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As usual, your answers to the various activities and quizzes included herein will be included
in the computation of your grade under Written Works (25%).
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Whatever your answer might have been, this interpretation or meaning that people ascribe to
the things, or more properly phenomena, that they experience is the very subject of qualitative
research, the very thing you will search for in your own PR1 endeavours later on.
Please answer these questions on a properly-labelled sheet. Of course, your answer during this
stage is temporary. Thus, you will have to write another set of answers by the end of this module.
Activity 3. Pre-Test
To give you a foretaste of the lesson, try to answer the pre-test below. Then, you may proceed
to Firm Up to see if our answers are correct. Just match the terms in Column A to the definition that
best describes them found in Column B.
Term Definition
1. Case Study This research design aims “to understand an experience from the
research participant’s point of view”; the “what” or “how” of the
experience itself.
2. Ethnography The research design is used to study a person, program or event in
a defined time frame and marks their growth or lack of it.
3. Content/ In this research design, the theory or general pattern of
Discourse Analysis understanding will emerge as it begins with initial codes and
develops into broader themes.
4. Phenomenological This research design calls for a detailed and systematic
Study examination of the contents of a particular body of materials for
the purpose of identifying patterns, themes, or biases.
5. Grounded Theory This research design is interactive and requires intensive
observation, interviewing, recording, and immersion in the
research locale as it seeks to understand the culture (the way of
doing things) in a particular group of people.
Different authors would have different ways of identifying qualitative research designs. For
our purposes, however, we shall stick to the list used by Mendoza & Melegrito (2017). They are case
study, ethnography, phenomenology, grounded theory, inductive thematic analysis, narrative analysis,
and discourse/conversation analysis.
Checkpoint 1. The lecture above gave various examples of topics that may be investigated using
case studies. Why do think were those examples given? What areas of those phenomena may be
investigated on using case studies?
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Lecture 2. ETHNOGRAPHY
Literally, ETHNOGRAPHY means “to write about a group of people”. It emerged from the
field of anthropology, practitioners of which often had to conduct their studies in situ (on site),
immersed in the community he/she is studying for extended periods of time.
Bronislaw Malinowski and Franz Boas, prominent anthropologists of the 20 th century
pioneered traditional ethnography which often focused on the cultural dimensions of life and
behaviour, such as shared practices and belief systems.
Ethnographic studies are often holistic because ethnographers believe that human behaviour
and culture are complex phenomena and are influenced by a lot of factors.
Thus, an ethnographic study would often shed light on historical precedents, the physical
components of work and living (artefacts), the social structure of the community (often dealing with
power and economic relations within it), and the symbols the community share (language, myths,
shared visions, shared meanings, etc.).
Ethnography belongs to the asking space of the research continuum and is therefore
naturalistic. Since the researcher is in situ for a prolonged period of time, s/he is able to get the emic
perspective, that is, the insider/local perspective devoid of external representation or interpretation.
Of course, participant observation is the main component of any ethnographic study because
it allows the researcher to observe individual and group behaviour in their natural context, living with
them for an extended period of time.
An important thing to remember is that ethnographies should not be limited to understanding
indigenous cultural groups—although it is the right research design to use in trying to understand
them, of course. Rather, it may be done and employed to any group of people.
For example, we can immerse ourselves in the world of various fandoms, i.e., the fandom of
BTS or any popular Korean/Thai groups and try to understand their emic perspective. This will
hopefully allow us to understand the dynamics of these fandoms and describe their motives,
operations, and even power or economic structures.
This example brings us to the concept of digital ethnographies which are, well, digital, in that
they are done online and that they often have online groups as their subject of study.
For example, we can join a group of teachers with thousands of members on faceboook and
analyse their online interactions, map their concerns, and describe the overall culture they have
created within that virtual space. Of course, this can also be done in other social media platforms like
Instagram, youtube, and twitter.
Checkpoint 2. Being netizens yourselves, did any group pop up in your mind which we may
investigate using digital ethnography? Describe this group briefly in the space provided below,
explaining why they are a good subject for an ethnographic study.
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Lecture 3. PHENOMENOLOGY
Phenomenology is both a philosophy and a research design. As a philosophy, it emerged from
the works of philosophers like Edmund Husserl, Martin Heidegger and others who viewed conscious
experience as the proper basis of philosophy versus ethics or epistemology (Smith, 2013).
https://plato.stanford.edu/entries/phenomenology/#DiscPhen
Thus, phenomenology may be initially defined as the study of structures of a person’s
conscious experience. When we say conscious experience, we mean two things. First, we live
through the experience. And/Or second, we perform the experience. Either way, conscious
experience is different from merely observing or watching something.
Let us cite having a boy/girlfriend as an example. While we might gain understanding about
the dynamics of such relationships by observing our classmates, we cannot say that we have
consciously experienced being in that relationship ourselves. Well, until we do, of course!
In the example cited above, we can actually write a phenomenological study of having a
boy/girlfriend based on the conscious or lived experiences of our classmates. That is to say, we will
not rely so much on our own observations (otherwise we risk writing a case study instead) but on
their own linguistic representations of the experience. After all, nobody would be in any proper
position to verbally describe that experience than those who actually lived through it and performed it;
that is to say, those who consciously experienced it.
