Professional Documents
Culture Documents
4,December2012
InTheirOwnWords:
ADigitalAccountofInnovativeScholarshipinEducation
KarynCooper1&RobertE.White2
FacultyofEducation,UniversityofToronto,252BloorStreetWest,
Toronto,Ontario,CanadaM5S1V6
FacultyofEducation,St.FrancisXavierUniversity,
P.O.Box5000,Antigonish,NovaScotia,Canada,B2G2W5
karyn.cooper@utoronto.ca;2rwhite@stfx.ca
Abstract
Keywords
Education;Scholarship;Autobiography;Innovation;Technology
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JournalofInformationTechnologyandApplicationinEducationVol.1Iss.4,December2012
Challenges
subsequentarticlesandbookspublishedinrelationto
this project. From the exterior, hopefully, this looks
seamless.However,fromtheinterior,itwasanything
but unproblematic. It took a long time to develop a
useful process, to create analytical tools and to
overcome
technological
learning
tangles.
Furthermore, technological advancements were slow
to arrive. In addition to all of this, there remained
numerousethicalconsiderationsaswell.
TheMethod
This video research project, along with its related
challenges, represents an innovative method as it
challengesexistingwaysofconducting,analyzingand
interpretingresearch,specificallyinthesocialsciences
andhumanities.Videoresearchand,morespecifically,
videointerviewing have proven to be a challenging,
inviting and flexible medium that has produced
multiple impacts through knowledge transfer via
books, the Internet and other digital media [22].
However,therewereanumberofissuesrelatingtothe
challenges represented by existing methodological
boundaries, including selection, analysis, technology
andethicsasdescribedbyDerryetal.[23].Itisthese
four challenges that we identify, attend to and
elaborate upon in this videopaper. Outside of the
realmofthesefirstfourchallenges,thereremainedan
additionalchallengethechallengeoftime.
Selection
According to Derry et al. selection challenges include
distinguishing between two ways of thinking about
selection:tolocateandanalyzedataforthepurposeof
finding patterns within and across events or to use
videoclips more holistically to support an evolving
narrative. In practice, many researchers blend both
[25].
If time and space were linear, speaking about the
challenges regarding selection procedures in video
research would be a simple affair, given that
traditionalresearchtextsrepresentatwodimensional
space as opposed to the threedimensional space
represented by video. In the larger research study,
from which this research is drawn [26] we learned
earlyaboutselectionchallenges.
Whiletheintervieweesweregraciousinacceptingour
requestforaninterview,therewassomeconcernthat
a number of these scholars were no longer in their
prime.Infact,CliffordGeertzmethisuntimelydemise
only four months after our interview with him. In
addition to this time challenge, we also found that
technology was advancing so rapidly that we were
constantly trying to improve our techniques in order
to remain current. The learning curve represented
another challenge that kept us scurrying to maintain
ouredgeinthetechnologicalworld.Unfortunately,
there was a significant lag time between interviews
that required studying up on processes, techniques
andequipment.Althoughwewerefamiliarwiththese
operations, given the magnitude and significance of
theinterviews,wefeltthatwehadbecomealittlebit
rusty due to technological advances and our own
discontinuityofpracticeduetotimeconstraints.While
the issue of time remains outside the scope of this
videopaper, we felt that it was significant enough to
raise it as an additional category to Derry et al.s
analysisandtoearmarkitforafuturepiece,deserving
ofitsimportancetoandimpactuponourwork.
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cannotcaptureexperienceinawaythatallowsothers
toexperienceitfirsthandand,secondly,experienceis
created in a social text [27]. In terms of the selection
process,whetheritshouldbedecidinghowtoshootor
whichvideoclipstoselectfromthestudy,wefocuson
trying to understand what the selections mean and
what theyrepresent. Essentially, theselection process
is really a question of how the text may best be
represented. Each view is useful provided the
researcher understands the differences between these
twoperspectives.Wecanonlyhopethattheselections
presented in this videopaper will allow the
viewer/reader to engage in the text in a meaningful
way.
Forpurposesofthisparticularvideopaper,wefeature
excerpts of six interview transcripts accompanied by
videoclips at <http://www.cooperwhite.com> of the
following selected scholars in order of appearance:
Clifford Geertz, Henry Giroux, William Pinar, Max
VanManen,MaxineGreeneandElliotEisner.
