders on recent experiences that the Portuguese state has developed in establishing dialogue within organizations integrating social innovation dynamics.
... Importantly, the topic of this research was not the interview itself, but rather the issues discussed in the interview, with a focus on the successes and shortcomings of a training programme. These interviews were used to gain insight into people's subjective experiences and attitudes while still allowing for depth and complexity in the data and subsequent analysis (Peräkylä and Ruusuvori, 2011). ...
Purpose In order to implement problem-based learning (PBL), extensive staff training is required. The purpose of this study was to qualitatively evaluate the efficacy of a training programme for inexperienced PBL tutors. Methods Data included anonymous feedback from programme participants, semi-structured interviews with programme participants, and feedback from students. Results Data from these independent sources were analysed, resulting in three main themes that painted a comprehensive picture of the success and limitations of the PBL tutor training programme: I) pedagogical knowledge of PBL was obtained but needs to be reinforced by practice; II) the mock tutorial was a relevant experience; III) a written PBL tutor guide supports training efforts. Conclusions Using diverse sets of data, this study demonstrated that the acquisition of pedagogical knowledge is contextual and partial, and multiple sources of knowledge are required to achieve a complete and interpretable picture of the subject.
... Using qualitative interviews for this study allowed me to reach areas of reality that would otherwise remain inaccessible such as people's subjective experiences and attitudes. Moreover, this method of data collection is a very convenient way of overcoming distances both in space and in time (Perakyla & Ruusuvuori, 2011). ...
... Utilising a feminist post-structuralist approach and queer theory lens, semi-structured focus groups were used to gather participants' views, including their use of the EYLF (DEEWR 2009) to support their practice. Semi-structured interviews were then conducted that delved into the participants' personal narratives and experiences (Peräkylä and Ruusuvuori 2011). ...
In this research, feminist post-structuralism and queer theory were used to examine Australian early childhood educators’ views on children’s gender identity development, and the content on gender in the Australian Government’s Early Years Learning Framework. The methodology and study design were based upon qualitative phenomenological research methods. The participants consisted of 12 early childhood educators who worked in kindergarten and long day care settings. The data was collected through semi-structured focus groups and semi-structured interviews. Feminist post-structuralist discourse analysis was used to identify discourses deployed within participants’ responses in relation to how they may enable or constrain pro-diversity spaces. Implications of this research include the need for further support and guidance for educators through policy, curriculum, resources and teacher education. This research highlighted the need to trouble the notion of ‘gender-neutral’ and the value of fostering gender expansive environments in early childhood education.
... The primary researcher conducted semi-structured interviews for the targeted purposes of uncovering meaning in the experiences of the participants and to understand the topic from the participants' perspective (Perakyla & Ruusuvuori, 2013;Yates, 2003). Phone interviews were selected in order to reach individuals in varying geographic locations (Harvey, 2011). ...
Sport participation for women and girls is at an all-time high in the United States, but women are still widely underrepresented in leadership positions and coaching (Acosta & Carpenter, 2014). Women hold approximately 50% of head coaching positions of women’s teams in the National Collegiate Athletic Association, and only 18% of the head coaching positions of women’s swimming and diving teams (LaVoi & Silva-Breen, 2018). Numerous barriers have been identified through previous research on the factors that inhibit upward career mobility for female coaches. Semi-structured interviews were used to examine the career experiences of 21 current or former female swimming coaches at the NCAA Division I level. The theme of sexism in coaching was pervasive and identified in five different categories: (a) misidentification, (b) differential treatment, (c) isolation, (d) tokenism, and (e) motherhood. The sexism that female coaches experience hinders upward career mobility which can lead to career dissatisfaction and early exits from the field, contributing to the underrepresentation of women in the profession.
