Modelo de Getzel & Guba


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Modelo de Getzel & Guba

  1. 1. QRSIG Summer 2008 AERA Qualitative Research Special Interest Group Officers SIG Chair Honoring and Remembering Egon Guba: A life dedicated to research Deborah Ceglowski, University of North Carolina-Charlotte In this issue you will see many tributes to Egon as we recall his many contributions to students, faculty, peers, Program Co-Chair and the field of qualitative research. Mirka Koro-Ljungberg University of Florida Change Lisa Mazzei Change. Will I embrace it and move forward? Staunchly stand my ground Manchester Metropolitan and dare it to make me budge? Or run and hide, hoping it won’t find me University for awhile...just a little while longer? For a girl who’s lived in Tampa, Florida all her life, attended and worked at the University of South Flori- Newsletter Editor da since 1993, change is a fearsome foe. Shelley Stewart, Where will I go from here? Where IS there to go? Will the grass be University of South Florida greener? This uncertainty is maddening. Will it push me over the edge? Do I NEED a push? Who will go with me? Who will I leave behind? Welcome - Nancy Zeller Change both terrifies and motivates me. Inevitable but cyclical. East Carolina University As I sign off on my last editorial contribution to the QRSIG Newsletter, Historian and Website I want to express my appreciation to our membership for this opportu- Coordinator nity. Nancy Zeller is the incoming Editor of the newsletter beginning Fall 2008. Let us all welcome her and flood her with newsletter contributions! Valerie J. Janesick, University of South Florida Nancy Zeller, Ph.D., Educational Inquiry Methodology, Indiana Uni- versity, is Professor, Graduate Director, and Research Coordinator for the Department of Curriculum and Instruction at East Carolina Univer- sity. She teaches Introduction to Research, Qualitative Research Theory and Methods and Evaluation Models and Techniques. Her research interests are qualitative research methodology, international education, and public policy in distance education. While serving as a Fulbright Scholar in Russia and Belarus, she strengthened her interest in inter- national and cross-cultural education. Her current research focus is on three areas: service learning among pre-service teachers; attracting and Please submit any retaining teachers in rural areas in both the U.S. and Russia; and the use QRSIG Fall 2008 of word study instruction among adult learners. Newsletter contributions to: Shelley Stewart University of South Florida SIG Newsletter Editor 1
  2. 2. QRSIG AERA Qualitative Research Special Interest Group Chair’s Column Dear QRSIG members, I, like many of you, grieve the Under Leslie Bloom’s direction, There are four areas I want to loss of Egon Guba, one of the the SIG has focused on social focus on during my tenure as giants in the field of qualitative justice issues – an ever increas- chair: 1) getting feedback, ideas, research methodology. He was ingly important area of concern. and involvement from you, the a pioneer in developing quali- Mirka Koro-Ljungberg, co-chair members. In order for the SIG to tative inquiry and has influ- of the program, has developed a develop and grow, we need input enced how many of us under- distinctive and focused approach from you, the members; 2) inten- stand and perceive our work. to soliciting proposals focusing on tionally increasing the diversity I extend sincere sympathies research methods and a venue to of the membership, sessions, and to Yvonna Lincoln and other review these proposals. Karen Tor- keynote speakers at SIG functions. members of Egon’s family. so and the outstanding qualitative It is critical that the SIG actively I look forward to working with dissertation award committee have seek involvement of all members you and the executive com- in place a protocol for reviewing – especially those voices that have mittee over the next two years. dissertations and through a consen- been marginalized. 