July 5…The Roles of Theory in Educational Research
What light have the authors in
Anyon shed on the issue of how theory should operate in our empirical research
projects? Are there any new confusions that have sprung up in the wake of
reading this book?
Carolyn~ I read Eve Tuck’s piece, Theorizing Back: An Approach to Participatory Policy Analysis. She says “researching back is the practice of reclaiming and recovering knowledge and narratives that have been used against” marginalized people, in the case of her project, through participatory action research. “Theorizing back,” which involves the “demystifying and de-deifying” of grand theory in order to revise, resist, and refuse stereotypical or erroneous analyses of us and our communities” involves taking theory and making it fit a project, which in this case was about disrupting accepted, oppressive “knowledge” through dialogical contestation. In the study she references, the action research team considered using “the rhizome,” a theory that aligned with the non-linear, interconnected, liberatory nature of their inquiry project and rejected a commonplace “arborescent” roots-and-trees metaphor for understanding culture as too static and uni-causal. However, they worried that if theory is supposed to make meaning clearer and more accessible, this botanical metaphor didn’t work well in New York City where rhizomes are not well-know. These women of color were used to being told never to forget their roots, so they weren’t fully comfortable with this anti-roots-and-trees paradigm. Through a lot of deliberation, they found enough ‘root-likeness’ in the rhizome to accept it, and combined the best of this theory with elements of Indigeneity theory. They applied this adapted theory within a participatory research approach, and proceeded with a project that dispelled myths and disrupted victim-blaming, fulfilling the emancipatory ambition of action research. Depending on your perspective, a weakness or a strength of participatory action research is that it tends to be messy. A common criticism stemming from this messiness is that action research is “not rigorous.” However, action research is an approach, not a method, and an evaluation of rigor applies more to methodology. It would not be unreasonable to say all this pushing back against research and theory was messy. But in Tuck’s study, blending and tweaking theory (theories) through critical dialog to fit the project gave access to subtle and rich findings that the constraints of more rigid theorizing might not have allowed. I am super-interested in participatory action research, and I like the idea of using a theoretical framework to guide a project, but not having to be locked into theory that might perpetuate outdated, incomplete, or oppressive viewpoints. Recasting theory to make it more context-appropriate through dialog among stakeholder-researchers appeals to me.
Until a couple weeks ago, I had no idea journalism and academic writing had different rules. I just assumed it was always better to be completely objective and neutral and let the reader analyze and conclude independently. That study about the bells in middle schools would not have bothered me at all.
The Nolan piece helped me understand how theory enhances the interpretation and how that interpretation is, actually, necessary to understanding the research. Her piece would have been a lot narrower and less interesting without Garland’s theories. The setting reminded me of the school where I taught, except that our bouncers liked the kids and only arrested them if it was unavoidable (e.g., for group fights, the Tiny Race Riot of 2006, or that time the SWAT team came to break up the not-really-a-food fight in which parents enthusiastically participated.) Nolan used theory to put into words a lot of things I had noticed, but never truly understood (e.g., the fact that I was surprised whenever one of our graduates found a mainstream job or the odd weight in my shoulders that made me scroll past stories about the Baltimore riots.) Perhaps if I had known where to look for or how to read the theory, I might have figured out sooner what was going on. On the other hand, I’m not sure that understanding would have improved my teaching and it would definitely not have helped my attitude.
The thought process Nolan describes in her “Personal Reflection: A Theoretical Journey” reminded me of the descriptions of the cycle of inquiry in Chapter 3 of the Rallis and Rossman book from 702, where they visit and revisit and visit again the different experiences and theories until it all comes together, much like when Nolan “found the thread” and was able to synthesize her experiences with the appropriate theories.
This is Holly … This prompt is quite apropos. Just this morning, John and I (while diligently working on our presentation) talked about the role of theory in the article we read. In the Anyon book, Michael J. Dumas uses theory to guide his exploration of how resources are apportioned in Seattle’s high schools. I don’t want to spoil all of the surprise for you all this afternoon, but I will say that his use of theory was masterful. It forms the basis of his research and his subsequent argument. Throughout the article, he interweaves specifics of theory with specifics from his study, and it makes his argument more compelling and thought provoking. The way Dumas situates theory throughout his work reminds me that theory shouldn’t just be a section in the lit review – it provides a framework for us as researchers to make sense of the phenomena we’re investigating. In some ways, it like the border pieces of a puzzle. It frames our argument and helps us to make logical sense of the messy middle.