... Utilizing interviews creates an opportunity to deeply engage with the participants' insights, something that is rarely possible with the more distanced quantitative approaches and observational studies (Forseym, 2012). Moreover, interviews allow a channel of investigation into matters that are not directly observable (Peräkylä & Ruusuvuori, 2011). As noted previously, qualitative studies are rare in the field of absenteeism (Birioukov, 2016;Ekstrand, 2015), therefore the employment of interviews allowed the absentees themselves, and their opinions, to be heard. ...
Thousands of children are absent from school every day. Students miss school for a multitude of reasons connected to the student, their family, the school, and the wider society. This research conceptualizes absenteeism as voluntary and involuntary. Voluntary absences revolve around students' deliberate decisions to miss school; whereas involuntary absences are often imposed on the student. For example, preferring to engage in some recreational activity outside of the school is considered a voluntary absence, whereas having to work during school hours to earn an income is an involuntary absence. Unfortunately, the majority of mainstream schools do not demarcate between voluntary and involuntary absences and reprimand pupils for absenteeism regardless of its cause. As a result of these actions, many youths are pushed, pulled, or fade away from their education. A lucky few find their way to alternative schools where they are offered a last chance to earn a high school diploma. Some alternative schools are able to not only raise attendance, but also to accommodate involuntary absenteeism, where a student is allowed to miss some class without penalty. However, little Canadian evidence exists documenting how alternative schools respond to absenteeism. This research interviewed 40 students and 17 staff members in four alternative schools in Ontario, Canada, to capture their perspectives on absenteeism. The findings indicate that mainstream schools the students attended were not effective in responding to absenteeism; whereas the alternative schools were better positioned to ensure that the students were able to progress with their education regardless of their ability to attend consistently. Nevertheless, there are concerns about the pupils' readiness to succeed in postsecondary education and/or subsequent work upon graduation from an alternative school.
... In selecting entrepreneurs, we used a theoretical sampling approach in which international migrant businesses were identified from local Chambers of Commerce or our personal networks, in which the founder was still present and had undertaken international ventures within ten years of founding. Face-to-face interviews allowed informants to share their experiences and attitudes (Perakyla & Ruusuvuori, 2011). Prior to the meetings, the informants were told about the general topic of the study -international business. ...
Migrants launch international ventures, targeting their home countries and other international markets. We investigate migrant-own businesses that undertake international business ventures. Leveraging extant literature and case studies, the study highlights international entrepreneurship in such firms by examining the roles of key organizational factors in internationalization and international performance. After identifying and conceptualizing key antecedents to international performance, we develop a model and associated propositions. Study results suggest that migrant entrepreneurs leverage a distinctive mix of resources, orientations, and capabilities that allow them to succeed in diverse international markets. Findings provide valuable knowledge that can enhance the sustainability and international performance of this important and rapidly emerging category of firm. We provide scholarly and managerial implications to advance theory and practice in migrant-owned international enterprises.
... However, advanced writers may integrate more covert and persuasive strategies of othering; for instance, use of person-first language (e.g., children diagnosed with …) might reduce instances of inclusive and exclusive pronouns, but does not eliminate othering. Often, classifications according to 'difference' are influenced by notions of better or worse and moral judgement (Gee, 2018;Peräkylä & Ruusuvuori, 2018). ...
As scholars engaged in processes of knowledge production and knowledge sharing, occupational scientists are afforded a degree of social privilege, authority, and legitimacy and are therefore accountable for the ways in which constructs of occupation are produced. As the concept of ‘occupation’ broadens to encompass a wider range of lived experiences, an opportunity to critically reflect on how discursive choices shape epistemic knowledges is presented. This paper begins with an overview of contemporary, evolving conceptualisations of occupation, followed by discussions about the constructive potential of discourses and considerations for writing and talking about occupation and people who engage in occupation. It is not intended as a summative review; rather, it is a continuation of conversations within occupational science.
... I subsequently identified emerging themes regarding family members' self-understanding and awareness of each other's feelings and thoughts. Interpretation was also informed by a linguistic analysis of oral and written texts of each participant (such as recurring linguistic forms, metaphors, personal or impersonal pronouns) and by considerations of the contexts in which each data source was collected (Bruner, 1987;Peräkylä & Ruusuvuori, 2018). Consistencies and differences in members' account of the same musical episodes were also examined. ...