3) Working Because the SIG belongs to all sus approach, selecting the recipi- with AERA, addressing the trend the members, I invite you to ent of the annual reward. Valerie of many content journals to send submit items for the newslet- Janesick and Shelley Stewart have qualitative research to reviewers ter, share your ideas, volunteer done an outstanding job of solicit- who are not qualitative methodolo- to help with a SIG function, ing submissions, formatting, and gists. This has resulted in some submit a proposal for a pre- timely distributing our electronic content journals with a 50% reduc- conference workshop, and, of newsletter. Gaile Cannella and her tion in the number of qualitative course, send in proposals for committee will begin the process of articles published each year since sessions. At this time, we are reviewing and selecting a book for the enactment of No Child Left Be- seeking volunteers to work the annual outstanding qualitative hind. 4) Recruiting new members. on the newsletter (thank you book award. There are no SIG dues for graduate Valerie Janesick and Shelley students – please join if you are Stewart for your years of hard a graduate student or if you are a work), speaker committee faculty member, encourage your members, outstanding qualita- students to join. Consider giving a tive book award members, dis- colleague a gift membership to the sertation award members, and SIG. input and contributions from Thank you for the honor of leading graduate students. A number the SIG for the next two years. I of members volunteered ideas look forward to this time and espe- and assistance at the SIG “There are four areas I cially to hearing from you. meeting in NYC- we will be want to focus on during my contacting you soon. tenure as chair” Deborah Ceglowski University of North Carolina-Charlotte 2
  3. 3. QRSIG AERA Qualitative Research Special Interest Group History Column: Remembering Egon Guba Valerie Janesick University of South FloridaFlorida Egon Gotthold Guba, (March cago, where he also taught for four tative research in their newsletter 1, 1924-March 26, 2008) years. Following that he taught and which when they refused to was one of the founders of at what is now, the University of print Egon’s response, he sent that our SIG, and a leader in the Missouri Kansas City, then Ohio letter to many of us who founded paradigm shift from a basically State University, and completed 25 the QRSIG and others, to expose psychometric approach to in- years of his career at Indiana Uni- the silliness of the disavowers. In quiry in Education to opening versity, Bloomington, from which the early years of our QRSIG, the vision of inquiry to include he retired and from which he was Egon was most helpful in deflect- qualitative research tech- named Professor Emeritus. During ing mindless criticism and educat- niques and methods. It is with Egon’s years as a professor he was ing others when we could not do great sadness and the feeling always available to assist students so without injury to our SIG. We that we are missing a part of and many of his students and col- were once fragile and he helped us ourselves that I write this to leagues are writing about their own become strong. remember and honor Egon. memories of Egon at this time. He Egon affected many today Egon was born in Chicago remains in all our memories as a who may not be aware of his influ- and eventually studied physics gifted teacher, a great advisor and ence in building a bridge between and engineering at Valparaiso mentor, and a superb writer. the quantitative and qualitative par- University when he like many adigms by using the term naturalis- individuals of his time joined tic inquiry, from the hard sciences the US Army to fight in World which at the time was about all War II. His service in the certain educators could handle. He 381st Combat Engineers Bat- went beyond that in the struggle to talion was something he trea- help legitimate qualitative work in sured and referred to regularly. many professional organizations as When he returned from the well as writing extensively on the service in 1946 he completed topic. Thankfully, due to Egon and his bachelor’s degree and went Yvonna S. Lincoln, his wife and on to earn a master’s degree colleague for many years multiple in Education at the University and varied approaches to qualita- of Kansas. He married Elaine tive research were validated and Thompson with whom he had encouraged. Egon was stalwart, three children, and from whom His wit and wry sense of humor determined, articulate, passionate he was later divorced. readily and spontaneously en- about his work and generous with In the midst of all riched our interactions with him. students and colleagues. He was this, he earned a doctorate in In terms of our SIG, I still recall a maverick at a time when in the statistics and measurement his impassioned letter to a certain field of Education he was trounced from the University of Chi- Division which disavowed Quali- by his critics which only made him Continued on page next page 3
