Workshop – Now I have it what do I do with it?
More of a giant lecture with 129 (yes – really!) PowerPoint slides. Fortunately we had a break after 1.5 hours at slide 65. What they had to say was excellent in terms of approaches, tips, examples etc. As for the delivery…. very very didactic with no questioning, no peer-to-peer discussion etc. At least at the end I have been taken through the presentation. As for notes it was difficult to add to what was on the slides – will upload the 12Mb presentation when possible.
Keeping a code book is essential if coding data. Suggestion of overarching groups and the notion of different levels of coding.
Strong link between the paradigm, and approach taken, with notions of data quality. Essentially it is still contested term.
Goodwin and Goodwin (1984) describe four types of reliability.
There is CAT Coding analysis tool available online – can upload data files apparently.
For intercoder agreement it depends on how in-depth the coding is. With more refined coding it is harder to get agreement. Of interest is where coders do not agree.
Armino and Hultgreen (2002) talk of ‘Goodness’.
Trustworthiness is a commonly used term to measure data quality with qualitative research.
Keynote session – Introduction
This was by Norman Denzin who spoke quite passionately about the
potential of qualitative inquiry to fight for social justice and generally do good in the world. He also mentioned the size of the event with 1400 presentations and 1900 delegates from 60 nations.
Laurel Richardson – Audience matters
A fascinating talk about her experiences over the years trying to get things published and being knocked back by the establishment on numerous occasions. The key message throughout was that of ‘having the nerve of failure’.
Russell Bishop – Freeing ourselves
Starting with a quote from Freire (Pedagogy of the Oppressed p21) about freeing ourselves – looking to the oppressed for pathways to freedom. Thinking in this way is important as the oppressors way of looking at the world is built on a culture of domination.
He asked the question ‘who benefits from research’ – citing his work with Maori people. In researching within a Maori context it’s necessary to understand the nature of Mauori culture and the importance that they give to family relations.
He has been involved in pre-service teacher and serving teacher education. Looked at what classrooms would look like if they were established as an extended family. This, he suggested, could change the dominant discourse.
What I took from him was an approach to education that involves what he called ‘anti-deficit thinking (kaua e whakaiti)’.