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Decolonising Research Methods
Full text linkThis webinar was organised by QUEST (Qualitative Expertise at Southampton) in collaboration with the National Centre for Research Methods and the South Coast Doctoral Training Partnership. It was held on 4 July 2023.
The speakers were: Professor Ros Edwards of the University of Southampton, Dr Rachel Jane Liebert of the University of East London and Wanda Canton, a ESRC South Coast DTP-funded doctoral researcher at the University of Brighton
NCRM Bitesize Lessons for Teaching Social Science Research Methods 3: Learning from Learners
Full text linkThis document is the third guide in the series NCRM Bitesize Lessons for Teaching Social Science Research Methods. It focuses on learning from learners.
It is clear from the scholarly work on teaching research methods that teachers/trainers often favour student-centred learning approaches. Student-centredness involves working with and valuing learners’ own experiences, knowledge, and expertise, thereby making the learning personally relevant and learners more motivated. In this way they learn better, make cognitive connections, and develop as learners and people. This reflects a concept of students as knowledge-producers who need to be engaged in creating their own knowledge through inquiry and dialogue. For this, learners need to work both independently and collaboratively.
Methods teachers may choose student-centred learning as an efficient way of working. Bell, for example, argues that ownership of learning and research projects makes learners better able to defend and justify methods. Student-centredness in methods learning may take the form of student-led inquiry, working with data in their own fields, shared learning logs, and exercises to personalise new knowledge
Visual Studies of Police Violence
Full text linkIn this paper, Watson, Meehan, Lynch, Nave, and Dennis discuss their investigations of how video evidence is used in criminal trials for police officers charged in on-duty shootings. Although still ongoing, their study has already yielded several lessons worth sharing. The authors consider how making sense of the violence seen on video is no simple task. They conclude that to understand videos of police violence they needed to turn to courts of law rather than directly analysing videos of police violence. In this sense, their research led to an investigation of investigations
Digital Verification and its Discontents: Investigating Tear Gas Abuse in a Digital Age
Full text linkIn this contribution, Lyndon and Nyarko highlight the processes involved in verifying relevant material in open source investigations. Focusing on the worldwide abuse of tear gas – used by authorities as a so-called “less-lethal” weapon – the authors also outline some of the pitfalls and ethical concerns faced by researchers. Beyond the promising approaches offered by digital verification techniques, Lyndon and Nyarko advise that we recognise and carefully negotiate the tensions involved in order to attain a higher standard of digital ethics
Decolonial Research Methods: Resisting Coloniality in Academic Knowledge Production (Webinar 6)
Full text linkThis is the sixth webinar in a six-part series from NCRM called Decolonial Research Methods: Resisting Coloniality in Academic Knowledge Production.
The speaker is Professor Jeong-Eun Rhee from Long Island University. Her presentation is titled Decolonial Feminist Research: Haunting, Rememory, and Mothers.
The webinar took place on 7 December 2021
Grounded Theory – Methods Matter: Series 2, Episode 2
No full textIn expert corner for this episode is Dr Kahryn Hughes, from University of Leeds. Dr Hughes is Director of the Timescapes Archive, Editor in Chief of Sociological Research Online, Convenor of the MA Qualitative Research Methods and a Senior Fellow for the NCRM. In researcher ranch is Nisha Dhanda, Audiologist, Teaching Fellow, and PhD Candidate from Aston University. Nisha has always had an interest in the way people communicate and how this is affected with unmanaged hearing loss and associated comorbidities like cognitive impairment and dementia, an interest that has inspired her teaching and her PhD.