  4. 4. QRSIG AERA Qualitative Research Special Interest Group Continued from page 3 Groundbreaking Texts by E. Guba stronger. In fact one might say that many of us have jobs in our field of qualitative methods due to Naturalistic Inquiry, 1985 Egon’s pioneering efforts in forg- with Yvonna S. Lincoln, ing a new world view and opening Sage Publications Inc. the repertoire of techniques for educational researchers to include The contribution of this text cannot be overstated. rigorous, humanistic, qualitative The crisp, incisive, and brilliant critique of posi- methods. More than anyone of his tivism began the earthquake like revolution in time, Egon made us aware that all educational research which resulted in the growth research is based on the research- of qualitative research methods in education. er’s basic set of beliefs that guide action. The Paradigm Dialogue, 1990, Sage Publications Inc. In this text, Egon goes on to call for dialogue and debate on underlying principles of research and discusses the challenges of post positivism, criti- cal theory, and constructivism. In the history of qualitative Fourth Generation Evaluation, 1989 research methods in Education and with Yvonna S. Lincoln, Evaluation, Egon Guba remains Sage Publications, Inc. with us through the legacy he has maintained. It is one of the rea- This text is a must read for all evaluators as it sons, a former student of his now a explains clearly the ethical, epistemological and professor has generously donated methodological arguments for constructivist ap- money to the QRSIG to help fund proaches to evaluation. This text is probably the our Egon G. Guba invited address best argument in favor of constructivist approach- every year since 1999. It is a good es to evaluation to date. It also clearly explains way to remember Egon each year. the failures of positivism. He is survived by his wife, Yvonna S. Lincoln, his children and his grandchildren. Valerie Janesick University of South FloridaFlorida 4
  5. 5. QRSIG AERA Qualitative Research Special Interest Group Remembering Egon Guba Remembering Egon Leonard C. Burrello P. K. Jamison University of South Florida Alum IU This small man with a big heart Well, I don’t really know anything and bigger mind and the sharpest about technology but... ” That was tongue when provoked! I saw him the beginning of a phone conversa- take down a president of the uni- tion with Egon Guba that changed versity with a one-liner. the way I view mentoring. I had contacted Egon several years after He was my student’s favorite completing my graduate work to lecturer – they never complained discuss ideas in a technology paper about a long soliloquy turned I was writing. I was “stuck” and lecture – they found his examples couldn’t really explain to an editor illuminating and enlightening. what was troubling me. I wanted to challenge the technocratic mindset Once during a defense, I recall without demonizing technology. that he defended a student’s final I needed someone who would chapter as the construction of the listen but also challenge me. As respondents and that the student was often the case when I called need not proceed further and write Egon, we ended up speaking for a summary for others. Let it lie, nearly one hour about what Egon he argued. The remainder of the “didn’t know.” We talked about committee disagreed and he did not the “unexpected consequences” of fight that one. He so believed in his decisions we make as educators . . . views about qualitative research because we are human and humans that in spite of our colleague’s op- often act in unexpected ways. This position, he stood by the candidate. includes decisions we make about That day four signatures prevailed technology. What I learned from and she only got two. my many conversations with Egon is that a true mentor will encourage What a guy – what a scholar – what you to take chances and embrace nudge! the creative possibilities of your life. As an artist and technologist, I always felt that Egon respected my views and talents. Every time I called he would ask me, “How’s P.K. Jamison doing? How’s your art? How’s life?” 5
  6. 6. QRSIG AERA Qualitative Research Special Interest Group Remembering Egon Guba I discovered Egon’s classes at Indi- and more than it too, modeling he taught our class, referring to ana University in the early 1980’s what it means to be trained in one his manuscript. Later when I got in a flight from the “bitter pill” of way of doing inquiry and moving, the book, I could see how closely statistics that I had presumed nec- with great energy, into something he followed the organization and essary as part of doing educational quite different, he is both foun- thrust of the book; it was and is a research. Given my humanities dation and encouragement to go great experience to remember his background, I took to qualitative beyond. For this I and educational lectures from reading through the like a duck to water and combined research and evaluation can be book, and of course the