The Dumas piece, Theorizing Redistribution and Recognition, affirmed what I have recently discovered as a student in this course; theory influences data selection and interpretation. A theoretical perspective provides a researcher with a set of beliefs that assist them in determining what data is important versus what is not. Theory aids in developing methodology, transforming practical problems into research questions, justifying observations, or generating knowledge.
It is reassuring to know that theories are consistently revisited and revised to ensure they are appropriate for the context in which they are used. It is a relief to know that a researcher does not have to abide by any one theory and has the freedom the select the singular or multiple theories that assist in the completion of their project.
It’s Jodi…I read Kathleen Nolan’s research entitled Critical Social Theory and the Study of Urban Discipline. Answering the question of confusions after reading the study, I have no feelings of confusion after reading the Nolan study. I actually feel validated in my theoretical ideas for future research. I would not have said that 8 months ago, but after learning more about the theories and reading many studies with the critical theory approach and care theory approach I feel confident in using them both. I believe theory should play an important part in empirical research because we can use different perspectives in our fieldwork. Nolan uses critical social theory and care theory as well as race, ethnicity and gender in her ethnographic study. These three theories are commonly used in educational research and what I choose to use as well and they will play an important part in how I approach my data collection and in my write up. There are many theories to choose from when researching and having these choices can be helpful for quantitative and qualitative research. So, let the theories guide away!
I found Weiss' use of theory interesting, as she discussed why she used certain theories. for example, she pulled from queer theory (Eve Kosofsky Sedgwick) about the middle ranges of agency to explain why she chose the students she studied. They were middle of the road students who were decent but not advanced. She pulled from philosophers Michel de Certeau and James C. Scott to show poetry as a bottom-up response to social conditions. Her introductions and explanations of these theories and their theorists gave her study extra backbones, and it helped me understand the reasoning for her approach.
Along with Elizabeth, I LOVED this chapter. I really enjoy reading how theory and research can mesh together and what it means for educational research/practice. Our article was a heavy mix of many different theories, including ABER, narrative, Queer, ect... I would have loved to read more research studies like this and am looking forward to the presenttaions!
I really enjoyed reading Weiss' article. The way that she describes the creation of her theoretical framework, and how she implements in her study really spoke to me. Ever since completing EDUS 702, I have been reluctant to prescribe to any particular mindset or paradigm. I think that it could be detrimental in the long run to become complacent and locked into one mindset. That’s why I enjoyed seeing how Weiss pulled in queer theory, critical theory, narrative/interpretive, ethnographic, and even ABER. Weiss chose to use this conceptual framework as a means of deconstructing the public, hidden, and rebellious transcripts and transactions that are were taking place in this school. Using student poetry as her means of collecting information. Weiss states that Poetry is a “rejection of conventional expectations, inherently subversive to dominant and oppressive structures”. Critically, Weiss uses a subversive data source to critically examine subversive control techniques. This really drove home the idea that There is not a ‘one-size fits all’ theory, instead sometimes we must explore epistemic pluralism to create a proper theoretical framework that is reflective of the type of research you are performing.
According to Jean Anyon, theory is a practical way to guide the collection of data and explain, analyze, and critique social behavior (2010, p. 3). By bridging theory to research we are led to research strategies that can empower and help frame our interpretation of education. Theory helps us to broaden the depth of our research beyond just the descriptive characteristic. It leads us to survey the surrounding social forces that will give our research contextual meaning allowing us to gain fuller and richer understanding of the educational phenomena that we have chosen to investigate against the larger social structures in which it occurs (Anyon, 2010, p. 2).
I am fascinated by the concept of critical social theory and through my reading was really able to see the power of Madeline Perez’s use of Pierre Bourdieu’s social and cultural capital in empowering parents to advocate on behalf of their children. Critical social theory uses systematic thought and attempts to offer an explicit analysis toward social justice (Anyon, 2010, p. 2). It seems to me like it is theory in action. Perez’s use of theory not only adds an additional layer of understanding to her research, but she uses it in a way so as to engage parents to participate alongside her in the research process- it is their research.