WebeginwiththewordsofProfessorGeertzbecause
his core beliefs briefly outlined in his interview,
captured within the contours of this videopaper, act
as guiding values, not just in this paper but in the
larger research project itself. Indeed his development
ofthetermthickdescription[28]groundsusaswe
select themes and play with these themes as they
relate to larger themes in education in a way that we
hopearethickwithdescription[29].Inthisway,we
choose to highlight the excerpts from these
educational scholars because we believe their works
speak to such important societal themes as diversity,
inclusion, equity and the common good. In other
words, these transcript excerpts and videoclips were
chosen from the larger body of the study to suit this
videopaper and to create a dialogue which might
deepenunderstandingofoursubjectmatter.
Whileeducationhasbenefitedfromtheworkofthose
in other disciplines, specifically the work of such
noted anthropologists as Professor Clifford Geertz,
education is also making its contributions to other
disciplines and to society in general and, yet, such
contributions are not always acknowledged. In
highlighting videointerviews from some of the
pioneers in education we hope to show the relevance
ofqualitativeresearchineducationtootherdisciplines
withinandbeyondtheSocialSciencesandHumanities.
Analysis
According to Derry et al. [30], video analysis ranges
from a discoveryoriented approach that strives to
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Ouranalysisandselectionofexcerptsgohandinhand.
For example, one of our guiding questions for the
larger study was: How does one chronicle the
intellectual history of qualitative research through
videotapedinterviewswithkeyinternationalscholars
fromvariousqualitativeresearchgenres?Ratherthan
usingaparticularhistoricaltimeperiodtoanswerthis
question as traditionally might be the case, we
inductively arrived at the notion of a theoretical
frameworkcalledtheFivecontextsforunderstanding
qualitative research. These contexts speak to the
autobiographical, the historical, the political, the
philosophical, and the postmodern in understanding
qualitative research. It was through looking at the
details and, in fact, the autobiographies of the
intervieweesthatwebegantogobeyondthesedetails
to come to a larger perspective by way of the Five
Contexts. These contexts were not developed in an
attempt to categorize or classify the contributions of
these distinguished scholars, but, conversely, offer
differinglensesthatmayservetogetherasameansto
provide a more robust understanding of these
contributions and of the scholars themselves. The
offeringwithinthisarticleisbutanattempttodescribe
one small part of their enormous contributions to
education,thesocialsciencesandthesocietyatlarge.
SomeoftheformatsthatweconsideredincludedCD
ROMandDVD,butthesewerediscardedwhenitwas
realizedthatlibrariesareinthepracticeofidentifying
books and accompanying DVDs with separate call
numbers, therefore effectively separating a composite
whole into its respective parts. Eventually it was
decided that a webbased support was the wisest
course of action, due to its relative permanence and
availablesecurity.Inadditiontothis,therepurposing
ofvideocontentbecameapossibilityastheinterviews
tended to cover a variety of issues, concepts and
contexts. Not only could the content be repurposed,
so could the format. Video clips, inline image stills,
links to audioonly files and graphical markups of
transcripts and stills are also possible utilizing many
aspects of modern technology. For our published
volume, links to existing videos on a dedicated
website were now a logical choice, as viewers could
access the Internet to view the videoclips and also
Technology
In the foreword to Qualitative Research in the
PostmodernEra:ContextsofQualitativeResearch,Yvonna
Lincolnpointsoutthat,Wehavenotinthepast,asI
observed, been able without serious effort and
financial resources to hear all these voices speak If
there is a text anywhere else with commentary,
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JournalofInformationTechnologyandApplicationinEducationVol.1Iss.4,December2012
Andthatisarealquestion.Iamnottryingtorejectit,but
ah, ah, as I said, try to answer it by, with the way I write
andwhatIhavetosayand....butIthinktherehasbeenalot
ofcommentandconcernaboutwhatagoodinterpretationis
like;howyoucantellagoodonefromabadone.Andwe
have all written about that and written about our own. It
makesourworkmoreselfreflectivethanitwas.Imeanwe...
Nowitisclear,itiswrittenfromacertainsubjectposition
and people realize that, and then it is foregrounded....
Again,when I started on anthropology, most, almostall
anthropologicalmonographswerewritteninanomniscient
third person kind of way, so it was just, I mean Evans
Pritchard was a great anthropologist, but he never spent
much anguish in his press over what he was saying. He
was very clear and this is it, this is that. I am not saying
that to put him down, because he was absolutely a great
anthropologist,butthatkindofstylenowisless,youget
away with it less. You have to really, sort of say, Well I
talked to X and X said this and then Y said that, which
wasntthesamething,andah,andyouworkatitthatway
inamuchmoreah,atleastItryto,ah,inasensitiveway.
