By Melissa Freeman
Modes of pondering for Qualitative facts research argues for engagement with the conceptual underpinnings of 5 favourite analytical suggestions utilized by qualitative researchers: specific pondering, Narrative pondering, Dialectical pondering, Poetical considering, and Diagrammatical pondering. by way of providing such disparate modes of study within the house of a unmarried textual content, Freeman not just attracts awareness to the unique methodological and theoretical contributions of every, she additionally establishes a platform for selecting between specific study suggestions through advantage in their strengths and boundaries. skilled qualitative researchers, newbies, and graduate scholars from many disciplines will achieve new perception from the theory-practice dating of study complicated during this textual content.
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Extra info for Modes of thinking for qualitative data analysis
A. (2007). ). Thousand Oaks, CA: Sage. St. Pierre, E. A. (2006). Scientifically based research in education: Epistemology and ethics. Adult Education Quarterly, 56(4), 239–66. St. Pierre, E. A. (2011). ’ In N. K. Denzin & Y. S. , pp. 611–25). Thousand Oaks, CA: Sage. Wolcott, H. F. (1992). ’ In M. D. LeCompte, W. L. Millroy, & J. ), The handbook of qualitative research in education (pp. 3–52). San Diego, CA: Academic Press, Inc. Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and interpretation.
When used in combination or to do the work of a particular theoretical perspective, these assumptions often shift and change. My hope is that the descriptions provided in this book will encourage readers to recognize when, and how, these modes of thinking are being used. 14 Introduction • Finally, it is important to understand that the terminology used here does not necessarily match the definitions assumed by other scholars. The descriptions provided of the modes of thinking, although supported by what researchers do, are not always characterized in the same way.
Racial differences create cavernous divides in our psychological understandings of who we are and who we should be. Jones, 1997, p. 339 Becker (1998) explains that our commonsensical notions about the world, that is, what we feel we already know about it, constrain our abilities to change how we see, and think about, the object of our study. ” (p. 83). Although strategies for resisting the tendency to prioritize wellestablished categories are beyond the scope of this chapter, qualitative designs are well-positioned to critique and re-define these categories since their aim is often to develop new understandings rather than to confirm established ones.
Modes of thinking for qualitative data analysis by Melissa Freeman