A Critical Examination on Methodological Blind Faith - A Phenomenological Criticism on Standardization of Social Research Methodology -

2018 ◽  
Vol 71 ◽  
pp. 337-369
Author(s):  
Huiwon Kim
Keyword(s):  
Research Methodology ◽  
Social Research ◽  
Critical Examination ◽  
Blind Faith

scholarly journals Ethical complexities in child co-research

2017 ◽  
Vol 15 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Merle Spriggs ◽  
Lynn Gillam
Keyword(s):  
Research Ethics ◽  
Research Methodology ◽  
Social Research ◽  
Ethics Committees ◽  
Research Ethics Committees ◽  
Human Research Ethics ◽  
Children’S Agency ◽  
New Findings ◽  
Need For Support ◽  
And Training

Child co-research has become popular in social research involving children. This is attributed to the emphasis on children’s rights and is seen as a way to promote children’s agency and voice. It is a way of putting into practice the philosophy, common amongst childhood researchers, that children are experts on childhood. In this article, we discuss ethical complexities of involving children as co-researchers, beginning with an analysis of the literature, then drawing on data from interviews with researchers who conduct child co-research. We identify six ethical complexities, some of which are new findings which have not been mentioned before in this context. In light of these possible ethical complexities, a key finding is for researchers to be reflexive – to reflect on how the research may affect child co-researchers and participants before the research starts. A separate overriding message that came out in responses from the researchers we interviewed was the need for support and training for child co-researchers. We conclude by providing a list of questions for reflexive researchers to ask of themselves when they use child co-research methodology. We also provide important questions for human research ethics committees to ask when they review projects using child co-research.

Using poetry to engage the voices of women and girls in research

2018 ◽  
Author(s):  
Zanib Rasool
Keyword(s):  
Young People ◽  
Research Methodology ◽  
Lived Experiences ◽  
Social Research ◽  
Making Sense ◽  
Women And Girls

This chapter considers poetry as a creative or arts-based method within social research. It argues that poetry as a research methodology can elicit thoughts, feelings, and emotions, and can give a platform for marginalised voices, such as women and girls, as it enables those silenced voices to be heard — and heard loudly. Poetry offers one way to capture the knowledge held in communities, particularly among those whose voices have been traditionally marginalised, like young people and women. Poetry provides us with a different lens for making sense of everyday interactions, contradictions, and conflicts. Poetry allows us to express different perspectives of our lived experiences — a mosaic of autonomous voices freed through poetry.

Social Research Methodology Abstracts, Vol. 1: Annual Review, Summer 1979.

1981 ◽  
Vol 10 (6) ◽  
pp. 819
Author(s):  
Nancy K. Johnson ◽  
C. van de Merwe ◽  
G. W. Kantebeen ◽  
M. van Logchem ◽  
G. M. van den Bosch
Keyword(s):  
Research Methodology ◽  
Social Research ◽  
Annual Review

scholarly journals Propedéutica y práctica de la investigación según los programas de Metodología en carreras de Sociología en Argentina y otros países latinos

2020 ◽  
pp. 1
Author(s):  
Gonzalo Seid ◽  
Federico Luis Abiuso
Keyword(s):  
Research Methodology ◽  
Classroom Practices ◽  
Social Research ◽  
Practical Implementation ◽  
Teaching Approaches ◽  
Practical Application ◽  
Significant Information ◽  
Is Research ◽  
Teaching Programs

In this article we discuss the teaching programs of Research Methodology subjects imparted in undergraduate Sociology degrees, mainly in Argentina (2018). Starting with questions about how research is taught, we analyzed programs as documents that develop and deliver information on formative practices and discourses. While these programs are by no means classroom practices, they provide significant information and help to increase the sample compared to observation in situ. Our results are divided into two axes: variations in teaching proposals and ways of understanding research practices. The corpus we analyzed reflects a broad consensus on the discursive level around the idea “You learn to investigate by investigating”. However, the extent and modes of the practical application of theoretical knowledge appear to depend on which topics need teaching. The most concrete techniques and operations are those that appear most related to their practical implementation. However, these techniques and operations are not always taught by framing them within a comprehensive investigative study. We highlight the importance of taking into account the conceptions about what is research and what is practice. We conclude that, since there are contradictory opinions on the teaching of social research methodology, the range of teaching approaches reflects these tensions and meets the various challenges in different ways.

scholarly journals Can You Hear Me Now? Augmentative Communication, Methodological Empowerment, and the Life Story of Jon Feucht

2011 ◽  
Vol 31 (4) ◽  
Author(s):  
Jennifer Flad ◽  
Ronald J. Berger ◽  
Jon Feucht
Keyword(s):  
Cerebral Palsy ◽  
Life History ◽  
Research Methodology ◽  
Life Story ◽  
Social Research ◽  
Augmentative Communication ◽  
Research Projects ◽  
Communication Device ◽  
Challenges And Opportunities ◽  
Communication Disability

<p>Keywords</p><p>augmentative communication, disability, biography, methodology</p><p>Abstract</p><p>Feminist social research and disability studies converge in arguing for a research methodology undertaken on behalf of and to empower research participants. Our research, an ongoing life history project with Jon Feucht, has been undertaken in this tradition. Throughout much of his life, Jon struggled with a severe speech disability due to cerebral palsy that significantly impaired his ability to communicate verbally with others. After acquiring a sophisticated augmentative communication device, Jon's life changed for the better. In this paper we describe the nature of augmentative communication, share some of Jon's thoughts about augmentative communication and people with disabilities, and explore some of the challenges and opportunities facing researchers collaborating on research projects with individuals who use augmentative communication to speak.</p>

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