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| begins with theories that are tested against new data |
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| a philosophical belief system about who can be a knower. includes how the relationship between the researcher and research participant(s) is understood. |
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| researchers must continually be cognizant of the relationship between epistemology, theory and methods and look at research as a process. |
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| begins with specific data out of which more general ideas or theories are generated. |
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| a theory of how knowledge building should ensue. bridge between philosophy and methods. |
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| philosophical belief about he nature of social reality - what can be known and how. the conscious and unconscious questions, assumptions and beliefs that the researcher brings to the research endeavor. |
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| the ongoing questioning of one's place and power relations within the research process. |
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| technique for gathering evidence |
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| an account of social reality or some component of it that extends further than what has been empirically investigated. |
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| Afrocentric Feminist Epistomology |
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| Patricia Hill-Collins introduced this idea, which take teh premise of standpoint epistomology and begins with the unique standpoint of black women. |
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| we live in a power-rich context. reflexively step out of the dominant ideology (insofar as possible) to create space for resistive, counter-hegemonic knowledge production thta destblizes oppressive material and symbolic relations of dominace. |
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| Jacques Derrida developed this approach to post structural research, which posits breaking down unities to reveal what has been rendered invisible. |
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| uses the metaphor of theater to understand social life. |
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| focuses on the process whereby individuals understand and give a sense of order to the world in which they live. meaning = social context thru interactions. |
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| a way to address teh concerns and life experiences of women and girls, who, because of widespread androcentric (sexist) bias, had long been excluded from knowledge construction, both a researchers and subjects. |
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| Feminist Standpoint Epistomology |
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| based on teh assumption that in a hierarchically structured social world, different standpoints are necessarily produced. |
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| based on teh interpretation of interactions and the social meaning that people assign to their interactions. social meaning is created during interaction and people's interpretations of interactions. |
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| examines the interlocking nature of race, class, gender, sexuality, and nationality. |
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| seeks to understand experience. ther eis not "one reality" to how events are experienced. |
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| focus on the predominence of dominant ideology and the discources of power that normalize this ideology to maintain and dominant world order - locally, nationally, globally. |
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| engaged approach that advocates breaking down unities, decentering and suversive practice |
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| examines the interaction between individuals and small groups; individuals and objects... ? interaction is an inerpretive and meaning-making endeavor where shared symbols are used to communicate meaning. |
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| iterative process between data collection, data analysis and theory generation |
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| the idea that any interpretation of a given finding is open for discusion and refutation by the wider community of expert researchers; all research is part of an ongoing dialogue surrounding that particular research topic. |
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| respondent who happens to be available and willing to partcipate in the research project and whose general characteristics fit the research study's general goals. |
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| philosophical assumptions |
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| assumptions brought by the researcher to the research project; often unstated and unexamined. |
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| social reality = knowable; objectivity; Truth; expected not to allow own values to intervene with research (research bias) |
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| how the research impacts not only those studied but also the wider context. |
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| judgement sample; respondents chosen based on particular characteristics as determined by the specific goals of the project. |
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| philosophical standpoint; academic and personal interests; abilities; social values; access; all affect research choices. |
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| the variety of sampling methods employed to collect data in any given research project. |
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| goal to collect in depth information; goal to understand a given social process; can't generalize findings; |
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| personal constructed meanings. |
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| type of purposive sampling; "grounded theory" approach; collect data and alayze then choose next place to collect data and make teh theory as you go. |
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| if a researcher learns nothing new by sampling again from this population. |
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| theoretical framework to explain a social phenomenon according to research findings; instead of testing a hypothesis. |
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| goal is validating research; employing a second method that studies the same phenomenon to confirm results. |
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| knowledge produced is reflective of the social world and/or is compelling that is supported. |
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| Office for the Protction of Research Risks; protect potential participants from exploitation; a review board be set up for every institution that receives research funds to maintain ethical boundaries of research studies. |
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| research subjects are protected by remaining unidentifiable. |
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| NO DECEPTION IN ANTHROPOLOGY |
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| NO DECEPTION IN ANTHROPOLOGY |
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| in anth you must use full disclosure. |
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| ensure that the subjects participation is fully voluntary and informed. |
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| Institutional Review Boards |
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| (IRB) ensure that studies using living subjects are ethical and will not cause harm |
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| the research process and teh researcher's findings are trustworthy and valid = the researcher |
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| code of ethics established after WWII that all research participation must be voluntary. |
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| when the researcher and the research participan create meaning or knowledge collaboratively. |
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| a particular contained topic the researcher is studying |
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| get knowledge from the respondent's POV. varying structure. |
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| an attribute, characteristic, or experience the researcher has in common with hi or her research participants. |
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| a list of specific topics and/or questions constructed prior to the interview to be used at the discretion of the researcher. |
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| knowledge producing conversation |
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| qualitative interview (one kind). |
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| the particular major set of themes you want to pursue in your indepth interview. |
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| important pieces of info that respondents may offer as tey talk about something else. it is important to remember and return to markers as appropriate. |
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| the researcher has a particular topic for the study but he or she allows teh conversation to go wherever teh research participant takes it. (low structure) |
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| major differences between researchers and their research participants. |
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| the researchers way of encouraging a respondent to continue with what he or she is talking about. |
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| supportive interview environment where respondents feel safe and confortable. |
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| researchers recognize, examine and understand how their own social background and assumptions can intervene in the research process. |
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| Semi-structured interview |
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| specific research questions that the researcher may or may not ask. dictated by the respondents answers. |
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| the researcher asks each participant the exact series of questions. |
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