items in it with my Women’s Studies minor most thankful for our great good the appendices were and are very to begin, for the first time, to ask fortune that he was around to rock helpful in conducting qualitative questions of knowledge. Egon was his time and to expect that we will research. Incidentally, I still have essential in this journey, progenitor, in ours. my notes from his class. guide, witness. Over those years, he has served as many things to Patti Lather In Egon’s class, I was intrigued: me: a living example of the luck Ohio State University everything he said was interesting, of timing in where and when one often provocative. This was the does one’s doctoral training; a first time I encountered the term model of an intellectual who grew paradigm. I didn’t always agree and changed throughout his career; Egon Guba—My Mentor with him (and still don’t); but I the kind of teacher who was disap- thought “This is what a doctoral pointed if you did not go to places The year was 1984; the place, Indi- program should be—pushing the he had not gone. anapolis. I was a doctoral student edges of thought and experience.” in Educational Inquiry Methodolo- It was in Egon’s class that I found A few years ago, I was honored to gy at IU. I was also a single parent, my dissertation topic (a rhetoric for deliver the Guba Lecture at AERA working full-time as an academic naturalistic inquiry); and, in him, (2004) and it was a chance to note administrator at a two-year college. my dissertation director. I cannot how his work had been such a I was advised to give up my job brag enough on Egon’s work habits large part of what made possible and move to Bloomington so that and the quality of his help. When I the growth in qualitative inquiry at I would benefit form the cultural would send some material to him, AERA and in education more gen- milieu of the University. Such a he would turn it around in a week erally. Now of course we have the move was not practical; fortunately or less. He let me argue about his charges from Washington DC that several faculty members from suggestions, and I found the ten- qualitative inquiry has taken over Bloomington were willing to drive sion between his views and mine educational research to the point of up to Indianapolis to offer courses; very stimulating. In short, I believe its uselessness in guiding evidence one of these was Egon Guba. that Egon Guba is a model for what based policy and practice. The class I took from Egon was a university teacher should be, and The weight of his work and pres- Qualitative Research in Education. I feel very fortunate that our paths ence in the field has opened up op- There was no book. Egon was in crossed in Indiana twenty-four portunities that perhaps he himself the process of writing Qualitative years ago. did not fully imagine. Of his time Inquiry with Yvonna Lincoln; so Nancy Zeller East Carolina University 6
  7. 7. QRSIG AERA Qualitative Research Special Interest Group Research News from the UK Spring has finally sprung in the Because it is a small conference You might also be interested in the UK after a LONG winter and (200 delegates) there is ample time Deleuze Studies Journal, published an absence of summer in 2007. for conversation and exchange. by Edinburgh University Press Those who know me heard me Each presenter is given 40 minutes with the support of the Centre for groaning last August about count- for presentation and discussion (an Critical and Cultural Theory at Car- less days of rain and cold tem- absolute luxury). For information diff University and launched last peratures. But all is forgiven as on the 2009 conference, visit summer at the First Deleuze Camp. the beginning of May has ushered The journal editors are looking for in sunshine, flowers, and green Conference organizers are also reviewers and submissions and spaces filled with Brits enjoying launching a new journal, Power & welcome submissions from the so- the sun (in case it doesn’t last!). Education, so watch this space for cial sciences. For more information a call for papers! about the journal and the submis- The 7th Annual Conference of sion process, visit: Discourse, Power, and Resis- The First International Deleuze tance was held in Manchester Studies Conference will be held March 18-20, 2007. Hosted by the at Cardiff University, Wales Au- nal/dls Education and Social Research gust 11-14, 2008. The conference Institute (ESRI) at Manchester follows on the heels of the Deleuze That’s all the news for now, but Metropolitan University, the Camp 2, a one-week intensive my next installment will provide a theme this year was Cultures in series of lectures, seminars, and summary of the British Education