I admit that I am “underdeveloped” when it comes to theory, but I do see it as a powerful tool and I believe in its ability to give depth and richer meaning to my work. My confusion or apprehension highlights my need to further develop my understanding of various theories and to find those which will fit the nature of the research that I hope to pursue. I agree with Jean Anyon’s belief that theory exists even if it remains unrecognized or covert because of our own personal experiences. Thus, I hope to become more aware of the theories that I “carry around”, and I aspire to rise to her challenge of taking my hidden theories and unleashing their power by making them explicit in my work.
I have enjoyed reading the Anyon book. The chapters are short and a easy ready (always a plus!) and the book gives real life examples of the theory. I read the chapter about the NYC high school application process and Bourdieux's theory of social, cultural, and economic capital. In a regular textbook I would have read the theory, said "huh, interesting" and moved on to the next reading assignment. By the theory being interwoven with the story, it took on new meaning and interest.
Probably my favorite part of the book is the "Personal Reflection" section. In this area the writer talks about the theory and why they used it. I loved in the personal reflection for the Bourdieux chapter that the person writing it mirrors so many of my thoughts "I was making a much bigger contribution to society by pursuing a career as a community organizer than I would as a detached, disconnected scholar...I didn’t believe that scholarship or theory made much of a difference in the world."
I have always been a get out there and go person. Once I see a problem I try to fix it or convince others to fix it. Researching theory would just slow me down and I did not really need it because I knew what needed to be fixed and how. However, this article and personal reflection showed me that theory can add another layer to your fix. Give that fix more depth and a lasting impact.
Eve Tuck used the rhizome theory to describe the evidence collected on why students were being pushed to get their GED in New York City. I like the Rhizome as a metaphor to explain what is the cause of a social issue. Most often the cause is not able to be easily identified and a simple root but more a complex, intricate result of many factors and relationships. In her study, this seems to be the case.
I also thought it was interesting that she did not come up with research questions to drive her study. She instead came up with areas of inquiry letting the study guide their investigation. This can make a study a bit messy but maybe produces better data.
The additional theory - theorizing back - was utilized. The group of women felt there is a need to give voice to the indigenous people or people of color. By reexamining previous held stereotypes and analysis, they are able to avoid the "white-streaming" of thought.
Finally the study, used the participatory action method to gather, evaluate, analyze, and disseminate information. I would imagine using this method can be time consuming and messy at times but is rich in various perspectives.
Vivian here... In reading Madeline Perez's reflection at the end of Chapter 5, I was taken aback by her disclosure regarding her negative feelings of theory. Between the readings last semester in 702 and this semester in 703, I have come to really appreciate knowing (or figuring out!) the researchers' theories. It provides a 'landscape' from which I can better understand the what and why of a researchers assertions and conclusions. As I read through Perez's reflection, I understood her reactions to the theories and have myself experienced similar feelings, but I also believe that it is better to know a person's view(s) upfront rather than find out later.
It’s Weade…I appreciated Chapter 1 of Anyon which described how critical social theories can be used as a tool to analyzing empirical data as it relates to the study of school discipline. Based on my reading of Chapter 1 and the presentations of the subsequent chapters, I really liked the Anyon text because it provided more insight into the importance of using and applying theories in empirical research. This is extremely helpful as we think about our dissertation projects. I think a challenge that might arise is choosing the “right” theories that are fitting for a particular study since there are many theories to choose from. I would be interested in hearing more from researchers about the process of choosing theories for research projects.
This is Mo…The authors in Anyon showed how dada and theory can inform each other as the inquiry process unfolds. The book bridges the research/theory divide by demonstrating how researchers can use theory to inform their data gathering and interpretation. This approach to theory and data shows the usefulness of theory and how it might be included in research. Anyon’s approach is similar to Becker’s in regards to literature review in research. Becker explains that students must learn to connect their work to the literature in their field and set their results in the context of accepted theories without letting theory and literature deform their arguments. An idea or a conclusion may sound weak if it is not grounded in theory.