The role of parents is central in children’s musical lives throughout childhood, yet it serves distinctive functions in different developmental stages. During early childhood, literature documents parents’ and children’s spontaneous musical interactions in daily life as a means for creating and sustaining bonding and mutuality. As children begin compulsory schooling and become involved in formal music instructions, research tends to highlight the influence and contribution of parents in children’s music learning process. In this case study, I present the musical life of one family with a toddler and a school-age child as a qualitative case study and document the full range of their musical experiences—spontaneous musical interactions and music learning activities—in which they are engaged on a daily basis. Through the portrait of a family highly immersed in music, I intend to depict the complex web of family members’ reciprocal influences and provide insights into their distinct but interconnected emotional worlds. Data analysis indicates that music is an enriching presence in family life, a source of emotional closeness that served to balance tensions and frustrations and develop relationships of mutual responsiveness. Whether dancing together at home, making up songs at dinner time, attending a Broadway show or practicing piano, music enabled family members to spend meaningful time together, attuned and drawn to each other by their shared musicality. Implications for music education research and practice are provided.
https://vpa.uncg.edu/music/qrme/articles/
... Annexe), entre novembre 2018 et mars 2019, et pour une durée allant de 36 min à 1h40. Nous avons privilégié les entretiens semi-directifs, qui font émerger des données qui auraient été souvent inaccessibles, par exemple sur les expériences des personnes et/ou leurs attitudes (Peräkylä, 2008). Ils nous ont permis d'appréhender notamment les discours produits sur les politiques de GRH, mais surtout d'appréhender les perceptions sur l'implémentation et les ressentis à l'égard de ces pratiques. ...
Cet article se propose d’étudier le rôle de la GRH dans le processus de transformation digitale. Basée sur une étude qualitative au sein d’un grand groupe industriel, elle montre plus particulièrement que l’accompagnement de la digitalisation par la GRH fait l’objet de deux grands décalages – le premier entre la politique RH et les pratiques mises en oeuvre, et le second entre ces pratiques et leurs perceptions par les acteurs opérationnels. Ces décalages sont de trois registres : organisationnels, relatifs aux ressources engagées et enfin liés à des dimensions humaines. Ce faisant, cet article revient sur l’idée communément partagée selon laquelle la digitalisation constituerait une révolution dans l’entreprise. Elle montre que la digitalisation fait l’objet des mêmes décalages que toutes les transformations stratégiques « classiques ». Elle propose, par ailleurs, de comprendre ces décalages comme le résultat de « traductions » différentes du dispositif RH d’accompagnement de la digitalisation.
... Thereafter, open coding method was done to thematically categorise the responses in themes and sub-themes. Also, inter-relationships were drawn between and among the variables, so as to systematically analyse them to answer already outlined research questions (Perakyla, 2005). To aid analysis, the coded data were uploaded on a qualitative data analysis software package called QSR NVivo 10, which was used to run a matrix coding query. ...
... The analysis of the content of each question was carried out using the Emic approach, that is, the composition of the themes and sub-themes that emerge from the responses (Glaser & Strauss, 1967;Miles & Hubermaan, 1994;Bawa, 2017). Tzabar (1995) claims that this is a process with no shortcuts, during which the researcher searches for clear, important, interesting, and repetitive elements, establishes categories for classification, selects analytical units, and locates sections of content (Shakedi, 2005;Charmas, 2005;Konur, 2019;Perakyla, 2005;Shanthi, 2017). ...
... This facilitated the effective use of systemic questioning, while the presence of two interviewers ensured responses from all participants were probed. As far as possible, interviews resembled a conversation with discussion between household members encouraged (Peräkylä & Ruusuvuori, 2011). Siting the interviews within the home enabled participants to draw upon contextual cues such as their television equipment and room layout, enriching the discussion and enhancing the researchers' understanding (Rosenthal & Capper, 2006). ...
