Qualitative Research Inquiry: Issues of Power and Ethics

Abstract

Researchers acknowledge tremendous influence prior experiences have on process of becoming a teacher (Zeichner & Gore, 1990; Kagan, 1990; Connelly & Clandinin, 1988; Butt, Raymond, McCue & Yamagashi, 1992; Goodson, 1992; Knowles, 1992). A whole field of investigation on topic has grown recently and is characterized by use of qualitative research inquiry (Connelly & Clandinin, 1988; Butt, Raymond, McCue & Yamagashi, 1992; Goodson, 1992: Knowles, 1992). This paper points out many reasons qualitative research inquiry is particularly well suited to investigations of prior beliefs. Its attention and sensitivity to issues of access, context, collaboration and negotiation, flexibility, singularity of (Lincoln, 1993), hierarchy and empowerment are raised. Potential Benefits There are two communities which stand to gain from use of qualitative research inquiry. First, researchers benefit not only because of increased accessibility to preexisting beliefs and contextually sensitive nature of methodologies such as life history, but also because qualitative research methodology helps researchers address singularity of (Lincoln, 1993) so prevalent past research efforts and understand nature of work (Goodson, 1992, p. 243). A second community, researched, benefit from qualitative research inquiry because inquiry for more authentic texts and opportunities for personal empowerment and transformation (Lincoln, 1993). The Research Community Textual and intercontextual This kind of inquiry involves both and intercontextual construction (Goodson, 1992, p. 244). It for a 'story of action within a theory of context' (p. 244). Qualitative research inquiry such as is used life history research is at once, a story of a life but set within historical contexts of that life and as such, provides a new focus to develop our joint understandings of schooling (p. 244). According to Goodson, in end, teacher researcher can collaborate investigating not only stories of but contexts of lives (p. 244). Qualitative research inquiry is concerned with broader context of stories, contexts which shape, locate, and ground stories so that insights into meanings of stories are accessed. A wide range of data collection allows a contextual background to be constructed (Goodson, 1992, p. 243). According to Goodson, the concern is to develop a wide intertextual and intercontextual mode of analysis (p. 243). Goodson argues that qualitative research inquiry, particularly life history research efforts, provide opportunities to collect data at a variety of levels; life experiences and background, life style, life cycle, career stages, critical incidents, and history at time of these stories. Goodson claims that it permits us to view intersection of life history of men with history of society thereby enabling us to understand better choices, contingencies and options open to individual (p. 244). The researcher gains a more complex view of a life. Because of such textual and intercontextual researcher is privy to a process which promotes ethics of data collection. In process of collaboratively collecting data, data is continuously returned to researched for appraisal and accuracy checks and decisions on dissemination of data (Goodson, 1992). The collaborative nature of this kind of inquiry also safeguards singularity of (Lincoln, 1993) so much a part of past research. Singularity of values. Cole (1991) argues that teacher knowledge is a 'multiplicity of personal, social, cultural and political influences'. Research methods have thus shifted to reflect new conceptualizations. Inquiry into teaching focuses more on self-images and voices of teachers, rather than single values of researcher. …