Carolyn~
ReplyDeleteI read Eve Tuck’s piece, Theorizing Back: An Approach to Participatory Policy Analysis. She says “researching back is the practice of reclaiming and recovering knowledge and narratives that have been used against” marginalized people, in the case of her project, through participatory action research. “Theorizing back,” which involves the “demystifying and de-deifying” of grand theory in order to revise, resist, and refuse stereotypical or erroneous analyses of us and our communities” involves taking theory and making it fit a project, which in this case was about disrupting accepted, oppressive “knowledge” through dialogical contestation. In the study she references, the action research team considered using “the rhizome,” a theory that aligned with the non-linear, interconnected, liberatory nature of their inquiry project and rejected a commonplace “arborescent” roots-and-trees metaphor for understanding culture as too static and uni-causal. However, they worried that if theory is supposed to make meaning clearer and more accessible, this botanical metaphor didn’t work well in New York City where rhizomes are not well-know. These women of color were used to being told never to forget their roots, so they weren’t fully comfortable with this anti-roots-and-trees paradigm. Through a lot of deliberation, they found enough ‘root-likeness’ in the rhizome to accept it, and combined the best of this theory with elements of Indigeneity theory. They applied this adapted theory within a participatory research approach, and proceeded with a project that dispelled myths and disrupted victim-blaming, fulfilling the emancipatory ambition of action research.
Depending on your perspective, a weakness or a strength of participatory action research is that it tends to be messy. A common criticism stemming from this messiness is that action research is “not rigorous.” However, action research is an approach, not a method, and an evaluation of rigor applies more to methodology. It would not be unreasonable to say all this pushing back against research and theory was messy. But in Tuck’s study, blending and tweaking theory (theories) through critical dialog to fit the project gave access to subtle and rich findings that the constraints of more rigid theorizing might not have allowed.
I am super-interested in participatory action research, and I like the idea of using a theoretical framework to guide a project, but not having to be locked into theory that might perpetuate outdated, incomplete, or oppressive viewpoints. Recasting theory to make it more context-appropriate through dialog among stakeholder-researchers appeals to me.
Hey, it’s Laurie.
ReplyDeleteUntil a couple weeks ago, I had no idea journalism and academic writing had different rules. I just assumed it was always better to be completely objective and neutral and let the reader analyze and conclude independently. That study about the bells in middle schools would not have bothered me at all.
The Nolan piece helped me understand how theory enhances the interpretation and how that interpretation is, actually, necessary to understanding the research. Her piece would have been a lot narrower and less interesting without Garland’s theories. The setting reminded me of the school where I taught, except that our bouncers liked the kids and only arrested them if it was unavoidable (e.g., for group fights, the Tiny Race Riot of 2006, or that time the SWAT team came to break up the not-really-a-food fight in which parents enthusiastically participated.) Nolan used theory to put into words a lot of things I had noticed, but never truly understood (e.g., the fact that I was surprised whenever one of our graduates found a mainstream job or the odd weight in my shoulders that made me scroll past stories about the Baltimore riots.) Perhaps if I had known where to look for or how to read the theory, I might have figured out sooner what was going on. On the other hand, I’m not sure that understanding would have improved my teaching and it would definitely not have helped my attitude.
The thought process Nolan describes in her “Personal Reflection: A Theoretical Journey” reminded me of the descriptions of the cycle of inquiry in Chapter 3 of the Rallis and Rossman book from 702, where they visit and revisit and visit again the different experiences and theories until it all comes together, much like when Nolan “found the thread” and was able to synthesize her experiences with the appropriate theories.
This is Holly … This prompt is quite apropos. Just this morning, John and I (while diligently working on our presentation) talked about the role of theory in the article we read. In the Anyon book, Michael J. Dumas uses theory to guide his exploration of how resources are apportioned in Seattle’s high schools. I don’t want to spoil all of the surprise for you all this afternoon, but I will say that his use of theory was masterful. It forms the basis of his research and his subsequent argument. Throughout the article, he interweaves specifics of theory with specifics from his study, and it makes his argument more compelling and thought provoking. The way Dumas situates theory throughout his work reminds me that theory shouldn’t just be a section in the lit review – it provides a framework for us as researchers to make sense of the phenomena we’re investigating. In some ways, it like the border pieces of a puzzle. It frames our argument and helps us to make logical sense of the messy middle.
