A topic in research methodology
Sometimes the term qualitative research is used to refer to any research that collects and analyses qualitative data, regardless of its paradigmatic (philosophical) underpinnings.
Interpretative ways of knowing
However, the term Qualitative research may also be used to refer more specifically to research adopting an interpretivist stance, where it is acknowledged that analysis inherently relies upon the inter-subjectivity brought to the task by the analyst (researcher). This has been referred to as adopting ‘interpretative ways of knowing’ (Piantanida & Garman, 2009, p.xviii)”
“Sometimes qualitative research means something other than just doing research which collects and analyses qualitative data, but rather refers to the nature of the interpretive process and ‘interpretative ways of knowing’
Taber ,2012
That is, the researcher cannot be seen as simply collecting objective data and taking a neutral stance (as in the natural sciences where the researcher is considered an objective observer), but has to call upon her own personal fund of interpretive resources to interpret what she is being told and make sense of other people's experiences, and where rapport and empathy become important considerations in doing effective research. [Note: from a constructivist perspective, the researcher trying to learn from research participants is parallel to the student trying to learn from a teacher by using personal knowledge and understanding to make sense of teaching.]
Patton (2002) refers to authors who have talked of the
- art of case study,
- the centrality of telling a story, or
- improvising a song, or
- producing portraiture, or
- choreography of analysis…
“…we mold [sic, mould] interviews, observations, documents, and field notes into findings”
Patton, 2002: 432
Sources cited:
- Patton, M. Q. (2002). Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oaks, California: Sage.
- Piantanida, M., & Garman, N. B. (2009). The Qualitative Dissertation: A guide for students and faculty (2nd ed.). Thousand Oaks, California: Corwin Press.
- Taber, K. S. (2012). Prioritising paradigms, mixing methods, and characterising the 'qualitative' in educational research. Teacher Development, 16(1), 125-138. doi: 10.1080/13664530.2012.674294
My introduction to educational research:
Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
