Critique of a Piece of Research - Literature review Example

Critique of a Piece of Research Introduction A piece of research work cannot be generally accepted because of disparity it might present in relation with other studies, which have been conducted. In addition, there are certain terminologies relevant to certain academic disciplines that might be used to create different meaning from what the researchers and other people are familiar with. This necessitates questions and clarification of terminologies and concepts, which the researcher uses in communicating research findings. Therefore, the paper is a critique of a piece of research: ‘The Obligations of Ethnography: Exploring the Ethical Dilemmas of an Ethnographer’, Ethnography and Education: 5, 2: 159-173, done by A. Barbour, in 2010. The paper aims to answer the following questions in relation to the research outcome. Critique Answer to Question 1a Meaning of the term ‘access’ In relation to ethnographic research, the term access means having the permission to get to, and being able to use the information to help the researcher carry out the study (Barbour, 2010, p.160). Since ethnography entails with cultural values of the people, the permission to have access and use such information could be denied, meaning that the researcher might not accomplish the task perfectly (Barbour, 2010, p.172). The author argues that getting the right and rich information about the people’s cultures is only possible behind secure doors. Here, the access to such information should assure its safety, thereby barring people from misusing the preserve of cultural values and attributes. Answer to Question 1b Ways the Author Obtain Access There are several ways of obtaining access in an ethnographic work. For example, the author obtained access through permission and negotiation (Barbour, 2010, p.160). From the evidence provided in the research, the permission is sought from the gatekeepers, including the college of study, whereas negotiation with the individual lecturers, then the students (Barbour, 2010, p.160). Notably, after getting permission from the respective college, the lectures are the ones to allow the researcher access to the classrooms; thereafter the students give the required information (Mcnamee, 2001, p.425). Also, the author indicates that, with the use of new technologies, the researcher might be privileged to escape classroom and carry out the study in a conceptual and personal space, concerning the socio-cultural context under the investigation (Barbour, 2010, p.162). In his claim, the technological accessibility of information is perceptual. Answer to Question 1c Issues to be Considered when Obtaining Access for Ethnographic Research In essence, issues such as the nature of the information required, either they are discrete or easily accessible perpetually using, technological application (Meng, 2009, p.160). In addition, the permission of consent should also be considered before obtaining the access to ethnographic research. Answer to Question 2a Meaning of the term ‘insider’ The author used the term “insider” to refer to being someone who is familiar with the system (Barbour, 2010, p.160). The researcher indicated that his prior work at the college guaranteed the familiarity due to a number of reasons. First, he knew most of the lecturers, from whom; he would seek permission to conduct the study. Those lecturers would easily accept the request to enter the classrooms. Despite being members of other departments, the lecturers were members of other departments, the researcher called them colleagues, having the same professional status and even friend (Barbour, 2010, p.160). Furthermore, the students knew him/her, meaning that they would not obstruct or jeopardise the research. Answer to Question 2b The Advantages of Being an ‘Insider’ When Doing Ethnographic Research The advantages include, being welcomed, assisted easily, and not obstructed because of respect. As an ‘insider’, one becomes conversant with the formalities of obtaining consent, because, the relent authority are supportive (Barbour, 2010, p.160). As well, one would know the relevant department to seek help and since most of the people working in those departments are familiar with him, getting help would not pose any significant challenge. Indeed, it is easier to work with familiar faces than strangers, and this made the researcher’s study at the college very easy. Moreover, as an ‘insider’, interaction with the students becomes easy. As evidences on the research, he was able to interact with the students freely, help them to take notes during the lecture and assist them in proofreading their work (Barbour, 2010, p.160). Eventually, the researcher would gain unrestricted entry to the classrooms, therefore maintaining a fixed schedule of operation from the rooms to the sites. Answer to Question 3a “... shake off as much familiarity as I could ... to see this environment anew.” Certainly, the researcher could have used the phrase to refer to developing a unique approach, in his study, through discarding as much of the previous relationship with the college’s staff and students, as possible. Probably, he knew and emphasises that it could facilitate the study, by creating a theoretical perception that the environment is new, and the relationship only pegged to the actual research (Barbour, 2010, p.164). Since he had cordial relationship with the staff and students, there could be a possibility that it might hinder the process of investigation. As he clearly stated that he used to share jokes with some lecturers and very much used to the students, they could take his research for granted, sometimes as mere jokes they used to share. Answer to Question 3b It is more important for an ethnographer to limit the past relationship as possible, especially being one who is an ‘insider’, so that it does not jeopardise the search for the truth (Meng, 2009, p.162). There are significant issues of research that might not be concluded, because finding their answers would mean the researcher sacrifices his relationships with others. In this context, the researcher should disengage himself from the ties of past relationship during research, so that he could get adequate attention from both the lecturers and the students. Practically, the ethnographers’ relationships with the people, with whom, he carries out the study, should not have previous links, because such would bar him from asking some sensitive questions, fearing of being offensive, harassing and getting inappropriate responses (Sparkes, 2007, p.525). Therefore, for one who has had previous links with the targeted group, de-linking from the past relationships during research is the best way to achieve better results. In addition, it would limit the social and ethical relativism, for example, falling silent (Barbour, 2010, p.163). Answer to Question 4 “For the ethnography it was important to observe the cultures and operations of the classrooms at their most natural ...” In relation to wider debates about the social sciences and methodology, the significance of this comment has far reaching implications on the research. For example, through participatory observation, the researcher would enhance his interaction with the students so that the cultural attributes could manifest in their natural form (Barbour, 2010, p.167). The participatory observation would allow asking questions about their cultures, of which the students would