How consumers coordinate to create value in collective consumption contexts is of wide interest. While resource integration provides a promising theoretical lens, research has not yet examined collective resource integration. This article explores resource integration around subscription television use, through systemic interviews within households. A resulting framework relates five resource types to six resource integration activities: resource assembly, resource mastery, resource optimization, usage event planning, real-time usage design, and resource reflection. These interwoven activities enrich the prior view of resource integration as combining and applying resources. Furthermore, whereas literature assumes resource integration to be an individual process, each activity is observed to be undertaken collectively as well. Whether resource integration results in value creation or destruction depends upon consumers' agency over shared resources, their individual and collective mastery of those resources, resources' integrable quality, and the quality of collaboration between resource-integrating consumers. A new definition of resource integration is derived.
... Using this as a starting point, three major discourses were identified and separated into themes. This process allowed for the identification and examination of multiple discourses, both present and missing, pointing to the ambiguities and contradictions in the data set (Baxter, 2002;Peräkylä, 2005). While working through the complexity of the identified discourses, the data were returned to many times. ...
Objectives
Understandings of menstruation, including those within teaching, continue to draw on dominant discourses that construct menstruation as shameful and secret. This study trialled a new pedagogical approach to menstruation education that offered opportunities to engage with and mobilise alternative discourses.
Design
Teachers of students (aged 10–12 years) in school years 7 to 8 were invited to participate in two workshops that used a critical literacy pedagogy to encourage learning about menstruation at schools. Classroom lessons were collaboratively planned. The teaching of the lessons was observed, and interviews with teachers and small groups of participating students were undertaken.
Setting
South Island, New Zealand.
Methods
Transcripts of workshops and interview data, in combination with field notes from the observed lessons, were subjected to discourse analysis.
Results
Teachers still engaged with discourses of shame and secrecy in their work. Students, on the other hand, were observed to challenge discourses of shame and secrecy, and explored alternatives with which they could construct new meanings about menstruation.
Conclusion
Findings suggest that it is important for teachers to examine personal constructions of menstruation. By approaching the teaching of menstruation in a way that offers space for students to engage with a variety of alternative discourses, teachers can help broaden the manner in which menstruation is understood.
... However, enquiring is certainly part of the effort to obtain an emic perspective on speakers' entire "way of looking", following Wolcott's (2008) tripartite ethno- graphic framework: experiencing, enquiring, and examining. Through inter- views one can certainly gain access to speakers' subjective experiences and lived realities, something central in our study and difficult to reach by means of other methods (Peräkylä, 2005). At this point, it is also worth noting that the connection between Tim Roberts and two of the participants (one from each family) extends far beyond the moment of the interview, going back to several years of being acquainted in Uppsala, and having spent a number of hours together learning Swedish in this city. ...
The authors investigate the sociolinguistic dynamics in multilingual families from the point of view of speakers’ linguistic trajectories, ideologies, and repertoires. Drawing on interview data from intermarried couples of different generational and linguistic profiles of two families in Sweden, the authors examine how speakers’ lived experience with different languages shapes their stance toward bi- and multilingualism and how that particular stance in turn produces a series of effects and helps constructing specific language ideological frameworks from where speakers in that given context operate. From our analysis, it appears that an ideology of the native speaker as the legitimate and authoritative type of speaker is strongly present; the native speaker is in turn the one responsible for transmitting his or her language to the children. This is problematized by the reported language mixing that occurs in the home environment and the resulting nonobservance of the one person–one language strategy. More important than that, we argue that speakers’ ideological viewpoint in a social environment takes place dialogically and discursively. This has important consequences individually, for the speakers involved in that context, and collectively, for the type of framework that emerges.
