stories, and prioritises the experiences and concerns, and to illuminate participants’ them in a way that answers a particular research et al, 2005: 22). question.” (Reid The process that enables the above to happen is through coding and presenting an overview of themes, hierarchy and then to structure the cluster of themes which will be further described in the analysis section of this research. 3.4 Validity and Reflexivity In attempting any research, the researcher should be asking why this subject, what is it that the world needs to know that it Within this there is also the doesn’t already? question, why should I tell the story? How will I share the story that is free from bias and do justice to the experiences shared? The research and philosophy that we (as psychologists/educationalists) access is rooted in Western concepts including European imperialism and colonialism which and historically served ‘the haves’ excluded the This point is further examined in a recent Guardian ‘have nots’. newspaper article which asks the questions philosophy have a problem with ‘does This point could be taken further and the same could be asked with women?’ regards to race? In this article Mary Warnock (2015) comments that there is a complacent assumption that sexism in research and philosophy is and ‘minor She goes onto quote Haslanger: residual’. my experience it is very hard to find a place in philosophy that “In isn’t actively hostile towards women and minorities, or at least assumes that a successful philosopher should look and act like a (Baggani and (traditional white) man.” Warnock, 2015). As highlighted earlier my own positioning as researcher could be considered unique, as a female within an ethnic minority group and having had experience of ‘other’, also by being subject to within the education system. I was acutely ‘marginalisation’ aware not to be led by personal experiences and to my own pre-existing ‘bracket’ perceptions (Smith et al, 2009) so that I could focus on the participants. I was able to adopt reflexivity within the context of the current research, in that I was mindful of my positioning and I was able to acknowledge how my own experiences could influence the study. I was also willing to explore the influences, meaning and feelings that the research was evoking. One area where this proved the biggest personal challenge was when moving away from the personal aspects of reflexivity and towards
stories, and prioritises the participants’ experiences and concerns, and to illuminate them in a way that answers a particular research question.” (Reid et al, 2005: 22). The process that enables the above to happen is through coding and presenting an overview of themes, hierarchy and then to structure the cluster of themes which will be further described in the analysis section of this research. 3.4 Validity and Reflexivity In attempting any research, the researcher should be asking why this subject, what is it that the world needs to know that it doesn’t already? Within this there is also the question, why should I tell the story? How will I share the story that is free from bias and do justice to the experiences shared? The research and philosophy that we (as psychologists/educationalists) access is rooted in Western concepts including European imperialism and colonialism which historically served ‘the haves’ and excluded the ‘have nots’. This point is further examined in a recent Guardian newspaper article which asks the questions ‘does philosophy have a problem with women?’ This point could be taken further and the same could be asked with regards to race? In this article Mary Warnock (2015) comments that there is a complacent assumption that sexism in research and philosophy is ‘minor and residual’. She goes onto quote Haslanger: “In my experience it is very hard to find a place in philosophy that isn’t actively hostile towards women and minorities, or at least assumes that a successful philosopher should look and act like a (traditional white) man.” (Baggani and Warnock, 2015). As highlighted earlier my own positioning as researcher could be considered unique, as a female within an ethnic minority group and having had experience of ‘other’, also by being subject to ‘marginalisation’ within the education system. I was acutely aware not to be led by personal experiences and to ‘bracket’ my own pre-existing perceptions (Smith et al, 2009) so that I could focus on the participants. I was able to adopt reflexivity within the context of the current research, in that I was mindful of my positioning and I was able to acknowledge how my own experiences could influence the study. I was also willing to explore the influences, meaning and feelings that the research was evoking. One area where this proved the biggest personal challenge was when moving away from the personal aspects of reflexivity and towards
FINAL%20THESIS%2022.06.2017.docx