Tuesday, February 12, 2013

Positivism as scapegoat


John Paley
Senior Lecturer, School of Nursing, Midwifery and Health
University of Stirling
Read any book on qualitative research methods, and it probably won’t be long before you come across a reference to positivism – and it’s unlikely to be complimentary. Positivists are the living dead of academic writing, the zombies, vampires and werewolves of research texts. When you see one coming, reach for the sharpened stake or equip yourself with silver bullets. The ‘living dead’ metaphor is not as fanciful as it might seem, because one weird thing about positivism is... it’s dead, but it still needs to be killed. Over and over again. People who write about it usually do two things: first, they say that it was demolished and discredited 50 years ago; second, they give it a jolly good drubbing anyway.
So here are some of the things which everyone knows about positivism, and which methodologists are obliged to repeat at every opportunity: (i) positivists believe it is possible to know things with certainty; (ii) they believe in a single, objective reality; (iii) they have a correspondence theory of truth; (iv) they think everything has a cause, including human behaviour; (v) they think the aim of scientific enquiry is to explain, not to understand; (vi) they think it’s possible to be objective; (vii) they think knowledge is quantitative; (viii) they are, or were, political reactionaries.
If you find a writer making these claims, you can be sure of one thing: they haven’t read any positivist authors. What they’ve done instead is read authors-who-are-critical-of-positivism. Because here is the score card: (i) wrong; (ii) wrong; (iii) wrong; (iv) wrong; (v) wrong; (vi) wrong; (vii) sort of right, but misleading; (viii) wrong. The only reason why people think these claims are true is because they are constantly repeated in the literature, recycled by writers who assume that repetition is an indicator of truth. Or possibly ‘truth’.
What, then, is positivism if it isn’t any of these things?  Hard to say. Although it’s widely assumed that the positivists stuck obsessively to a rigid set of ideas, they actually changed their minds a lot. Having a scientific outlook, if an idea didn’t work, they rejected it and tried something else. Still, we can say that at the heart of positivist thinking is the idea that all knowledge comes from what we experience – either directly, with our senses, or indirectly through instruments. So positivism is a form of empiricism (that gets a bad press, too). 
Logical positivism gives empiricism a very specific twist. It says that there is one (but only one) type of knowledge that is not derived from experience, and that is logic. Hence ‘logical positivism’. Included in logic are other formal systems that can be derived from it, like mathematics. All the other so-called ‘ways of knowing’ (theology, intuition and metaphysics, for example) are ruled out, because they are based on neither experience nor logic. So positivism is sceptical of anything which is not observable, or which cannot be given a logical form.
This is why the claims listed earlier are wrong. Most positivists did not think that ‘certain knowledge’ is possible, precisely because not everything can be observed. They wanted to stick to observable data, and were non-committal about the existence of unobservable items such as electrons, neutrons, values, societies, and cultures (they were ‘anti-realists’). Because they were sceptical about any ‘reality’ which is unobservable, they could hardly have a theory according to which truth is what corresponds to that ‘reality’. Because many alleged ‘causes’ are unobservable, they reserved judgment about the concept of causation. They did not believe that subjectivity can be eradicated, but they did believe that it is possible to adopt procedures which minimise its effect. They believed it was sensible to pursue the possibility of quantification where possible (given the success of mathematics, it would be silly not to) but recognised that not everything is quantifiable. And they were politically on the  left, which is why they had to leave Nazi Germany (unlike, say, Heidegger and Gadamer).
The interesting question is why the ritual of positivist-monster-slaying has to be repeated so constantly. My suspicion – this is no more than armchair speculation – is that positivism represents the Shadow (in Jungian terms) or the Scapegoat (in anthropological terms) for the qualitative community. The features attributed to positivism really belong to qualitative researchers themselves; but this cannot, for obvious reasons, be acknowledged. So they are projected on to the ‘Other’ figure of positivism, which is then symbolically killed so that the community can relieve itself of unconscious guilt and celebrate itself as free of epistemological sin. The Scapegoat itself is innocent of the charges. It does not have the features ascribed to it, but it serves as a symbolic figure on to which those features can be offloaded, and which can then be expelled or slaughtered as the bearer of epistemological evil.
For example, qualitative authors often use causal concepts – when they talk of experience and identities being ‘shaped’, ‘influenced’, or ‘determined’ by culture, history, discourse – despite the fact that they officially reject the concept of causation. The dissonance which this tension creates can be alleviated by projecting the commitment to causality outwards onto the positivist Shadow/Scapegoat, where it can be ritually condemned as belonging to the Epistemological Other.
If qualitative researchers could get over their scapegoating reaction to positivism, they might discover ideas which sit comfortably with their own convictions. For example, the ‘multiple realities’ favoured by constructivists are not too distant from the position arrived at by some logical positivists. Carnap’s mature view, for example, was that there are a number of different linguistic frameworks in terms of which the world can be described, and that the choice between them is conventional and pragmatic, a matter of what is suited to a particular purpose. Consequently, all standards of ‘correctness’, ‘validity’ and ‘truth’ are relativised to the rules and principles associated with whichever framework has been adopted. This is not a view which constructivists should find uncongenial.