Resistance. The following noted discussion groups focused on the Research Association (BERA) con- scholars provided keynote ad- theory of Gilles Deleuze and Félix ference to be held September 3-6 in dresses: Guattari. The camp is an absolutely Edinburgh, Scotland. dizzying, exhausting, exhilarat- Affect aliens: ing, overwhelming, and remark- Lisa A. Mazzei Happiness as cultural politics able experience (I know because I Manchester Metropolitan University Sara Ahmed survived—barely—the first event which was held last year). Embedded in ideology Slavoj Zizek For more information about the camp or the conference, visit the What a wonderful thing is power following websites: Terry Eagleton Enabling research: leuze/index.html Whose voice gets heard? Ann Phoenix leuze/camp.html 10 7
  8. 8. QRSIG AERA Qualitative Research Special Interest Group 2008 OUTSTANDING DISSERTATION AWARD QUEERING YOUNG ADULT LITERATURE: Examining Sexual Minorities in Contemporary Realistic Fiction Between 2000-2005 CORRINE MARIE WICKENS, B.A., Indiana University; M.Ed., Texas A&M University Co-Chairs of Advisory Committee: Dr. Donna E. Norton, Dr. Gaile S. Cannella (Defended: December 2007, Texas A&M University) ABSTRACT Fiction that incorporates gay, lesbian, bisexual, transgender, or questioning of heterosexuality itself (GLBTQ) themes and characters has been noted among the most widely censored novels for young adults (ALA, 2007; Finnessy, 2002; Karolides, 2002). Despite many teachers’ and librarians’ anxiety about even recommending a novel that includes homosexual characters, more novels with GLBTQ characters and themes are receiving significant literary accolades and awards. Furthermore, acclaimed researcher and young adult literary historian, Michael Cart (2004) notes that reading young adult literature, “the quintessential literature of the outsider,” provides “the lifesaving necessity of seeing one’s own face reflected in the pages of a good book and the corollary comfort that derives from the knowledge that one is not alone” (p. 46). For GLBTQ youth, this is exceptionally important given the heteronormative structures in place to monitor and control sexual and gender identities and expressions. With this in mind, I utilized a dynamic and multi-faceted analytic approach, including interpretivist, textual discursive, and literary analyses, to examine seventeen GLBTQ themed novels for images, characterizations, and messages depicted about nonconforming sexualities and gender identities. I sought to answer three primary questions: 1) What are the networks or systems of power that are unveiled as inhibiting the identities of the characters? 2) How are the identities of these characters constructed? 3) What messages do the texts convey regarding nonconforming sexual and gender identities? I found that the authors largely created dynamic, three-dimensional characters with complex histo- ries and narratives that affirm and validate GLBTQ identities. Moreover, I observed two overarching sets of factors: one that encompasses culturally mediated forces, which include cultural institutions and practices, persecution, and social networks, and a second that emphasizes a critical modernist construction of identity. Additionally, I found a progressive-oriented didacticism pervasive through the texts that positively portrays GLBTQ characters, denounces homophobia, frequently challenges heteronormative assumptions and behaviors, and instructs readers about various issues and conflicts common to GLBTQ youth. 8
  9. 9. QRSIG AERA Qualitative Research Special Interest Group Reflections on Conducting project. I have experience work- The process of conducting the in- an Interview Project ing with and interpreting numbers. terviews did not go exactly as I had During the project I learned about planned. During the interviews I Scott D. Richman the people side of research. After had to remind myself to keep quiet, University of South Florida completing the project, I feel that letting Stacy talk. I only needed to it was a growth opportunity for me ask additional questions to keep Introduction that allowed me to improve my the interview going. However, as I research skills and build a stronger started to ask Stacy the questions, Stacy has been a resource working relationship with Stacy. I I noticed that her answers were not teacher in the Staff Develop- also had the opportunity to improve as detailed as I had hoped for. I had ment Office for four months and refine my writing skills as I to “think on my feet” and ask some and previously was a kinder- prepare to work full time on the probing questions. I also chose to garten teacher for fifteen years. dissertation process. break down some questions into