Thus, we come to realize the importance of the language used by the experiencing
subject/person/agent to represent his/her experience. In fact, much of traditional phenomenology rely
on understanding that language by:
(1) describing a type of experience just as we find it in our own (past experience),
(2) interpreting a type of experience by relating it to its context,
(3) analysing the form of a type of experience by pointing out its notable features.
There of course are existing debates in linguistics on the capacity of language to actually
capture or represent a conscious experience. Don’t we often hear people say, “Basta ganyun! ‘Di ko
ma-describe e!”? Nonetheless, that very way of describing an experience already speaks volumes
about the very nature of that experience—which phenomenological researchers might have to probe
more deeply in their interviews.
This bring us to two important and intertwined concepts you as phenomenological researchers
will do well to remember: epoche and eidos. Epoche (pronounced as “e-po-kei”) is a Greek word
which literally means the suspension of judgment. Thus in phenomenology, epoche is the process of
removing all biases and assumptions about a phenomenon or experience so that the system of
meaning-making used by the experiencing subject may be better explained and understood. That pure
description, explanation, or understanding of the most necessary and invariable components of an
experience or phenomenon is what we in turn call the eidos which in Greek means “shape”.
In simpler terms, we can say that as phenomenologists, what we’re after are the pure and
unadulterated description, explanation, and understanding of an experience from the mouths
(language) of those who actually experienced a particular phenomenon. “From the horse’s mouth,” so
they say.
Checkpoint 3. In the space provided below, discuss the concepts of epoche and eidos in your own
words.
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Checkpoint 4. In the space provided below, explain the similarities and differences between
phenomenology and grounded theory.
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Lecture 5: THEMATIC ANALYSIS
THEMATIC ANALYSIS is probably the most common qualitative data analysis method
employed in the social, behavioural, and health sciences.
This design is used to describe and explain respondents’ answers by proceeding from a broad
reading of data towards discovering pattern and developing themes. This can be done both
deductively and inductively.
In deductive thematic analysis, the researcher prepares a framework (as expressed in the
research questions) for the themes to look for within the body of responses or texts. Deductive
Thematic Analysis, may be employed, for example, in a humanities research dealing with the analysis
of literary texts. To give a more concrete example, let us take Naruto as a “text”. A pre-identified
theory, such as queer theory, feminism, postcolonialism, etc., and its themes may actually be used to
analyse the said anime production as a text. Of course, the discussion will proceed according to the
themes dictated by the theory employed. The obvious limitation of doing thematic analysis
deductively is the inflexibility and bias set by the theory used to analyse the body of texts or
responses.
In inductive thematic analysis, little or no predetermined theory, structure or framework is
used to analyse data; instead, the actual data itself is used to derive the structure of analysis. Thus, the
themes emerge from the data. While this can prove to be more time-consuming, it is very useful when
little or nothing is known about the event or topic under study. Besides, it is more comprehensive and
is able to float unforeseen themes. Braun and Clarke (2006) set the following steps for inductive
thematic analysis:
a. familiarization with data
- reading and re-reading data in order to become familiar with what it entails,
paying specific attention to patterns that occur and noting down initial
ideas/patterns.
b. Generation of initial codes
- Generating the initial codes by identifying where and how patterns occur. The
researches does this by labelling data and organizing them into more digestible
categories for efficient analysis. (A more in-depth discussion of coding and
categorizing will be given in Chapter 4.)
c. Searching for themes
- Collating codes into themes that accurately depict the data. In this step, the
researcher explains what these themes include and exclude.
d. Reviewing themes
- Checking if the themes make sense and account for all the coded extracts and the
entire data set. The researcher might need to go back to the previous step if s/he
feels like the generated themes or their respective components are incomplete.
e. Defining and naming categories
- Generating clear definitions and name for each theme. Discuss the
data/information that each theme includes and why that particular theme is
important/interesting.
f. Producing final report
- Deciding which themes make meaningful contributions to understanding what is
going on within the data. Usually, researchers go back to their respondents if
possible to verify the accurateness of their representation.
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Checkpoint 7. Cite a particular event which happened in your family, sitio, or barangay which
may become the topic for a narrative analysis.
Checkpoint 7. Using a Venn Diagram below, compare and contrast narrative analysis and
discourse and conversation analysis.
Possible Data
Research Design Purpose Target Participants Collection
Tools/Technique
Case Study
Phenomenology
Ethnography
Inductive Thematic
Analysis
Narrative Analysis
Discourse/Conversation
Analysis
Grounded Theory
Reminders:
Be specific with the topic you want to explore.
Congratulations for seeing this module through! Should you have clarifications, please do not
hesitate to contact me via messenger, gmail or our own fb private group.
Duc in altum!
- Bagwis
References:
Charmaz, Kathy. "Grounded Theory." The SAGE Encyclopedia of Social Science Research
Methods. 2003. SAGE Publications. 24 May. 2009