be free to give relevant facts needed for the findings (Wolcott, 2008, p.13). Perhaps, this would give the research a practical approach, leading to mere useful observation and conclusion. The person’s behavior and attributes shows close association with his/her cultural values and orientations, which forms the basis of an ethnographical study. Notably, cultural differences would not exhibit when the participants are from a similar ethnic background, making the classroom a better place for an ethnographic study (Barbour, 2010, p.178). Usually, the classroom gives room for the interaction of different cultures, thus ethnographers could use such environment to conduct their study (Mcnamee, 2001, p.426). Therefore, as a participant observer, the researcher would examine the classroom operations and the cultural manifestations to discover more facts in the field of study. Culture shapes actions, consequently creating a particular set of behavior, among the different personalities. Moreover, the consistency of behavior defines a way of life, which ethnographic research concerns about. Indeed, determining someone’s way of life without actually observing the person’s natural way of life cannot offer the ground for explaining his cultural attributes (Barbour, 2010, p.164). So long as the person is free to interact with the researcher r and reveal information on his cultural background, the study would be useful and avail data for doing an analysis. Notably, in a classroom, culture would be manifested naturally by way of response to discussions, the way one asks questions, one’s reactions towards other students, the body make-ups, code of dressing, and language, among other social characteristics (Barbour, 2010, p.164). Answer to Question 5a Alternative Ways the Research Could Have Been Done Really, there is an alternative approach that would have gathered more insights than the one Barbour’s (2010) research provided. Despite the importance of physical observation, serving as a recommended for ethnographic research, being someone known could indicate that his presence might have increased the student’s discipline in the class (Wolcott, 2008, p17). As a result, some might have hidden certain behavior due to the respect they have for their former worker. In this regard, since the research was technology based, they would have installed the digital cameras at specific points, which are strategic enough to collect the motion pictures of the exhibited movements and behavior. The researcher then locates at a central position, where he is able to watch the occurrence in the classroom from the televised apparatus. Answer to Question 5b Outcome of the Alternative Approaches It is true and believable that his absence would have created the freedom in the classroom for better manifestation of behavior. Literally, the classroom environment operates normally under usual circumstances; this would be an indication that the presence of another person creates a different atmosphere that hinders the full manifestation of characters. Some of the students would exhibit extreme behavior, some for recognition, while others for fear. In addition, there can be a group who would not show the extremes, but remain neutral throughout the classroom operations. Apparently, one realises that the presence of the researcher could have affected the outcome of his research (Sparkes, 2007, p.531). The only suggestion would be the elimination of the researcher’s presence to create a room for character expression for more empirical outcome. Notably, it is true that the alternative approaches would have gathered the insights that the Barbour’s (2010) research provided, because the cameras would record the real situation in the classroom. Answer to Question 6 Other Issues That Barbour’s (2010) Research Raised In the research, Barbour brought the issue of ethics and its relationship with ethnographic research. He argues from the philosophical perspective and claim that through the use of ethics, it would be easy to offer alternatives, which is an obligation of the researcher (Barbour, 2010, p.173). The researcher refers to Caputo’s idea that obligation ‘happens’, indicating that the idea is useful, but can either be resisted or followed (Barbour, 2010, p.173). Relating the issue of ethics to ethnographic research, the researcher’s moral conduct during research would make the study more effective than the one who has ignored the ethical consideration (Ellis, 2007, P.10). As well, the ethical attributes of the lectures and students would definitely contribute to the success of the study. Thus, when faced with an open issue concerning ethics, it should be followed because, if resisted, the target group would not give ethical and appropriate responses. In addition, the researcher might not make ethical and useful conclusion, meaning that the research outcome would not serve its purpose. Notably, ethical consideration is a moral responsibility for the researcher and the target group. Through ethics, the researcher would use proper methodology of collecting and analysing data, and come up with acceptable recommendations and workable solutions to the issues relating to the people’s culture (Ellis, 2007, p.28). The researcher would also appreciate the cultural distinctions among different groups of people. Conclusion In sum, ethnographic research is really a challenging task, because it entails studying the cultural attributes. Notably, some people might not feel at ease to discuss cultural aspects of their community, leading to lack of cooperation with the researcher. Certainly, ethnographic research applies certain terminologies relevant to the academic discipline. Indeed, such terms might be used to create different meaning from what the researchers and other people are familiar with, but in relation to the context. The other important conclusion to make is that, getting the right and rich information about the people’s cultures is only possible behind secure doors. Probably, the people fear leaking their cultural attributes due to the values they attach to them. Indeed, the research showed that culture is really valuable and a preserve of society. The research also indicates that the consistency of behavior eventually defines the person’s way of life, which is most important in ethnographic research. Indeed, establishing someone’s way of life without an actual observing the person’s normal way of life cannot offer the ground for explaining his cultural attributes. Therefore, an ethnographic researcher should be keen on making observation of the participant’s behavior, either physically or from a digital camera. Reference Barbour, A. (2010), “The Obligations of Ethnography: Exploring the Ethical Dilemmas of an Ethnographer.” Ethnography and Education: 5, 2: 159-173. Ellis, C. (2007), “Telling secrets, revealing lives: Relational ethics in research with intimate others.” Qualitative Inquiry. 13, (1): 3-29. Mcnamee, M. (2001), “The guilt of whistling-blowing: Conflicts in action research and educational ethnography.” Journal of Philosophy of Education, 35: 423-441. Meng, J. C. S. (2009), “Saving the teacher’s soul: Exorcising the terrors of performativity.” London Review of Education, 7, (2): 159 - 167. Sparkes, A. C. (2007), “Embodiment, academics, and the audit culture: A story seeking consideration.” Qualitative Research, 7, (4): 521-550. Wolcott, H. F. (2008), Ethnography : A way of seeing, (2nd Ed.). Plymouth: Altamira Press. Read More