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Interpretive Inquiry II
Day to Day Lessons and
Information
Data
[Newspaper Source
1] [ Newspaper Source
2] [Newspaper Source
3]
[Transcript of
Public Meeting]
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May 15
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- Welcome, outline of
program
- Request for input (readings,
distributed reading? Process for the class; feedback
moments.
- Activity 1
- The role of
'prejudice' (Heidegger) and 'interpretive horizon'
(Gadamer) in interpretive analysis. Our current
understandings constitute an interpretive horizon from
which we cannot escape. This horizon and the
understanding within are being elaborated in the
course of (critical) hermeneutic analysis.
- 15 minutes writing on a
topic ('My experience with science')
- Whole-class
discussion
- Activity 2: Data analysis of Newspaper Clips
- Reading,
Analysis;
- Small group
discussion
- Whole-Class discussion:
Similarities, differences between the groups. How are
these data same/different from other data collected by
qualitative researchers? Quality/ depth of the
information?
- Activity 3: Presenting your project for this
course. each student talks about the project s/he has
chosen and the objects that s/he wants to achieve by the
end of the course, which will serve as guideline for
their progress.
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May 17
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- Time for qestions and comments
about process
- PART I: Analysis of Data: A
controversy over water
- Whole-class
discussion: Identifying major themes
- Mini-lecture: Writing
assertions, supportive data, discussion
- Small-group analysis:
Writing assertion, supportive data, discussion
- Brief presentations of
results of small group discussion (One person please
write up and email the summaries)
- PART II: Student
Research
- Janet
- Shari
[Reading
1] [Examples
of Data Analysis]
[Further
Example of Data Analysis]
[My Science Experience]
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May 22
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I am away. Students will read the Guba and Lincoln
Chapter and complete the first round of analysis of the
public meeting transcript/ newspaper articles.
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May 24
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- Time for qestions and comments
about process
- PART I: Analysis of data
- Students each
present one or more of the concepts/ themes,
categories etc. that they identified in the
transcript.
- Whole-class discussion of
each concept
- Analyses
- PART II: Student
Research
- Lilian
- Trudy
ANALYSES: [Robin]
[Janet]
[Gail]
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May 29
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- Time for qestions and comments
about process
- Part I: Concepts of
interpretive inquiry
- Free writing:
Subjectivity, objectivity
- Minilecture: Subjectivity,
subject-centered research methodology (Holzkamp),
relation of subject and society (Holzkamp), action
possibilities (Holzkamp), general and particular
(Il'enkov, Holzkamp)
- PART II: Analysis of
data
- Students and
instructor each present one or more of the concepts/
themes, categories etc. that they identified in the
transcript.
- Whole-class discussion of
each concept
- Analyses
- PART III: Student
Research
- Brenda
- Robin will talk about Guba
and Lincoln, the chapter on quality of interpretive
inquiry
Resources: [Times Colonist May
19]
ANALYSES: [Michael: Science and just plain
folk] [Brenda: Values]
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May 31
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- Time for qestions and comments
about process
- Part I: Framing the
analysis, direction of the article to be taken
- Controversies,
scientific literacy, education for citizenship,
issues-based education
- Relationship of school
knowledge and everyday (out-of-school)
knowledge
- Implications for (lifelong?)
education
- Purpose of education
- Context of the research,
methodology
- Part II: Analysis of
data
- PART III: Student
Research
- Brenda
Resources: [Peninsula News
May 30] [Reading
2]
ANALYSES: [Donna]
[Gail]
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Jun 05
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- Where next: Reflections on process
- PART I: Discussing Holzkamp's point of
subjectivity
- Free writing:
- Whole-classs
discussion
- PART II: Senanus Drive
- Framing the
analysis/article [Design] [Introduction]
- Working out remaining
tasks
- PART III: Student
Research
- Donna talks about
her study
REFLECTIONS ON SENANUS: [June 3]
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Jun 07
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- General: Questions, comments, "Who wants to go
next talking about her work?" What other readings do we
want to do?
- PART I: Student Research
- Robin will talk
about Guba and Lincoln, the chapter on quality of
interpretive inquiry
- PART II: Discussion of Guba and Lincoln
- General discussion
of concepts
- Discussion of how these
concepts fit, have to address, the work on our
analysis of the Senanus issue
- PART III: Next steps in our analysis of the Senanus
issue
REFLECTIONS ON SENANUS: [Lilian]
[Janet 2]
[Tentative Outline of paper]
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Jun 12
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- PART I: Discussion of dimensions that have come
out of our analysis
- Lack of concern
(lead: Donna [text])
- Values (lead: Brenda
[text])
- Science in the community
(lead: Michael) (Design [new
text])
- Health (lead: Robin
[text])
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Jun 14
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- PART I: Discussion of dimensions that have come
out of our analysis
- Residents' input is
undesired (lead: Janet)
- Lack of concern (lead:
Donna)
- Values (lead: Brenda)
- Democratic concerns (lead:
Gail [text])
- Science in the community
(lead: Michael)
- The Real Issue: Development
(lead: Lilian [text])
- Design, Description of
Senanus Issue (lead: Michael [text])
- New Introduction
([text])
Resources:
Summary
of guidelines for Canadian drinking water quality
Lifewater
International: Help for Your Water Problems
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Jun 19
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- PART I: Presentation and discussion of
implications
- Current draft
([text])
- Trudy's analysis
([pdf
file]) and
implications ([pdf
file])
- Science education,
citizenship, and democratic processes (Michael, see
current draft of the text)
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Jun 21
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- PART I: Reflection on our own process, analytic
methods
- Latest version
([text])
- PART II: From students' own writing
- Brenda: Performance
assessment
- Students provide updates on
where they are
- PART III: The focus group
method
A publication on distributive
justice and water issues [pdf] (( .. over-allocating water resources. A
better understanding of distributive justice principles for
land and water allocation in procedural justice was seen to
be ... ))
Environmental
Justice: Some Ecofeminist Worries About a Distributive
Model (Karen J.
Warren)
Social
Justice and Womenís Health: A Canadian
Perspective (Olena
Hankivsky)
Questions
of Environmental Justice
(Lori Gruen)
Water systems and distributive
justice. [pdf]
(See a draft version of the
paper that I was struggling so hard with during the second
part of this course [link].)
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Jan 05, 2002
............................
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Significant Outcomes from this
Class:
A copy of our article as initially
submitted on August 1, 2001 to Science, Technology, & Human
Values. [Water110.pdf]
A copy of the reviews as received
on December 11, 2001. [Water110Reviews.pdf]
A copy of the revised manuscript
submitted January 8, 2002. [Water205.pdf]
A copy of the reviews as received
on March 14, 2002. [feedback2.pdf]
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