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Alternate Research Paradigm

Descriptive design

Internet-administered surveys:

consider international scope, larger sample, and random sampling

Susan Harter's 'Social Support Scale' (1999) - based on symbolic-interactionist theories

inextricable link between social support and self evaluation (global self worth)

Simplified likert scale responding to the truth of certain relationship statements

1. How do Indigenous students perceive their global self worth in the classroom?

2. In what ways might authentic empathy be developed in the classroom to positively shape this perception of self?

Validity checks/Reliability procedures

VALIDITY

large-scale project: triangulation of data from rich and diverse sources

intensive/long-term project unjustifiable at present

RELIABILITY

among a team of researchers

observation and interview protocols/templates

Introduction

Data Analysis

Developing a pathway to authentic empathy by study of children’s drawings

"holistic interpretation" of data (Alerby & Bergmark 2012)

digital cataloging of raw data:

scanning, transcription, stored by episode of classroom interaction/location

coding of drawings based on themes - categorisation by hand using affinity diagramming

How do children think of themselves? How does this shape social interaction in the classroom?

Collaboration with arctic Canadian independent schools

Using drawings, supported by discussion as "Empirical evidence" (Alerby & Bergmark 2012)

interpretation through lens of theoretical framework: Vygotsky's sociocultural theory

Components of authentic empathy

1. How do Indigenous students view their Aboriginality?

2. How can students’ perceptions of self influence the development of authentic empathy?

Justification of Methodology

Ethical Considerations

Data Collection

Range of ethical considerations given the nature of the study:

Aboriginal communities

working with children

international scale

Design and Research Elements

Social constructivist epistemology -

“individuals develop subjective meanings of their experiences"

Theoretical framework

document analysis / observation / semi-structured interviews

Drawings as "empirical evidence" - work samples for visual expressions of thought

"Draw what Aboriginality means to YOU"

Evidence supported by discussion through open-ended questioning:

Tell me about what you’ve drawn

Why did you draw what you did?

Observation: field notes concerning reaction, body language

Inquiry-based research design, focused on understanding the experience of the individual

Phenomenological life-world approach

Alerby 2010

Alerby & Bergmark 2012

van Manen 1997

DRAWING and "the 'silent' dimension of human experience"

Teacher interviews

  • informal/semi-structured
  • based on guiding questions:

How do you perceive the thoughts of your students in regards to their Aboriginality?

How do you think cultural heritage, particularly Aboriginality, shapes the way that your students interact with one another in the classroom?

Participants

70 Grade three and four students

10 Teachers

7 Independent Schools based in Indigenous communities

Remote regions of arctic Canada

personal engagement - deeply understanding personal experiences

Research locations

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