ReplyDeleteThe Dumas piece, Theorizing Redistribution and Recognition, affirmed what I have recently discovered as a student in this course; theory influences data selection and interpretation. A theoretical perspective provides a researcher with a set of beliefs that assist them in determining what data is important versus what is not. Theory aids in developing methodology, transforming practical problems into research questions, justifying observations, or generating knowledge.
ReplyDeleteIt is reassuring to know that theories are consistently revisited and revised to ensure they are appropriate for the context in which they are used. It is a relief to know that a researcher does not have to abide by any one theory and has the freedom the select the singular or multiple theories that assist in the completion of their project.
It’s Jodi…I read Kathleen Nolan’s research entitled Critical Social Theory and the Study of Urban Discipline. Answering the question of confusions after reading the study, I have no feelings of confusion after reading the Nolan study. I actually feel validated in my theoretical ideas for future research. I would not have said that 8 months ago, but after learning more about the theories and reading many studies with the critical theory approach and care theory approach I feel confident in using them both.
ReplyDeleteI believe theory should play an important part in empirical research because we can use different perspectives in our fieldwork. Nolan uses critical social theory and care theory as well as race, ethnicity and gender in her ethnographic study. These three theories are commonly used in educational research and what I choose to use as well and they will play an important part in how I approach my data collection and in my write up. There are many theories to choose from when researching and having these choices can be helpful for quantitative and qualitative research. So, let the theories guide away!
Elizabeth...
ReplyDeleteI found Weiss' use of theory interesting, as she discussed why she used certain theories. for example, she pulled from queer theory (Eve Kosofsky Sedgwick) about the middle ranges of agency to explain why she chose the students she studied. They were middle of the road students who were decent but not advanced. She pulled from philosophers Michel de Certeau and James C. Scott to show poetry as a bottom-up response to social conditions. Her introductions and explanations of these theories and their theorists gave her study extra backbones, and it helped me understand the reasoning for her approach.
Along with Elizabeth, I LOVED this chapter. I really enjoy reading how theory and research can mesh together and what it means for educational research/practice. Our article was a heavy mix of many different theories, including ABER, narrative, Queer, ect... I would have loved to read more research studies like this and am looking forward to the presenttaions!
Delete
ReplyDeleteI really enjoyed reading Weiss' article. The way that she describes the creation of her theoretical framework, and how she implements in her study really spoke to me. Ever since completing EDUS 702, I have been reluctant to prescribe to any particular mindset or paradigm. I think that it could be detrimental in the long run to become complacent and locked into one mindset. That’s why I enjoyed seeing how Weiss pulled in queer theory, critical theory, narrative/interpretive, ethnographic, and even ABER. Weiss chose to use this conceptual framework as a means of deconstructing the public, hidden, and rebellious transcripts and transactions that are were taking place in this school. Using student poetry as her means of collecting information. Weiss states that Poetry is a “rejection of conventional expectations, inherently subversive to dominant and oppressive structures”. Critically, Weiss uses a subversive data source to critically examine subversive control techniques. This really drove home the idea that There is not a ‘one-size fits all’ theory, instead sometimes we must explore epistemic pluralism to create a proper theoretical framework that is reflective of the type of research you are performing.
Tonya here:
ReplyDeleteAccording to Jean Anyon, theory is a practical way to guide the collection of data and explain, analyze, and critique social behavior (2010, p. 3). By bridging theory to research we are led to research strategies that can empower and help frame our interpretation of education. Theory helps us to broaden the depth of our research beyond just the descriptive characteristic. It leads us to survey the surrounding social forces that will give our research contextual meaning allowing us to gain fuller and richer understanding of the educational phenomena that we have chosen to investigate against the larger social structures in which it occurs (Anyon, 2010, p. 2).
I am fascinated by the concept of critical social theory and through my reading was really able to see the power of Madeline Perez’s use of Pierre Bourdieu’s social and cultural capital in empowering parents to advocate on behalf of their children. Critical social theory uses systematic thought and attempts to offer an explicit analysis toward social justice (Anyon, 2010, p. 2). It seems to me like it is theory in action. Perez’s use of theory not only adds an additional layer of understanding to her research, but she uses it in a way so as to engage parents to participate alongside her in the research process- it is their research.