Methods Matter – from Dementia Researcher and the National Centre for Research Methods – is a podcast for people who don't know much about methods, those who do and those who just want to find news and clever ways to use them in their research. In this second series, Clinical Research Fellow Dr Donncha Mullin from the University of Edinburgh brings together leading experts in research methodology, and the dementia researchers that use them, to provide a fun introduction to five qualitive research methods in a safe space where there are no such things as dumb questions. In this season, the podcast covers oral histories and story telling, grounded theory, visual and creative methods, focus groups and surveys and questionnaires
LESSONS FOR TEACHING SOCIAL SCIENCE RESEARCH METHODS IN HIGHER EDUCATION: SYNTHESIS OF THE LITERATURE 2014-2020
No full textThe underdevelopment of a pedagogical culture for research methods education and the lack of a body of knowledge with the potential to influence practice have been highlighted by previous studies. This systematic review explores the pedagogic approaches and strategies evident in recent literature (2014–2020) on teaching social science research methods in higher education. It synthesises 55 papers offering a detailed rationale for the approach and strategies employed in doctoral/post-doctoral education. While dispersed across journals, there is a plethora of case studies and reflective accounts about teaching approach, strategy, tactics and tasks in research methods education. Most studies reviewed report on teaching qualitative methods and represent authors’ own teaching practices. Consistent with previous studies, experiential, active learning and student-centred approaches are predominantly discussed, often overlapping or combined with other approaches. This paper illustrates a growing pedagogic culture, represented by an increased volume of papers and theoretical discussion of practices, rationale and reflection on how research methods are taught and learnt. It is concluded that clear intention to engage in dialogue and contribute to evidence-based practice and knowledge in research methods education is evident, and that the ‘how to’ element is richly articulated and justified
Investigating the Use of Force in Contemporary Conflict: Researching Military Operations with Audio, Video and Transcript Data
Full text linkUsing public domain video and/or audio-recordings, transcripts, internal reports and inquiries as data, the authors investigate specific and often highly controversial incidents in which Western militaries employ the use of force. Analysing the interactional organisation of such incidents as they unfold “ethnographically” (incorporating fieldnotes, interviews, biographical accounts and other relevant resources), their collaborative research examines the assessment of threats, the identification of combatants and the distinction between lawful and unlawful military action as interrelated and co-established features of that work. Of interest to social researchers but also military personnel, lawyers and campaigners, among others, this case study outline how they methodically investigate the use of force with reference to a particular case, the Uruzgan incident, using available interactional data and related resources while remaining alive to their very real limits
Investigating the Far-Right Online: Using Text Data to Understand Online Subcultures
Full text linkThis contribution provides an introduction for social science researchers on the use of computational methods within investigative research for analysing large text corpora to develop an understanding of online communities and subcultures. It offers a case study of the MineChans project, which utilised such methods in investigating the relationship between the online discussions on a collection of anonymous image-board forums, including 4chan and 8chan, and real-world, offline, attacks by right-wing extremists, making these forums a radicalising milieu. While these analytical techniques are new, they are actually fairly easy for social researchers to implement due to the nature of contemporary high-level programming languages such as Python
Oral Histories and Story Telling – Methods Matter: Series 2, Episode 1
No full textIn expert corner for this episode is Dr Kahryn Hughes, from the University of Leeds. Dr Hughes is Director of the Timescapes Archive, Editor in Chief of Sociological Research Online, Convenor of the MA Qualitative Research Methods and a Senior Fellow for NCRM. In researcher ranch is Dr Katya Sion, Postdoctoral Researcher in Living-Lab in Ageing and Long-Term Care at Maastricht University. Dr Sion’s research is focused on quality of residential elderly care from the resident’s perspective and how to assess this. Her current postdoc position is aimed at the national valorisation of the narrative method of connecting conversations, which was developed during her PhD.
Methods Matter – from Dementia Researcher and the National Centre for Research Methods – is a podcast for people who don't know much about methods, those who do and those who just want to find news and clever ways to use them in their research. In this second series, Clinical Research Fellow Dr Donncha Mullin from the University of Edinburgh brings together leading experts in research methodology, and the dementia researchers that use them, to provide a fun introduction to five qualitive research methods in a safe space where there are no such things as dumb questions. In this season, the podcast covers oral histories and story telling, grounded theory, visual and creative methods, focus groups and surveys and questionnaires