Drawing on ethnographic data of an urban school, this paper contrasts how two White female teachers take up the idea of ‘teaching for social justice.’ Fourth-grade teacher Maestra Rachel enacts a superficial understanding focused solely on curricular topics, while third-grade teacher Maestra Jennifer roots her teaching in an understanding of how students experience racial oppression in school. These cases demonstrate that a praxis of justice attends to curriculum and power, relationships, pedagogy, achievement, and identity. White teachers, specifically, must interrogate the role of Whiteness in their teaching, or they risk engaging in virtue signaling that reproduces injustice.
Building trusting, multicultural organizations require us to accentuate ‘sharedness’ rather than identifying differences. This study investigates how organizational members activate multiple sources of cultural values to develop trust with their colleagues from different cultural backgrounds. Through a series of surveys followed by semi-structured interviews, data were collected from members operating in five different multinational organizations based in Germany and South Africa. Analyzed abductively, our findings illustrate the multiple sources of cultural values that influence members' disposition to trust and their assessment of their colleague's trustworthiness. We further show how four levels of trust emerge as an outcome of the interplay between these various cultural dimensions. Through our multidimensional operationalization of culture, we show how variations, not only across, but within individuals can hinder or promote trusting relationships in the workplace. This study highlights the need for more nuanced approaches towards the examination of the influence of culture on trust.
Historical research in the area of curriculum studies has tended to hew quite closely to traditional understandings of history as a matter of individuals, events, and causes and effects. Foucauldian discourse analysis (FDA) offers an alternative perspective on the past and present, one that sees history as erratic, discontinuous, and the result of operations of power and knowledge that exceed the level of the individual. This chapter begins with a brief overview of some of the theoretical underpinnings of FDA which make it unique among research methodologies in the field of educational research. The chapter then goes on to explore the types of questions that an FDA might pursue, the methodological tasks of FDA (including “archaeology” and “genealogy”), and closes with a discussion of two examples of FDA in curriculum studies.
Numerous challenges associated with the work of teaching have been reported around the globe, including from Singapore. Being a multi-dimensional problem, teachers’ work has been investigated by diverse research methods especially through interviewing. However, educational studies that adopt constructionist approaches have been scarce in Singapore, and none have used it to investigate teachers’ work here. This study based on Discursive Psychology, thus, analyzes interview data from school teachers in Singapore talking about their work. Specifically, interviewing is taken as a “topic,” which prioritizes how talk is co-constructed, rhetorically motivated, and likely with contradictions over the disclosure of information (i.e., taking interviewing as “resource”); various discursive strategies perform diverse rhetorical functions for speakers. There are two interrelated contributions from this study: (i) an increased appreciation of a constructionist approach like Discursive Psychology during interviewing, and (ii) the opening of different perspectives and generative research questions about teachers’ work in Singapore.
The book inquires into critical thinking through a cultural approach. Based on an ethnographic study, it compares Chinese postgraduate students’ conceptualisations and applications of critical thinking in three different settings in China and the UK. From an insider’s perspective, it analyses the intricate interplay of multiple cultural and individual factors that conditions students’ critical thinking development as they learn to write an academic thesis and to manage postgraduate learning. The book offers insights into the nature of problems that Chinese students encounter with critical thinking and envisions possibilities for the ideas for critical thinking to have a transformative power in an intercultural space.
The book will primarily be of interest to academics and educators who work on critical thinking and academic writing, especially those who work with Chinese students. Scholars interested in intercultural issues in higher education may also find it relevant.
The Kingdom of Saudi Arabia (KSA) has adopted a new law and policy framework, Vision 2030, designed to deliver a transition to a diversified and low-carbon economy. This paper analyses from an environmental law and policy perspective how law is providing opportunities and challenges in achieving the outcomes of this national masterplan. The paper employs traditional legal scholarship to assess the law itself and also explores its impact in practice, via an analysis of findings from expert stakeholder interviews. Key issues around environmental governance are discussed in depth in the light of Vision 2030. One of the key issues of focus is that of integration, in terms of the design and practice of law, institutions and outcomes. To date, it is clear that the further policies needed to ensure that environmental integration and a low-carbon transition take place are currently being created in the effort to deliver the aims of the Vision. This study finds that the transition to a low-carbon economy in the KSA is under-researched and under-explored in practice, from an environmental perspective. The findings attest that although some significant actions have been initiated, further action needs to be taken, given the importance of this transition, in the KSA in the light of the promising nature of Vision 2030 in this regard.
