Talk:RECOUP/Qualitative research: Difference between revisions

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<noinclude>{{RECOUP_header|Talk:Qualitative_research}}</noinclude>Nidhi + Roger: I've noticed that each lesson-plan in session two needs a time allocation if they are to be consistent with previous formats. Arathi
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Yes, I've put in some estimates in bold italics and would ask Nidhi to confirm or disagree. Also, I think we need to decide whether to split these up into three separate 'sessions', since the topics are different (and this would make it easier for people to navigate through the 'structure of the course' and find what they are looking for. Roger


== Ethics - a separate section? ==
== suggested addition ==


Roger, I've had a look through the places where issues of ethics arise so far in the workshop. It does seem to be integrated in the sessions which is important, but i think perhaps a more focused brainstorm in this session 2 could be valuable: it could help situate further references to ethical considerations, so they don't get mistrued as appendages or side-issues to the sessions at hand. There is reference in this session to 'reflexivity and ethics'. Perhaps a short brainstorm for participants to do about what this means in the context of 'good' qual research, and being a 'good' qualitative researcher. What are the ethical issues, requirements, dilemmas of each research context? WHOSE issues/requirements/dilemmas are these? HOw does a reflexive approach help us to 'see' what the dilemmas might be? How do we go about addressing these in our work, at each stage of the work (ie, not a tick-box approach to ethics.)
to the first session 'what is good qualitative research' - perhaps include a box of examples of qualitative research from the south that facilitators in recoup found useful. In the training manual, ask facilitators to bring in examples that they themselves have found 'good' - for participants to look at, and to facilitate discussions of what are some of the features of 'good' qualitative research. If facilitators do draw on some examples, also encourage them to add them to the wiki in order to build this resource.
Just an idea. Any thoughts? Arathi.


Thanks, this is useful. I think there is a danger that ethics will be forgotten about after this session -- and the issues under the 'ethics' section are long enough and complex enough to warrant being flagged up, I think, with a separate heading and link. Then we would also need to go through all the other sessions and check whether ethical issues are flagged up everywhere they should be (and perhaps then linked back to this session). I know the ethical issues are there in the visual methods; not so sure about the fieldwork sessions, for example.  Let's see what Nidhi thinks. Roger
--[[RECOUP/site/User/Arathi|Arathi]] 17:05, 20 October 2008 (UTC)
 
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suggested addition

to the first session 'what is good qualitative research' - perhaps include a box of examples of qualitative research from the south that facilitators in recoup found useful. In the training manual, ask facilitators to bring in examples that they themselves have found 'good' - for participants to look at, and to facilitate discussions of what are some of the features of 'good' qualitative research. If facilitators do draw on some examples, also encourage them to add them to the wiki in order to build this resource.

--Arathi 17:05, 20 October 2008 (UTC)

  Singal, N., and Jeffery, R. (2008). Qualitative Research Skills Workshop: A Facilitator's Reference Manual, http://oer.educ.cam.ac.uk/wiki/RECOUP, Cambridge: RECOUP (Research Consortium on Educational Outcomes and Poverty, http://recoup.educ.cam.ac.uk/). CC BY-NC-SA 4.0. (original page)

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