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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
large-scale project: triangulation of data from rich and diverse sources
intensive/long-term project unjustifiable at present
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?
Range of ethical considerations given the nature of the study:
Aboriginal communities
working with children
international scale
Social constructivist epistemology -
“individuals develop subjective meanings of their experiences"
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
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?
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