A tempos de pandemia obrigaram o sistema educativo português a mudar e assumir prioridades. Em particular, debateu-se o lugar das avaliações externas das aprendizagens (AEA). Esta investigação pretende conhecer quais são as narrativas de contexto (a educação em tempos de pandemia) dos agentes (representantes do estado, famílias, diretores, professores, alunos e academia), que posições tomam acerca da AEA e com que justificação. Dada a natureza das perguntas, inscreve-se no paradigma interpretativo, com abordagem mista e na modalidade de estudo de caso, com recurso à análise documental de registos públicos. Os resultados são discutidos pelo contraste com outros dados científicos e com as decisões políticas adotadas devido ao surto de Covid19. Sugerem que a AEA para acesso ao ensino superior ganha o estatuto de finalidade da aprendizagem e que isso contribui para dissonâncias importantes: os agentes assumem narrativas de promoção da equidade social e adotam medidas com potencial para a inquinar. Consideramos, a concluir, que outras decisões poderiam ter sido tomadas (apresentamos exemplos) e que o processo de mudança teria beneficiado de um período de reflexão orientado para a coerência entre necessidades, recursos e conhecimento.
This article examines the emergence and evolution of the discourse on mental health problems as an occupational health risk in the professional debates among Finnish insurance workers from a historical perspective. Our findings indicate that the mental health discourse was influenced by organizational, cultural and political changes. We also found that the employee’s role and the power relations in the insurance sector influenced the way in which mental health problems were articulated in professional debates. The workplace democratization movement of the 1970s and the increasing power of trade unions paved the way for the recognition and manifestation of employees’ mental ill-health and vice versa, the increase of mental health problems legitimized the activity of the union. In the 1990s and 2000s, however, the individualization trend led to the view that employees themselves were responsible for maintaining and regulating their own mental health and competitiveness, once again limiting their opportunities to express their grievances at the workplace and undermining the solidarity between employees.
The benefits of mindfulness have been well established in mental health research, and many couple, marriage, and family therapists (CMFTs) incorporate mindfulness techniques into clinical practice. Despite its widespread use, there is a dearth of literature examining CMFTs’ experiences with mindfulness education within the MFT field. Using a participatory research design, our study analyzed 35 journal entries of seven CMFT graduate students (N = 7) enrolled in a 5 week, summer mindfulness course within a COAMFTE-accredited program. Data were analyzed using the immersion/crystallization phenomenological technique. Findings illuminated 12 themes, all relating to CMFTs’ experiences of learning and applying mindfulness techniques in clinical practice. These themes were grouped within three categories that corresponded with our research questions (Role of the Mindfulness Class, Personal Mindfulness Experience, and Application of Mindfulness in
Clinical Practice). Clinical and training implications for CMFTs are discussed throughout.
Anknüpfend an die quantitative Erhebung werden im Folgenden die Erkenntnisse aus den Fallstudien vorgestellt, um das Themengebiet möglichst ganzheitlich abzudecken. Die Fallstudien werden anhand der Positionierung des Mittelständlers innerhalb des Ökosystems paradigmatisch anhand von Case Studies im Detail vorgestellt. Die hieraus gewonnenen Forschungserkenntnisse sollen als Ergänzung zur Online-Umfrage gewertet werden.
