Sarah: here is a critque of the Ayers piece that attempts to describe how
he played qualitative and quantitative frames, one against the other, in facour
of the dissonances and contrasts that might be had while thinking along with him
concerning his thesis... ;-} rap.
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****************
Thesis: Ayers utilizes a stratified, discrete layering of etic and emic
chapters of his study in such a way that in winnowing one aspect from the other,
stylistically, both aspects of the study dynamically inform and reinforce each
other in organic, naturalistic ways reminiscent of a dialogue or dance.
I am considering underneath this thesis how it is that an ethnographer might
merge or combine various aspects of a study. Considering that ethnographic
studies will all exhibit both etic and emic frames of reference and voice in
speaking and reporting out findings, it becomes more or less of an art for the
inquirer to design the vehicle which will contain and relate these two quite
distinct voices in the finished publication. There are several obvious devices
which the ethnographer might select in order so to do this interactively with
his reader in mind. Peshkin (1997), illustrating an example of a more
traditional designer, chose to localize the etic frame within several chapters
topically and to weave in etic features within relevant themes in a quite linear
fashion throughout the work, Places and Memory. In fact, it might be offered
that Peshkin's work might be considered to be essentially a critical study
supplemented by empirical research and flavoured with a modicum of emic features
since the etic framework vastly overshadows the emic content. Where he chooses
to go into somewhat more etic depth than the overall ethnographic voice might
comfortably permit, he selects the device of the offset footnote so to do.
Alternatively, Ayers (1997) has crafted his study more naturalistically in ways
quite reminiscent of the cadence found in a natural dialogue in which a
correspondent will sequentially engage, disengage reflectively, and then
re-engage the discourse, recharged anew with fresh insights. The cadence of this
work also feels somewhat like a dance. So, we find that the work begins with a
few expository sections in which Ayers discloses his sensitizing concepts with
his correspondent, his dance partner: his reader. These are his quite sensitive
Acknowledgments and also his Introduction. Ayers next allows a section,
Prologue: Jeff to introduce his reader to the physical and proximal space of
that locus of decisions, Juvenile Court, through which everyone of his students
will soon pass. This section is mirrored stylistically by an Epilogue: Jeff's
Letters in which the dialogue or dance with the reader is finished and etic
reflection mulls with emic revelation in which the barest of hopeful insights
are offered up as a sop to the, by now, emotionally exhausted
correspondent--much as does a natural dialogue with a friend often end or wrap
in a mixed emotional state or as a dance might end in a curtsey or considerate
social gesture.
In between these bookend sections, Ayers choreographs the reader's steps through
his compelling research by alternating the leading emic foot with a step or
glide, followed by the trailing etic foot catching up with the lead and
preparing a suitable balance for the next leading step. The cadence of the dance
is similar to that of a dialogue. We lead with a robust exchange; this lasts for
a while--and then: we fade from the fore, we retreat into reflexivity, one or
both of us fades from the intensity of the exchange where we catch ourselves up
and inform our mental stores with what has come to us in shared discourse. In
between the bookends, then, we have Mr. B. (emic), Jane Addams: History and
Background (etic), then a glide with both Tobs and Alex. Mediated Images: Media,
Crime, and Kids (etic) steps next and then comes a trail of several emic steps,
Ito and Jesus. Girl Talk is a transitional section, like Prologue: Jeff, in
which the essentially etic, factual or reflective section is nested within an
emic dialogic contexting. Andrew, Adolesence, and Freddie are emic steps which
lead to a finishing contextualizing etic section, Punishment. The discourse and
main dance are finished in the summative reflective etic section, Graduation
Notes.
Now, the etic sections could be separated out and refashioned into a
stand-alone, admittedly, quite stolid and dry factual synopsis. Similarly, the
emic sections might easily, compressed together, reveal a somewhat more
interesting, but less poignant reflective docudrama. Neither of these rump
reports read alone or in sequence would come close to the effect that the
complete study leaves the reader. Ayers has done a fine job in designing and
constructing a study which, while thoroughly engaging the reader, leaves one not
in wont for hard data or revealing substance concerning the system or space in
which these dialogues occur.
In so crafting his report concerning this study of Jane Addams' legacy and
modeling it after organic interactions which occur naturalistically in each of
our social spaces, Ayers has made the entire work eminently consumable and
digestible. By offering his reader a comfortable and familiar setting (dialogue
or dance) in which he allows the play between etic and emic aspects to join
together in a socially constructed field, the message Ayers relates is more
accessible and the action he hopes to precipitate in his reader is more likely.
Here, in this study, the medium, the message and the consequence of its hearing
are potentially interactive and intrinsically social. The conditions which
presage the decline of Addams' dream into nightmare are thoroughly revealed
etically in reflection. The motives which might precipitate social justice are
emically revealed across an intensely compelling drama of discourse. The subtle
message underneath this study is one of engaged dialogue with respect to
contexting content. The grace and form of dance and discourse obviate moralizing
or didactic recipes for change which rarely motivate anyone to action.
References
Ayers, William. (1997). A kind and just parent: The children of juvenile court.
Boston, MA: Beacon Press.
Peshkin, Alan. (1997). Places of memory: Whiteman's schools and native american
communities. London: LEA.
Sarah Delaney wrote:
> Andrew:
>
> Two brief comments (sorry can't be longer, very busy)
>
> 1) I would agree with you that it is a somewhat dangerous enterprise to
> decide which software package to use immediately after formulation of the
> research question. There is a danger there that the technology will
> determine the research process, and in qualitative research especially, that
> takes away the point of the enterprise. Software was designed to aid in the
> analysis and collation of qual data, not to determine the nature of qual
> research. That's my humble opinion, anyway!
>
> 2) Yeah, the mixing of research techniques from different paradigms can be
> problematic, but I think it depends on what you're trying to do. I often
> use questionnaires to build up a sample profile, to collect base data etc
> which can be linked to and integrated with the qualitative stuff. But I do
> have problems when trying to measure attitudes, values and beliefs etc using
> questionnaires, especially when employing Likert scales. There are so many
> problems with the Likert scale questionnaire that using them to triangulate
> with qualitative data doesn't really contribute to validity in a meaningful
> way. The two approaches, quant and qual are so different and operate from
> such different underlying paradigms that meaning may be sacrificed for the
> appearance of comprehensiveness and validity.
>
> Remember, with Likert scales, there is a tendency for responses to cluster
> on options 2 and 4 (agree/disagree), which can as easily reflect people's
> reluctance to be seen as extreme as their real feelings about an issue
>
> Just one illustration:
>
> Here is an example of how a research question might be phrased in a
> qualitative manner:
>
> 'What reasons prevent women aged between 25 and 55 in the local area (X)
> from coming forward to have regular (once-a-year) cervical smear tests
> done?'
>
> Here is what would happen to it if you rephrased for a questionnaire
> (utilising probability testing)
>
> 1) decide in advance what possible reasons could affect women's decision to
> go forward for cervical smear tests.
>
> Hypothesis: Women aged between 25 and 55 in this local area X are
> significantly less likely to come forward for once-a-year cervical smear
> tests when factors a,b,c,d, are present.
>
> This could really pose some difficulties!
>
> Regards
>
> Sarah Delaney >
--
"Dein Wachstum sei feste und lache vor Lust!
Deines Herzens Trefflichkeit / hat dir selbst das Feld bereit',
auf dem du bluehen musst." Peasant, Richard A. Parkany: SUNY@Albany
Prometheus Educational Services - http://www.borg.com/~rparkany/
Upper Hudson & Mohawk Valleys; New York State, USA
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