I chose to interview her be- two parts: where do you see your- cause she had a teaching back- self in five years, ten years? ground that was very different After transcribing the first in- from mine. She was a primary terview and reviewing Stacy’s elementary teacher whereas responses, I carefully chose the I spent my teaching career in follow-up questions I asked dur- middle/junior high schools. I ing the second interview. Janesick was also part of the team that (2004) states that the researcher selected her to join our depart- should “compose as many thought- ment. Having come from the ful questions as possible” (p. 73); classroom to the district office therefore, I tried to ask questions myself, I wanted a different that required a lot of detail. Stacy perspective on this “change The first major challenge I en- seemed more open in the second in scenery.” This “newcomer” countered was determining who I interview and was able to provide experience offers a unique per- would interview. I could interview more details about the programs spective in a department where a superior of mine, a teacher, or she works with. I did not have to so much is going on. a complete stranger. I eventually ask as many probing questions and decided to interview the new re- thus learned from the experience. Reflection source teacher in our office because Summarizing the interviews proved it afforded me the opportunity to to be a slightly challenging process The interview process for get to know her better. Through because I had gathered so much this qualitative project was the interview process I was able to data and had to select what needed a new experience for me. I learn about her background, talents, to be included to tell the story in a have interviewed many people needs and goals. This process has concise format. It was interesting through the hiring process, strengthened our working relation- to look back at summarizing the however, I had never inter- ship and allows me to help her transcripts, an exact account of the viewed people as a research grow professionally. interviews; it felt similar to watch- Continued on page 10 129
  10. 10. QRSIG AERA Qualitative Research Special Interest Group Continued from page 9 ing a school board meeting and Qualitative Research SIG CALL FOR SIG SPEAKER then reading the digest summary Book Award NOMINATIONS of what occurred. Reflecting on the interview As you read or publish new The Speaker Committee invites project, I have to say that it texts in the field of qualita- nominations for the Egon G. was not as bad as I thought it tive research, keep in mind Guba Invited Address. Charged would be. Just as I had with the Qualitative Research SIG by the SIG Executive Com- the description project, I found book award. The QR-SIG mittee to create a schedule of that I can be a good story teller. book award is given annually speakers for the next three years, Janesick (2004) said that con- for the best book in the field we encourage names of distin- ducting interviews is all about of qualitative research from guished scholars in qualitative communicating with another the previous year. Books may research methodologies gener- person and in this project Stacy be nominated by any member ally and/or research scholars and I improved out ability to in good standing of the SIG. who represent diverse forms of communicate and work together. Nominated authors themselves knowledge and/or traditionally Summarizing the interviews is a must be members in good marginalized perspectives. similar process to summarizing standing of the SIG. Nomina- the literature as I determine what tions will be accepted through For the 2009 AERA program, the key points are. Although January 1, 2009, for books the SIG will feature two speak- the project seemed intimidat- published in 2008. To nomi- ers, (1) the Egon G. Guba ing, I was able to learn a great nate a book, forward a letter Qualitative Research Keynote deal, not just about qualitative describing how the book con- Address, and (2) a special me- research, but also about myself. tributes to the field of quali- morial tribute to Dr. Guba. I also formed a stronger work- tative research, along with ing relationship with the person complete publication informa- Please send nominations for I interviewed, allowing us to be tion, to Judith Gouwens, chair speakers to Gaile S. Cannella more productive in our goal to of the book award committee (Speaker Committee Chairper- improve instruction and posi- (Roosevelt University College son), Tulane University, gcan- tively influence students. of Education, Room 802, 18 S. by August 1, Scott D. Richman Michigan Avenue, Chicago, IL 2008. University of South Florida 60605). 10 13