I admit that I am “underdeveloped” when it comes to theory, but I do see it as a powerful tool and I believe in its ability to give depth and richer meaning to my work. My confusion or apprehension highlights my need to further develop my understanding of various theories and to find those which will fit the nature of the research that I hope to pursue. I agree with Jean Anyon’s belief that theory exists even if it remains unrecognized or covert because of our own personal experiences. Thus, I hope to become more aware of the theories that I “carry around”, and I aspire to rise to her challenge of taking my hidden theories and unleashing their power by making them explicit in my work.
Jorli-
ReplyDeleteI have enjoyed reading the Anyon book. The chapters are short and a easy ready (always a plus!) and the book gives real life examples of the theory. I read the chapter about the NYC high school application process and Bourdieux's theory of social, cultural, and economic capital. In a regular textbook I would have read the theory, said "huh, interesting" and moved on to the next reading assignment. By the theory being interwoven with the story, it took on new meaning and interest.
Probably my favorite part of the book is the "Personal Reflection" section. In this area the writer talks about the theory and why they used it. I loved in the personal reflection for the Bourdieux chapter that the person writing it mirrors so many of my thoughts "I was making a much bigger contribution to society by pursuing a career as a community organizer than I would as a detached, disconnected scholar...I didn’t believe that scholarship or theory made much of a difference in the world."
I have always been a get out there and go person. Once I see a problem I try to fix it or convince others to fix it. Researching theory would just slow me down and I did not really need it because I knew what needed to be fixed and how. However, this article and personal reflection showed me that theory can add another layer to your fix. Give that fix more depth and a lasting impact.
Eve Tuck used the rhizome theory to describe the evidence collected on why students were being pushed to get their GED in New York City. I like the Rhizome as a metaphor to explain what is the cause of a social issue. Most often the cause is not able to be easily identified and a simple root but more a complex, intricate result of many factors and relationships. In her study, this seems to be the case.
ReplyDeleteI also thought it was interesting that she did not come up with research questions to drive her study. She instead came up with areas of inquiry letting the study guide their investigation. This can make a study a bit messy but maybe produces better data.
The additional theory - theorizing back - was utilized. The group of women felt there is a need to give voice to the indigenous people or people of color. By reexamining previous held stereotypes and analysis, they are able to avoid the "white-streaming" of thought.
Finally the study, used the participatory action method to gather, evaluate, analyze, and disseminate information. I would imagine using this method can be time consuming and messy at times but is rich in various perspectives.
Vivian here...
ReplyDeleteIn reading Madeline Perez's reflection at the end of Chapter 5, I was taken aback by her disclosure regarding her negative feelings of theory. Between the readings last semester in 702 and this semester in 703, I have come to really appreciate knowing (or figuring out!) the researchers' theories. It provides a 'landscape' from which I can better understand the what and why of a researchers assertions and conclusions.
As I read through Perez's reflection, I understood her reactions to the theories and have myself experienced similar feelings, but I also believe that it is better to know a person's view(s) upfront rather than find out later.
It’s Weade…I appreciated Chapter 1 of Anyon which described how critical social theories can be used as a tool to analyzing empirical data as it relates to the study of school discipline. Based on my reading of Chapter 1 and the presentations of the subsequent chapters, I really liked the Anyon text because it provided more insight into the importance of using and applying theories in empirical research. This is extremely helpful as we think about our dissertation projects. I think a challenge that might arise is choosing the “right” theories that are fitting for a particular study since there are many theories to choose from. I would be interested in hearing more from researchers about the process of choosing theories for research projects.
ReplyDeleteThis is Mo…The authors in Anyon showed how dada and theory can inform each other as the inquiry process unfolds. The book bridges the research/theory divide by demonstrating how researchers can use theory to inform their data gathering and interpretation. This approach to theory and data shows the usefulness of theory and how it might be included in research. Anyon’s approach is similar to Becker’s in regards to literature review in research. Becker explains that students must learn to connect their work to the literature in their field and set their results in the context of accepted theories without letting theory and literature deform their arguments. An idea or a conclusion may sound weak if it is not grounded in theory.
ReplyDelete