Friday, October 26, 2012

Thoughts on QHR, 2012

Well my last blog with IIQM, I really had fun, I have now been introduced to the addiction of blogging!

I just wanted to share my overall experience of the QHR conference 2012, and for me one word sums it up... EPIC!

From this conference I have come away having learned alot about many aspects of qualitative research and that I have a lot to learn and I am very excited about that.

It has let me question my way of learning and how I approach qualitative research with the 'ready made receipe', it has inspired me to think of different ways to carry out  research and engage with participants and readers, not to be afraid to 'push the envelope'.

For me this conference demonstarted innovative ways of thinking, the effectiveness technology and social media can have in qualitative health research, the importance of connecting with the qualitative resarch community and despite the struggles with things such as the publishing 'checklist' to stay true to the meaning of your research. As a newbie to this qualitative research world this conference has given me some critical thoughts on what way I want to continue my path in qualitative research and what I value and strive for to provide quality qualitative research. Thank you to all that provided me with such thoughts. Would love to hear other peoples thoughts on the conference?

My only negative to the conference was...mmm the food was too good! I may have been a bit too keen on the desserts:)

Once again thanks to the fantastic organizers for providing such a worthy conference.
Safe trips home to all those travelling and Montreal thank you for being so welcoming.
We would love to hear some comments or feedback so feel free to contact over the blog, twitter or directly.

Take care
Rachel

Wednesday, October 24, 2012

Day 2 in the QHR House!

What a day... from a mind blowing morning, to presenting after lunch and to a practice of acting skills this evening! I am looking forward to topping it all off with a tasty cocktail shortly!

Thank you so much to those that attended my presentation and to the other presentations at that session, for your insightful work and thoughts.

A word out to everyone attending the QHR conference, the feedback should be celebrated... the presentations and posters have been said to present great diversity, insightful knowledge and important issues and those attending the presentation are leaving presenters with a lot of food for thought and creating productive discussions, so pat on the back to everyone (or a cocktail :)) for making this conference what it is!

The most enjoyable event for me today had to be the q-tubing and the 20 second video we had to make, group E you all rocked, it was so much fun. I heard the creativity from all groups was very impressive so good work everyone, hope you enjoyed it as much as we did! Although I do think all of us attendees need to conspire a pay back plan to our wonderful organizers..maybe they should make a q-tube and show it to us all??anyone with me??

I really don't know - could many of us go a week without internet? Is the growing use of social media in research and society for the greater good or will it go too far? I am afraid it will all move too far and we will lose the simplicity of meeting someone face to face, really listening and communicating personally. Maybe I'm odd but I like asking for directions rather than google maps, I like getting a hand written letter/card from family and friends back home rather than an email and I like forming relationships with my participants in research. I am in two minds to be honest, there are ideas I like about using social media and ideas I don't.

Sincerely to all the organizers thanks for another impressive day, I am sad tomorrow is the last! You have all worked very hard and it is evident from the beginning to the end of the day.

Well I'm off now to enjoy a cocktail hope to see you all there.

Any feedback on how your day went and what presentations have made a difference to you id be happy to hear.