The purpose of this qualitative exploratory case study was to investigate faculty leaders' perceptions of the successful implementation of Interprofessional Education (IPE) at a large, research intensive university. This investigation focused on gathering reflections from a small group of faculty leaders of their impact on the IPE movement. Kotter's change theory model was utilized as a framework that guided the data analysis. The faculty leaders viewed themselves as functioning in three overlapping activities: unit/profession representative, IPE advocate, and IPE change agent. In these roles, they were able to identify the key forces influencing change at the University of Michigan and recommend successful strategies to facilitate that change. These strategies were ultimately effective because of the significant support from the university administration through its funding for a center for IPE. This center created the structure needed to encourage an efficient communication and networking system to ensure that the faculty-generated strategies would be successfully implemented.
Anton Chekhov’s play The Seagull (1896) is regularly performed in English, with nine different productions in London over ten years, each in a new version. This case study investigates theatre translation processes, comparing two productions performed at the Royal National Theatre in versions by David Hare (2016) and Martin Crimp (2006). Both playwrights used the same literal translation by Helen Rappaport to create their texts for performance. This study examines the approaches of the two playwrights and their collaborators by means of an analysis of their objectives, translator style, reception, and their relationship with translation and adaptation. A spotlight on the literal translation demonstrates its key role in translation process and product, and how unexpected factors influence the progress of case study research.
This analysis targeted and analyzed misrecognized and unutilized reportorial contexts. It pinpointed the unutilized reportorial contexts and argued that if the misrecognized contexts had been managed, such a move would have comprehensively informed the Nigerian public of the meaning of budget-padding and the kind of sanctions it should attract.
The film-based practices of four social studies teachers were examined using a qualitative methodology. The research interviewed teachers twice over a 2-month period, collected handouts, and collected audio-recorded teacher logs. Three of the teachers taught social studies primarily, while a fourth teacher was responsible for both English and social studies content. The findings indicate that teachers used film in addition to a wide range of other visual practices. Teachers used film actively rather than passively to facilitate dialogic connections, as well as elicit thinking about their content areas.
Mithilfe der großzahlig angelegten quantitativen Studie wurde eine Momentaufnahme der Umsetzung und Einschätzungen von digitalen Arbeitswelten mit seinen unterschiedlichen Facetten abgefragt. Um sich ein genaueres Bild verschaffen zu können und weiteren Forschungsbedarf aufzudecken sowie Best Practices zu identifizieren, erfolgte zusätzlich eine qualitative Erhebung. Neben der quantitativen Befragung ist die Spiegelung mit Meinungen aus der Praxis somit ein wesentliches Forschungselement. Das folgende Kapitel geht auf einzelne Bereiche der Befragung ein, um anhand von Praxisbeispielen sowohl den Umsetzungsstand als auch die Bewertung der digitalen Arbeitswelt für unterschiedliche Branchen und Unternehmensgrößen zu erfahren. Neben der Darstellung des Forschungsdesigns für qualitative Erhebungen geht das Kapitel auf acht zum Thema geführte Interviews ein und beleuchtet die wesentlichen Erkenntnisse der digitalen Arbeitswelt in der praktischen Umsetzung. Dabei werden die Experten aus unterschiedlichen Branchen und sowohl dem Praxis- als auch dem Wissenschaftskontext ihre Ansichten aber auch die damit zusammenhängenden Zukunftsaussichten beleuchten.
Chronic migraine (CM) is a leading cause of disability, worldwide. Research examining the systemic effects of CM is scant. Specifically, little is understood about the effects of migraine on CM patients’ partners. Furthermore, the relational experiences of couples who deal with CM has been largely unexplored. Coming to better understand the systemic effects of migraine on couple relationships could enable more holistic biopsychosocial care for CM patients and their families. We utilized a phenomenological approach to study the CM experience in the context of couple relationships. We conducted dyadic interviews with eight chronic migraine patients and their partners about their experiences dealing with CM (N = 16). Six of the eight partners in our sample were also interviewed individually about their experience (14 interviews total). Data were gathered and analyzed using an iterative process. A team of seven researchers utilized an immersion/crystallization technique to analyze the data. Three major themes emerged from the analyses: (1) burdens and costs of migraines on partners, (2) coping with CM for partners, and (3) couple experience. Findings indicated that: partners of CM patients experience caregiving burdens; accepting the disorder’s burdens and long-term presence appears to vitally improve coping for CM patients and partners alike; and couples dealing with CM experience both balance and imbalance in the perceived relational giving and taking that occurs between them. Suggestions for future research and the clinical implications of our study are provided.
