Interpretive Inquiry II

Day to Day Lessons and Information

Data

[Newspaper Source 1] [ Newspaper Source 2] [Newspaper Source 3]

[Transcript of Public Meeting]

 

May 15

  1. Welcome, outline of program
  2. Request for input (readings, distributed reading? Process for the class; feedback moments.
  3. Activity 1
    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.
    2. 15 minutes writing on a topic ('My experience with science')
    3. Whole-class discussion
  4. Activity 2: Data analysis of Newspaper Clips
    1. Reading, Analysis;
    2. Small group discussion
    3. 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?
  5. 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.

 

May 17

  1. Time for qestions and comments about process
  2. PART I: Analysis of Data: A controversy over water
    1. Whole-class discussion: Identifying major themes
    2. Mini-lecture: Writing assertions, supportive data, discussion
    3. Small-group analysis: Writing assertion, supportive data, discussion
    4. Brief presentations of results of small group discussion (One person please write up and email the summaries)
  3. PART II: Student Research
    1. Janet
    2. Shari

    [Reading 1] [Examples of Data Analysis] [Further Example of Data Analysis]

    [My Science Experience]

 

May 22

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.

 

May 24

  1. Time for qestions and comments about process
  2. PART I: Analysis of data
    1. Students each present one or more of the concepts/ themes, categories etc. that they identified in the transcript.
    2. Whole-class discussion of each concept
    3. Analyses
  3. PART II: Student Research
    1. Lilian
    2. Trudy

    ANALYSES: [Robin] [Janet] [Gail]

May 29

  1. Time for qestions and comments about process
  2. Part I: Concepts of interpretive inquiry
    1. Free writing: Subjectivity, objectivity
    2. Minilecture: Subjectivity, subject-centered research methodology (Holzkamp), relation of subject and society (Holzkamp), action possibilities (Holzkamp), general and particular (Il'enkov, Holzkamp)
  3. PART II: Analysis of data
    1. Students and instructor each present one or more of the concepts/ themes, categories etc. that they identified in the transcript.
    2. Whole-class discussion of each concept
    3. Analyses
  4. PART III: Student Research
    1. Brenda
    2. 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]

     

May 31

  1. Time for qestions and comments about process
  2. Part I: Framing the analysis, direction of the article to be taken
    1. Controversies, scientific literacy, education for citizenship, issues-based education
    2. Relationship of school knowledge and everyday (out-of-school) knowledge
    3. Implications for (lifelong?) education
    4. Purpose of education
    5. Context of the research, methodology
  3. Part II: Analysis of data
  4. PART III: Student Research
    1. Brenda

    Resources: [Peninsula News May 30] [Reading 2]

    ANALYSES: [Donna] [Gail]

 

Jun 05

  1. Where next: Reflections on process
  2. PART I: Discussing Holzkamp's point of subjectivity
    1. Free writing:
    2. Whole-classs discussion
  3. PART II: Senanus Drive
    1. Framing the analysis/article [Design] [Introduction]
    2. Working out remaining tasks
  4. PART III: Student Research
    1. Donna talks about her study

    REFLECTIONS ON SENANUS: [June 3]

 

Jun 07

  1. General: Questions, comments, "Who wants to go next talking about her work?" What other readings do we want to do?
  2. PART I: Student Research
    1. Robin will talk about Guba and Lincoln, the chapter on quality of interpretive inquiry
  3. PART II: Discussion of Guba and Lincoln
    1. General discussion of concepts
    2. Discussion of how these concepts fit, have to address, the work on our analysis of the Senanus issue
  4. PART III: Next steps in our analysis of the Senanus issue

    REFLECTIONS ON SENANUS: [Lilian] [Janet 2] [Tentative Outline of paper]

 

Jun 12

 

  1. PART I: Discussion of dimensions that have come out of our analysis
    1. Lack of concern (lead: Donna [text])
    2. Values (lead: Brenda [text])
    3. Science in the community (lead: Michael) (Design [new text])
    4. Health (lead: Robin [text])

 

Jun 14

 

  1. PART I: Discussion of dimensions that have come out of our analysis
    1. Residents' input is undesired (lead: Janet)
    2. Lack of concern (lead: Donna)
    3. Values (lead: Brenda)
    4. Democratic concerns (lead: Gail [text])
    5. Science in the community (lead: Michael)
    6. The Real Issue: Development (lead: Lilian [text])
    7. Design, Description of Senanus Issue (lead: Michael [text])
    8. New Introduction ([text])

Resources:

Summary of guidelines for Canadian drinking water quality

Lifewater International: Help for Your Water Problems

 

Jun 19

 

  1. PART I: Presentation and discussion of implications
    1. Current draft ([text])
    2. Trudy's analysis ([pdf file]) and implications ([pdf file])
    3. Science education, citizenship, and democratic processes (Michael, see current draft of the text)

 

Jun 21

 

  1. PART I: Reflection on our own process, analytic methods
    1. Latest version ([text])
  2. PART II: From students' own writing
    1. Brenda: Performance assessment
    2. Students provide updates on where they are
  3. 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].)

 

 

Jan 05, 2002

............................

 

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]