Morethanthat,Idontseewhatyoucandoah,butthereis,
there is a split in anthropology and I think of the social
sciences, generally, between people who are, really want to
makeitintoascienceonamodelofphysicsorsomethingof
thesortkindofthing.Andpeoplelikemyself,again,we
allvary.Theydontnecessarilyallhavemyviewsbutthey
have this kind of approach, which is to say that, ah, each
disciplineandeachkindofworkhasitsownstandardsand
some way of doing the things, and trying to justify those
andsaywhatwearesaying.
thattheresearcheristhemajorinstrumentinthedata
collection and analysis process. This contributes
immensely to the importance of the autobiographical
contextinrelationtotheresearcherandwhatisbeing
researched. In recognizing this, Professor Geertz
would be among the first to say that he was only a
smallpartofalargermovement.However,itwasthis
movement that resulted in recognizing and accepting
the researcher as part of the research conducted. This
isbutabriefexcerptfromthisinterview.
Welloneofthecorebeliefsisthatpeoplecanbeunderstood,
thatthedifferenceisrealbutitnotablocktounderstanding
andto,andtocomprehension.Itishard:youhavetolearn
languages;youhavetostaywith,livewiththepeople;you
have to work hard at doing it. But it is also, I think
anthropology,therefore,isapossiblediscipline.Thenthere
are, nowadays, especially in extreme, some of the post
modernist movements. People would deny that and say,
You cant understand anybody outside of your own
tradition.andI,ofcourse,dontbelievethat.Ah,ifIdid,I
wouldntdowhatIwasdoing.Itisdifficult;itishard;and
the differences are real. They are notto bepapered over by
somesortofhypergeneralizeddescriptionofthings...that
buries all the differences. But it is possible to understand
peopleacrossverylargegulfsofdifferenceanddifferencein
meaning.
(http://cooperwhite.com/aera2012geertz.html)
Professor Geertzs thick description was the driving
force behind the need to enlarge human discourse.
Throughtherecognitionthattheresearcheroccupieda
role in every aspect of the research process, he was
able to refute the notion of the one objective truth.
This helped to recast research into more qualitative
vein, which was instantly useful to educational
researchers. It was this enlargement of human
discoursethatallowedknowledgetoberecognizedas
notonlysubjective,butrelativeaswell.Thishasbeen
enormously useful in helping to shift teaching and
learning away from more tradition transmission
modelstoagreaterunderstandingofhowknowledge
canbegeneratedamongandwithinclassroomsettings.
In the following excerpt, Professor Geertz speaks of
thescientificresearchersquestforcertainty:
AsProfessorGeertzattests,therecontinuestoberifts
between those who wish to view social sciences and
humanities as scientific and those who are more
open to a relative perspective. In speaking of this
perspective he notes that, while not everyone shares
the same view, there is a growing recognition that
each discipline has its own standards and ways of
doing the things. While not a scholar in the field of
education, Clifford Geertzs contribution to the social
sciencesandhumanitiesingeneral,andtothefieldof
education specifically, allow for a panoply of
perspectives that facilitate the practice and theory of
teaching and learning. This viewpoint has been
immenselyhelpfulforeducatorsastheyworkwithina
milieu that calls for an understanding and
commitment to issues of diversity, equity and
inclusion.
Well, yeah. I think the main doubts that people put forth
whenyouaredoingthiskindofworkis;isitisobjective,is
itscientific?Isit?Yougetalotofthat.Again,howdowe
knowwhatyousayisso?Whatkindofevidenceforthisis
there? And, ah, particularly scientism, sort of, reigns
supreme.Youdogetthiskindof,um,critique.Howdoyou
know your interpretation is valid and has any grounds?
HenryGiroux
Henry Giroux was interviewed in his office at
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180
WilliamPinar
WilliamPinar,interviewedinhishomeinWhiteRock,
British Columbia, in August 2005, draws upon his
autobiographical experiences and memories. These
autobiographical experiences provided the impetus
for his later work in autobiography and
phenomenology.