See you all tomorrow
Slan go Foill
Rachel

Tuesday, October 23, 2012

Plenary Day 1: The truths of Dr. Paterson

Its only 9am and the morning has been such a learning experience already! Well first of all can I just say Dr. Paterson I could listen to you all day, such an engaging speaker. You were the one that made me wake this morning not my morning coffee boost!  What an interesting title 'Stampeding to the Clitoris and Other Sins of Qualitative Research', very clever. I really enjoyed the honesty and truth in this talk this morning. 

For me as a novice researcher topics that stood out to me are: Interviewing- it takes time, trust and a mutual relationship, an important lesson.  I agree, interviewing should be thought of as an apprenticeship. At the time of conducting my masters I may have dreaded the idea of someone taping me and then reviewing it together but now looking back I really think that would have been a valuable learning tool better than getting the systematic steps off your supervisor. Dr.Paterson I don't want the recipe for your cake but yum I'd love to try it!! 

It's funny the truth spoken about recruitment. I thought I was alone as a novice researcher to be really feeling... 'man this recruitment process is tough and oh yes problematic.' I don't mind that it happened because I learned from that experience and it has prepared me for my further studies. Is it bad for us to start admitting these research problems? I don't think so! Why paint a picture perfect? I agree we should admit and discuss these challenges.

A quote I loved from this talk 'saturation is when the researcher has had enough'. I can't imagine many supervisors that would be open to say this. Dr. Paterson has really given me some food for thought.. What type of shopper am I?? Where do I want to take my future in qualitative research? The findings are what truly resonates with me and it can be frustrating that other details and expectations when publishing can take away from that. Can we change this direction? This had made me excited for the future direction of qualitative research. What do others feel? Isn't it the participants voices that matter and we should be accountable to express that? 

I would also love to hear from those that teach qualitative methods. As a person who is learning I find it fascinating to know what professors think are the most effective strategies? For me from even moving from Ireland to Canada I am learning in very different ways. 

Enjoy the rest of the day! ~ Rachel

QHR 2012- Welcome!

Its a great day... I am in beautiful Montreal for the first time and I am getting ready to attend my first international conference, QHR 2012.

So to introduce myself my name is Rachel Flynn, I work at the Faculty of Nursing in the University of Alberta as a Research Assistant. I am happily volunteering for the QHR conference. I moved to Canada 5 months ago from Cork, Ireland. Already its been a wonderful experience, I am learning so much and really it feels surreal the amount of opportunity here, I already have hopes to do my PhD. In Ireland I worked as a general nurse and had completed by Masters of Nursing, December 2011. It really has been a fun transition, and I have to admit I am loving the Monday to Friday 8 hour work day! 

This is a big occasion for me, my first time presenting at such a venue, and I am not going to lie I am a bit nervous. I just hope this fast Irish accent of mine will be understood:)  

I do wonder do those experienced in presenting still get that excited nervous feeling?  What is it people most look forward to at these conferences? For me I am excited to learn more on qualitative methods, health care topics across different countries and meet so many interesting people ooh and lets be honest the gorgeous food is a bonus!!

I really wanted to attend this conference because I feel for high quality health care and research its so important to gain international perspectives, it can make us compare, think outside the box, value what is good, and generate improved ideas for change. I am also very passionate about qualitative research so to have the opportunity to learn from many experts its fantastic, thank you! let me know what is it that brought you here??

What I want from this blog is to provide a space for fun, insightful reflection on the conference. For people to feel free to express comments, ask questions and connect with other readers and conference attendees. Any comments or questions you have that you would not like shared feel free to email me on rachel.flynn@ualberta.ca or approach the lovely staff at our help desk.

I have read over the program and honestly I am overwhelmed, I don't think anyone will be disappointed. Have a great few days, I hope the workshops went going well I would love to hear more about them. Hope you all enjoy my blog over the next few days and I look forward to some interesting chats.

As we say at home: Slan go Foill (goodbye for now)
~Rachel

Wednesday, September 5, 2012

The Thrill of Becoming a Qualitative Researcher


Sandra Mathison
Faculty of Education
University of British Columbia

 The smell of fall is in the air and the new academic year begins with anticipation and hope. Like every year I am preparing to meet with a new crop of graduate students in my Introduction to Qualitative Research course. For me, the challenge is to squeeze as much content and experience as I can into one short semester and I know the challenge for students is to comprehend and practice new and often quite unfamiliar research knowledge and skills.

