The Intersection of Cultural Context and Research Encounter: Focus on Interviewing in Qualitative Research

Bayeck, Rebecca Yvonne

doi:10.1177/1609406921995696

Cited by 14 publications

(11 citation statements)

References 37 publications

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“…For this reason, qualitative researcher discussing positionality should reflect on space, context, and their intersection with identity in informing their positionality. This study aligns with research that increasingly challenges the insider/outsider divide in research context (McDougall & Henderson-Brooks, 2021), and further explains the interaction of research with the cultural context (Bayeck, 2021). Hence, researchers should be cautious of the implications of the “in-out-sider” on the research process.…”

Section: Discussionsupporting

confidence: 82%

Positionality: The Interplay of Space, Context and Identity

Bayeck

2022

International Journal of Qualitative Methods

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This article considers the way in which positionality shifts and is formed during a cross-cultural study to reveal the complexity of the insider-outsider status. As a researcher in a male-dominated game setting, I reflect on the research process and my interactions with participants to show the interplay of space, context, and identity in shaping a researcher’s status. I discuss the process of gaining access to the research site and participants, and data collection in relation to space, context, and identity. The interaction of my identities with space, and context informed my status at various moments. This interplay constructs a complex status of an “in-out-sider”. These findings prepare researchers to pay close attention to the role space, context, and identity play in shaping their positionality. This study serves as a welcome addition to the emerging literature on positionality, and to the situatedness of a researcher status.

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Section: Discussionsupporting

confidence: 82%

Positionality: The Interplay of Space, Context and Identity

Bayeck

2022

International Journal of Qualitative Methods

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“…Letters of consent and interview outlines were sent to the interviewees by email. The interviews were recorded and transcribed; thereafter, the interviewees were asked to review the transcripts before the transcripts were used in this study [ 39 , 41 ].…”

Section: Methodsmentioning

confidence: 99%

Designing Culturally Responsive Education Strategies to Cultivate Young Children’s Cultural Identities: A Case Study of the Development of a Preschool Local Culture Curriculum

Shih

2022

Children

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The researcher investigated how the teachers at the preschool integrated the vision of the preschool, educational goals, and community resources to develop and implement the local culture curriculum as well as what problems they encountered in the process. Thereafter, the researcher developed strategies that can be used to solve such problems. The researcher discovered that the most important aspects of the local culture curriculum were (1) its ability to pique the children’s interest in history and the humanities through the lens of the children’s experiences at the market, and (2) its integration of local culture and the community, specifically through interactions between young children and adults at a vegetable market. The implementation of the local culture curriculum involved the following steps: (1) establishing a thematic network; (2) planning the activities, including exploring the children’s previous experiences and adjusting the curriculum and teaching methods accordingly; (3) conducting the activities, including visiting and participating in work at the market; (4) evaluating the activities; and (5) creating thank you cards and formulating plans for store renovation. Some of the obstacles the teachers encountered in the development and implementation of the vegetable-market-themed local culture curriculum were (1) shortages of preschool teachers willing to teach outdoor courses, (2) concerns about young children’s safety, and (3) young children’s lack of experience. Finally, on the basis of my conclusion, the researcher developed the following culturally responsive education strategies: (1) integrating aspects of local culture and the community into courses, (2) situating local culture courses in learning areas, (3) developing local culture curriculum that are rich in humanities, and (4) developing local culture curriculum based on parent–teacher cooperation to overcome teacher shortages at preschools. The results of this study may serve as a reference in the development of a local culture curriculum and other strategies to cultivate young children’s cultural identities.

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“…Teknik pengumpulan data dilakukan dengan wawancara secara mendalam sehingga akan lebih banyak mendapatkan data yang komprehensif dan informasi yang didapatkan lebih banyak, selanjutnya akan meningkatkan pemahaman yang mendalam tentang proses penelitian serta topik yang dibahas (Bayeck, 2021). Di kutip dari Josselson & Lieblich dalam (Casmini & Supardi, 2020) pada penelitian ini pedoman wawancara bersifat semi-struktural yang menjadi media untuk mendengarkan dan tidak sepenuhnya memimpin proses wawancara, sehingga bergantung pada infrormasi yang disampaikan informan.…”

Section: Metode Penelitianunclassified

Persepsi Siswa mengenai Guru Close Minded dalam Pembelajaran

Putra

Mahmudah

2023

Tarb. Wa Ta’lim

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Guru merupakan pelaku utama dalam mencerdaskan kehidupan bangsa, akan tetapi dalam pelaksanaan tugasnya dalam pembelajaran tentu memiliki kendala dan masalah. Salah satu masalah pembelajaran yang timbul dari faktor guru adalah sikap yang berpemikiran tertutup atau close minded. Hal ini membuat proses pembelajaran menjadi tidak maksimal. Penelitian akan digali fenomena tersebut dari sudut pandang siswa sebagai orang yang merasakan langsung dan berinteraksi langsung dengan guru yang memiliki sikap close minded. Metode yang digunakan dalam penelitian ini adalah metode kualitatif fenomenologi dengan teknik pengumpulan data menggunakan metode wawancara. Partisipan dipilih dengan teknik purposive sampling, sehingga proses pemilihan responden harus memenuhi kriteria yang sudah ditentukan sebelumnya. Hasil penelitian ditemukan bahwa pertama guru close minded memiliki interaksi yang searah,pasif karena hanya fokus untuk menyelesaikan tugas, kurang menguasai kelas, dan hanya peduli pada siswa pintar. Kedua, belajar dengan guru close minded memiliki suasana belajar yang membosankan, kaku, monoton, dan tegang akibat proses pembelajaran yang tidak interaktif. Ketiga adalah feedback atau timbal balik dalam pembelajaran yang cenderung satu arah dan jika dua arah hanya antara guru dan siswa yang pintar saja. Hal ini mengakibatkan siswa lain merasa tersisihkan, memilih diam, malas dan takut salah sehingga takut akan berimbas kepada nilai yang jelek. Guru ideal yang didambakan oleh siswa adalah guru yang mampu membangun interaksi yang baik dengan siswa, cerdas secara psikologis dan emosional.

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The Intersection of Cultural Context and Research Encounter: Focus on Interviewing in Qualitative Research

Cited by 14 publications

References 37 publications

Positionality: The Interplay of Space, Context and Identity

Positionality: The Interplay of Space, Context and Identity

Designing Culturally Responsive Education Strategies to Cultivate Young Children’s Cultural Identities: A Case Study of the Development of a Preschool Local Culture Curriculum

Persepsi Siswa mengenai Guru Close Minded dalam Pembelajaran

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