AndIbecameinterestedinautobiographyafterIgraduated
in72fromOhioState.Thedissertationwasreallyfocused
on this kind of shocking problem for me at Schreiber; that
theycouldbesoeducated[laugh]andbesounhappy.AndI
didntfocusbecause,inpart,IthinkIwastooimmersedin
the historical moment to gain any distance from it. But I
focused instead on the way that the school seemed to me
specificallycontributedtotheestrangementanditseffecton
the subjective formation of the students, and in particular
thewaythatitsplitofftheofficialcurriculum,ifyouwill,
from their own their own sort of quote private and
subjective meaning, preoccupations. And so, there was
thiskindofdivide.Ratherthanseeingthecurriculumasan
opportunity for them, in fact, to understand their own
situation, the curriculum became this kind of elaborate
distraction from it. And so I the main part of the
dissertation was what was later published as Insanity,
madnessintheschool.Itwasthesetwelvewaysinwhich
schoolsdrivechildrenmad.Andthen,attheend,Itriedto
imaginewhatkindofcurricularorganizationmight,infact,
support some bridging of this divide between the
curriculum and subjective formation and how it might be
organized. (http://cooperwhite.com/aera2012pinar.html)
This excerpt from Professor William Pinar describes
how he became interested in matters educative. He
brings to this discipline a strong background in
autobiography and it is this that has helped him to
gain understanding of what it is that affects others
wholiveandworkwithinasimilarsetofparameters.
Dr.Pinarrecognizesthatschoolscanalienatestudents
through the bifurcation of curriculum and students
ownpersonaldevelopment.Hehascontributedmuch
to the understanding of schooling, how it may best
benefit and support the student and how it might be
organized.Needlesstosay,thishasdirectrelevanceto
teaching and learning across the social sciences and
humanities as researchers strive to understand the
waysinwhichwelive,workandsocializewithinour
communitiesofexperience.
MaxVanManen
Max Van Manen was interviewed in his home in
Edmonton, Alberta, in November 2006. In this short
JournalofInformationTechnologyandApplicationinEducationVol.1Iss.4,December2012
Shenotesthatthereisadifferencebetweenschooling
andeducation,schoolingbeingwhatwedowithinthe
confines of the educational institution and education
being a much broader experience of the world,
possibly similar to Helene Cixouss notion of what it
means to behold a text. Here, Professor Greene poses
schoolingasanagentofcontrolforfuturecitizens.She
wants people to become aware, to become advocates
and to become angry. It is this sense that will allow
citizens to engage meaningfully with the social
constructs which they observe around them and
which may serve to constrain their freedoms and
individualrights.
ElliotEisner
ElliotEisnerwasinterviewedinhishomeinPaloAlto,
CaliforniainJune,2007.Hespeaksofwhatitmeansto
beaqualitativeresearcher.
So art does not always imitate life; life imitates art. The
same is true in the sciences, incidentally. If you learn a
theory,youbegintoseetheworldthroughtheportalsthat
that theory provides. People who make those theories we
call scientists. People who make qualities we tend to call
artists.AndIwantedtodrawadistinctionbetweenartand
thescienceatthislevel.Infact,Iampointingoutthatboth
art and science are people who make structures that affect
thewayweseeandcometoknow.Learninghowtodothat
is one of the things that education ought to make possible.
(http://cooperwhite.com/aera2012eisner.html)
Professor Eisner notes that there is a paradigmatic
differencebetweenthenaturalsciencesandthesocial
sciences and humanities. He calls upon education to
providetheessentiallearningconstructionsnecessary
in order to encourage the construction of those
structures that affect our ontological and
epistemological stances. It is through learning and,
more specifically, through education that we come to
understand the essentials of quantitative and
qualitative constructs. It is a given that these two
paradigms are distinct but not mutually exclusive.
However,whiletheymaysharecertaincommonalities,
they should not be confused for one another. In this
way, the needs of the populace can be served
appropriately, andit is education that may make this
possible.
MaxineGreene
Maxine Greene was interviewed in her home in New
York City on November 6, 2005. In this videoclip,
Professor Greene conjures up the spectre of the No
Child left Behind legislation that has helped to
developmentstandardizedaccountabilitymeasures.
I dont know about your schools, but our schools, the
language of No Child Left Behind and you know
achievementgapandaccountabilityandassessment,theyre
alllikescreenssoyouwontseewhatsreallywrong.Ikeep
trying to talk about the difference between schooling and
education. Education helps individuals grow and become
and schooling makes them proper servants of the
technocraticsociety.And Iwant people to be angry.We
set up a school and then we had to be interviewed by the
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KarynCooperisAssociateProfessorattheOntarioInstitute
for Studies in Education of the University of Toronto. Dr.
Coopersresearchandteachingfocusesonthesociocultural
dimensions of literacy, qualitative research, and technology
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