At the beginning of each term I tell students I hope they come to appreciate the diversity and complexity of qualitative research. I tell them I hope they engage genuinely in understanding interpretive and critical research approaches on their own terms. While this may seem self-evident, it is not—the deep and usually unreflective socialization in neo-positivism that many students have requires a sort of ‘re-education’ about what counts as inquiry. But, I tell them that understanding research genres is not a religious experience, it is an intellectual one and whether they are social constructivists or neo-positivists at heart they can and should know about the complexity and beauty of social inquiry in all its manifestations.

Each term, a handful of students blossom wide-eyed into enthusiastic, albeit novice, qualitative researchers. It is exhilarating to witness the thrill of becoming a qualitative researcher and I use the strategies of teaching by example and teaching by doing to foster understanding and to awaken those nascent qualitative research proclivities.

Early in the course I introduce students to what “good” qualitative research looks like by having them read a book length research study. This is an opportunity to learn by example. The students in my class come from many disciplines—education, social work, dentistry, food science, forestry, and computer science. So choosing a single text to introduce students to the richness and complexity of qualitative research is never easy and can never fit neatly with the variety of research interests in the student group. I tend to choose a book that is about education, partly because that is what I know about, but because everyone, regardless of his or her current chosen discipline, has experience with education. No study is perfect (a good thing in terms of the teachability of a text) but I try to select works that are exemplary.

Students sometimes resist the careful critique of a book length work. They ask, "Why can’t we read articles and learn about different approaches?” This is a critical resistance to overcome. Book length research reports provide the detail, rich description, theorizing and nuance that are inevitably forsaken when researchers write within journal constraints. Students will have plenty of opportunity in other contexts to read journal articles. What is key in the context of my course is a serious, sustained and detailed engagement with all aspects of qualitative research. Choosing the text is therefore an important decision.

What makes a good teachable text for learning by example? Overall, the study needs to be well designed and executed, but not perfect.  Every research study has flaws and contradictions and a teachable text has imperfections that highlight this is a productive way. It is really helpful if the text includes explicit researcher reflection on the research study and/or their role. When the subject matter or context of the research is at least a bit controversial this provides an opportunity to explore ethical issues. Currently I am using C. J. Pascoe’s Dude You’re A Fag, but over the years I have used many other texts that embody these teachable attributes. I am always looking for new options.

In one short semester I also create opportunities to learn by doing. Over decades of teaching similar courses I have tried many strategies for immersing students in the practice of qualitative research—some have worked better than others. Because no single course can adequately prepare students to be proficient researchers, I have adopted a more focused hands-on approach. There is a wide range of research methodologies, but I have distilled key data collection strategies that are fundamental to most methodologies. Qualitative researchers talk and listen to people (interviewing), watch what people do (observing), and collect human artifacts. I, therefore, focus on targeted research practice around these three strategies, building in ways for students to explore their own research interests (for example, by analyzing a cultural artifact) and to collaborate (for example, group interviewing activities).

Of course, I do much more in my course than what I have highlighted here, including explorations of philosophical foundations, introducing a wide range of research methodologies, discussing ethics both within institutional contexts and in research practice, introducing students to the basic structures of data analysis, and illustrating the complexity and potential of different forms of representation.

There is a substantial literature on teaching and learning qualitative research, a testament to the enthusiasm and thoughtfulness of those charged with the task of preparing future generations of social inquirers. A comprehensive bibliography has been compiled by Ronald Chenail and can be found at https://docs.google.com/viewer?a=v&q=cache:keCLCuUqeXoJ:www.nova.edu/ssss/QR/teaching_2012.pdf+&hl=en&pid=bl&srcid=ADGEEShgzjXUl3zb2IH7hMhsn0-EPD7xn5IZElDlgKo5Vd0_yAdVzsMxy0iApI8878SLZkHvE8iGpkG3l-F4NI_ciuhPHC7Pq8L6jpWsb9upxvj50bh6z18oLvFWou9rztfJeEctJ9zL&sig=AHIEtbSw2R9rCk4KlK9JTv8Ch7ieTcFTkw

Friday, August 10, 2012

Qualitative Researcher at the University of Alberta

Interesting look at what one of our Qualitative colleagues has been working on...