Passionate Pleas for “Passion Please”: Teaching for Qualitative Research

Abstract

This article traces how the language of the authors’ students jolted them into questioning their teaching of qualitative research. The authors discuss many of the inherent difficulties in trying to learn how to be a qualitative researcher as well as how to teach for qualitative research within a technical and academic structure. The authors argue that academic control of research has tamed desire and removed reality from everyday experience into a classroom conceived of and assessed by the maxims of modernity. Mindful of these constraints, the authors believe that there are things that can be done to disrupt the effects of disciplinary power, emphasizing an emotional engagement involving desire, passion, and eros when teaching and learning for qualitative research.

A Grounded Theory of Inductive Qualitative Research Education: Results of a Meta-Data-Analysis

“…They want to know how to do it "right" (Barrett, 2007) and students are motivated by the perceived relevance of what they are learning while gaining the skills needed to conduct a qualitative study. Stark and Watson (1999) note, "We have found that a key factor in determining whether students will take an active part in their learning is the (perceived) direct relevance and usefulness of the subject for 'getting the dissertation done'" (p. 722). Instead of fighting this impulse, we recommend that instructors respect students' interests and focus on skills first, then expand instruction to include the philosophical and epistemological implications of qualitative inquiry.…”

Exploratory Health Disparities Research: The Need to Provide a Tangible Benefit to Vulnerable Respondents

“…Injustices take place when, without proper reason, researchers deny an individual a benefit she or he is entitled to. Social justice is an important component that motivates the conduct and urgency of health disparities research (Berkowitz & McCubbin, 2005; King et al, 2007; O’Connor & O’Neill, 2004; Ottenritter, 2004; Stark & Watson, 1999). Similarly, the elements of social justice, provides ample justification for health disparities researchers to offer a tangible service to their target research audience.…”

“…Similarly, the elements of social justice, provides ample justification for health disparities researchers to offer a tangible service to their target research audience. Equality and social justice are bourgeoning topics in health disparities research, as many researchers and academic programs are beginning to incorporate the pedagogy of social justice into their training (King et al, 2007; O’Connor & O’Neill, 2004; Ottenritter, 2004; Stark & Watson, 1999). Well-established organizations, such as the Center for Research on Minority Health, conduct workshops and hold educational training sessions on health disparities and social justice (King et al, 2007).…”

Developing reflective interviewers and reflexive researchers

“…The field of qualitative research methods is characterized by interdisciplinary scholarship and debate as to the most effective means of preparing qualitative researchers (Atkinson, 1991;Brieschke, 1997;Glesne & Webb, 1993;Hammersley, 2004;Kleinman, Copp, & Henderson, 1997;Lincoln, 1998;Mullen, 2000;Page, 1997;Stark & Watson, 1999;Webb & Glesne, 1992;Wolcott, 1994;Yates, 1997). Scholars have mixed views on how the key skills of doing fieldwork -prolonged observations and engagement with participants in field settings and in-depth qualitative interviewing -might be learned and taught most effectively.…”