6. Recall First Class
• Observation methods Qualitative Analysis Coding
(Abstracting and Comparing)
7. Your Question Determines Your Methodology
Which, in turn, determines your Methods of
data-gathering
8. Where to next….
• Locating your questions within a paradigm of research
• Outlining the constraints of your research
• Time, money, contextual etc
• Selecting an appropriate methodology
• Make sure there is fusion between the questions, paradigm (theory),
constraints, and methodology
9. PARADIGM FOCUS QUESTION
Positivist/Post-
positivist
Statistics – Establishing truth and
differences
How many …
What quantifiable differences exist …
Constructivist Exploring and constructing truths How do …
Feminist Exploring gendered differences and
perspectives
What are the experiences of boys and girls …
How do transgender …
Ethnic Exploring ethnic differences and
perspectives
What are the experiences of Maori and Pakeha
…
How do Pasifika…
Marxist Exploring class differences and perspectives What are the experiences of lower socio-
economic and middle-class …
How do the poor …
Cultural Studies To critique and question current truths and
critically examine differences
What knowledges/ideas …
What are the implications of this particular
knowledge …
10. Paradigm One: Positivist/Post-positivist
• Aim
• To track gender/culture/socioeconomic differences
• To measure the effectiveness of boot camps as an intervention
• Question/s
• Are there any differences?
• What are these differences? – quantified
• Constraints
• Numbers/Cash
• Statistical knowledge
• Methodology
• Quantitative
• Empirical
• Experimental/Quasi-Experimental
11. Paradigm Two: Constructivist (1)
• Aim
• To explore why some young people dislike school
• To understand the experiences of young people in an initiative
• Question/s
• How do young people experience school?
• What were the experiences of youth in the initiative?
• Constraints
• Purpose is quite contained
• Confusion over roles (esp youth workers and youth – if involved)
• Methodology
Qualitative
• Mixed Methods
• Ethnography
12. Paradigm Two: Constructivist (2)
• Aim
• To construct an Asian theory of youth development
• To construct an understanding of the elements needed for successful mentoring
• Question/s
• How do Asian young people experience adolescence?
• What elements exist in successful mentoring programmes?
• Constraints
• External validity
• Finances
• Methodology
Qualitative
• Mixed Methods
• Ethnography
13. Paradigm Three: Feminist• Aim
• To explore gendered experiences of boot camps
• Question/s
• What are the experiences of boys and girls involved in boot camps?
Constraints
• External validity
• Finances
• Methodology
Qualitative
• Mixed Methods
• Ethnography
• Relativistic research
14. Paradigm Four: Ethnic• Aim
• To explore ethnic experiences of boot camps
• Question/s
• What are the experiences of Pakeha and Maori involved in boot camps?
• How are these experiences linked to their lived contexts?
• Constraints
• External validity
• Finances
• Methodology
Qualitative
• Mixed Methods
• Ethnography
• Relativistic research
15. Paradigm Five: Marxist• Aim
• To explore the ways mentoring reinforces/opposes structural inequalities
• Question/s
• What are the outcomes of mentoring programmes?
• What structural differences exist?
• How does mentoring work/not work as a hegemonic tool?
• Constraints
• Finances, Resources etc
• External validity
• Methodology
Qualitative
• Mixed Methods
• Quantitative
• Relativistic research
16. Paradigm Six: Cultural Studies
• Aim
• To critique the forms of knowledge promoted by youth development initiatives
• Question/s
• What knowledges do youth development initiatives focus on?
• How is this knowledge conveyed and implemented?
• What are the implications?
• Constraints
• Time and knowledge
• Knowledge capital
• Methodology
Qualitative
• Mixed Methods
• Relativistic research
17. Methods and the Paradigms
• Textual analysis Qualitative or Quantitative
• Positivist, feminist, ethnic, Marxist, cultural studies,
• Survey Qualitative or Quantitative
• Positivist, Marxist, cultural studies, mixed
• Tests Quantitative
• Positivist
• Observation Qualitative or Quantitative
• Positivist, constructivist, cultural studies, mixed
• Interviews Qualitative or Quantitative
• Across all – however differs moving from structured, semi-structured to unstructured
19. What Paradigm?
What methodology?
What methods?
http://www.etv.org.nz/programme.php?id=58312
http://www.etv.org.nz/programme.php?id=58311
http://www.etv.org.nz/programme.php?id=58318
http://www.etv.org.nz/programme.php?id=58317
http://www.etv.org.nz/programme.php?id=58309