A common knowledge on problems, needs, and wishes of middle school user communities—as regards conditions and ways of use of their facilities—currently lacks in Italy. However, in order to move towards an effective renewal of the schools, this framework of knowledge may be useful to raise awareness of the physical environment issues as well as to inform decision-making. Starting from this hypothesis, experimental field research was carried out on five lower secondary schools located in the metropolitan area of Milan by a research group that included scholars of both architecture and education, with the active involvement of a range of actors within the school communities. This essay focuses both on the methodological approach of the research and on the results of each stage of the evaluation process. The cross-reading of what emerged from the tours through the schools, the voices of students, teachers, and principals, as well as the information and data collected by questionnaires, highlighted a number of critical issues, that have been discussed in the conclusion.
The basic goal of all forms of data analysis is to build meaning from the raw data and convey that meaning to one or more specific audiences. This chapter reviews approaches to data analysis which provide key pathways for telling the stories about what you have learned through your research journey by helping readers/users connect evidence, including strategic data displays, with those stories. Quantitative analysis deals with data in the form of numbers, measurements and indices whereas qualitative analysis deals with data that are in non-numerical form, which can include recordings, documents and transcripts, images, websites and films/videos. For certain purposes, via the Transformative data-shaping strategy, qualitative data may be transformed (i.e., ‘quantitised’) into a quantitative form prior to analysis, e.g., participants, words and codes can be categorised, counted, ranked or rated, yielding quantitative data. Equally, quantitative measurements can be ‘qualitised’ such that richer interpretive meaning is attached to the numbers. No matter what type of data you have gathered, analysis will almost always transform, condense, aggregate, re-represent, thematise or categorise the raw data to build meaning.
Data collection and analysis should not proceed until you have carefully planned for how you will organise and manage the collection, recording and storage of your data and how you will prepare your data for analysis, which is the focus of this chapter. Once your data have been obtained or recorded, you will need to decide if and how the data will be transformed from their original recorded form into a form that you can use for data analysis purposes (the hallmark of the Transformative data-shaping strategy). In many cases, it is unlikely that you will analyse the data in their original recorded form. If you gather quantitative data, you will need to devise rules/processes for how to code and store the cases, variables and measurements you need in your own database for analysis. If you gather qualitative data, you will need to decide exactly what form you want the data to take and what aspects of the data you want available, in some form, for analysis purposes. In the case of interviews, this generally means devising rules to guide the production of transcripts. In all case, you will need to decide how to handle anomalous or ambiguous data.
Literature provides a basis for understanding the relationship between strategic environmental assessment (SEA) and plan-making. This research furthers this by examining dialogue between SEA and plan-making more closely. The research draws on communicative planning, SEA paradigm shifts and theories of power. Four case studies from Scotland and England are analysed via interviews and documentary evidence. It is found that dialogue is constrained by tiered plan-making, pre-existing commitments and political context. Capabilities to enable dialogue can be supported by iteration in SEA and plan-making, and governance structures that bring practitioners together. Contradictions in epistemology are also found to potentially curtail dialogue.
This article examines how we might best examine the most extreme and inaccessible corners of imprisonment. Drawing on a study of life imprisonment without parole (LWOP) in California, this article argues that prisoners’ letters can shed exceptional light on the hidden and unspoken experiences of imprisonment. It provides an in-depth methodological and reflective outline of how to use prisoners’ letters, a familiar tactic in prison researchers’ and advocates’ toolkits, but a research implement that is rarely discussed explicitly. By better understanding how to do prison research with letters and the emotions these might provoke in the process, this article demonstrates the very specific and distinct value of the method, in particular how letters can contribute to knowledge about extreme penal severity.
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