The recent move towards inclusive education has radically influenced the way educational research... more The recent move towards inclusive education has radically influenced the way educational research is conducted. Students need to become aware of the critical legal and ethical responsibilities that arise from investigation in this new and expanding area.
Written from the standpoint of inclusive education, rather than 'special education', this carefully edited collection of readings from a wide variety of sources, will develop the student's ability to:
* identify and respond to ethical dilemmas that occur within their particular research methodologies and settings.
* respond appropriately to the myriad of complex legal issues that are pertinent to their own work
The paper reports on a small research project conducted in the South of England and funded by Men... more The paper reports on a small research project conducted in the South of England and funded by Mencap City Foundation. The study is concerned with the processes through which young children with learning difficulties come to be experiencing a combination of special and mainstream preschool provision. We have (i) explored ways of identifying parents who have "opted" for a combination of special and mainstream services for their child in the early years; (ii) sought to gain a better understanding of how parents conceptualise the choices available to them and their choice making process; and (iii) tried to elicit what parents expect from the combined provision and how they feel about it. In addition to questionnaires and follow-up interviews with parents, we sent similar questionnaires to providers (special schools, nurseries, early excellence centres, Sure Start centres etc) and to voluntary groups (local and national, disability-focused and parent-focused). This enabled us t...
It is not uncommon for young children in England identified with special educational needs to att... more It is not uncommon for young children in England identified with special educational needs to attend both mainstream/inclusive and special early childhood settings. Amid the national policy context of placing children at the centre of individually created packages of provision and parents at the centre of decision-making and a reality of a multi-track system of mainstream and special services, parents can negotiate such combined packages of provision in (Nind, Flewitt & Johnston, 2005). We reported at the 2005 BERA Conference on a small-scale questionnaire and interview study of how parents had arrived at the decision to combine both special and mainstream preschool settings, their expectations of this combination, and their experiences. An emerging theme from that data was that parents believed this combination offered 'the best of both worlds' for their children – which they felt neither inclusive nor special settings alone could provide. The 2007 follow-up study, part of ...
There are increasingly well-understood incentives to innovate in social science research methods,... more There are increasingly well-understood incentives to innovate in social science research methods, spurred by factors including the affordances of new technologies, a pluralistic methods culture, and the value placed on innovation and interdisciplinarity by research councils. While some claims to innovation are exaggerated, researchers respond to a fast-changing social and data landscape - in which methods gaps call to be filled - with processes of inception, adaptation and adoption of methods. Simultaneously, corresponding calls to build methodological capacity amongst researchers are inevitable. To this end, our research explores the nature of innovation in methods and the sometimes-interconnected innovation in the teaching and learning of those methods. Using expert panel method, we have conducted interviews with eight UK and 13 international specialists/leaders in the teaching and learning of advanced research methods. Following thematic analysis, we have explored the resonance o...
Against a backdrop of metamorphosis in the UK educational landscape and the increased focus on ‘i... more Against a backdrop of metamorphosis in the UK educational landscape and the increased focus on ‘innovation’ in research funding and postgraduate programmes, a conference entitled ‘Inequality in Education – Innovation in Methods’ (IEIM) was held at the University of Warwick in November 2014 to offer space to reflect on ‘inequality in education’ as a field of research and the impact, and future prospect for ‘innovation in method’ in this field. This article introduces this featured section, including reflections from Dr Nicola Ingram and Professor Melanie Nind, who both delivered keynote addresses at the conference.
The challenge of research methods teaching is gaining attention among policy-makers keen to build... more The challenge of research methods teaching is gaining attention among policy-makers keen to build social science research capacity and, critically, among educationalists keen to enhance the pedagogy. This paper addresses pedagogy, presenting a new conceptual-empirical typology of pedagogy for social science research methods teaching. Taking a sociocultural perspective, pedagogy is seen as encompassing both actions and underlying values. A mix of qualitative methods was used to engage more than 100 methods teachers (plus students) from diverse UK and international contexts. An expert panel method and focus groups helped elucidate pedagogical knowledge. Video-stimulated reflective dialogue added detail to that knowledge. Thematic analysis was used to make sense of teaching practice with individuals and across the dataset. A typology of research methods teaching developed iteratively across this process, proposing the core categories of approach, strategy, tactics and tasks. In-depth case studies helped to gain nuance and test the emergent typology in situ. The paper argues that the typology contributes a dynamic tool for developing practice. It transforms the way we think about teaching and can be applied in any social science research method teaching context, benefitting the pedagogic community by enabling greater focus in planning and reflection.
International Journal of Research & Method in Education
This paper addresses ways of researching the pedagogy involved in building research methods compe... more This paper addresses ways of researching the pedagogy involved in building research methods competencies in the social sciences. The lack of explicit and shared pedagogy in this area make it particularly important that research is conducted to stimulate pedagogic culture, dialogue and development. The authors discuss the range of methods used in one study with the aim of teasing out pedagogical content knowledge, making implicit pedagogic knowledge more explicit and thereby malleable. The research design and methods deliberately foster dialogue with, rather than cast a judgmental gaze upon, teachers and learners of research methods. Rejecting observational methods on this basis, and declining action research because of the level of participant pedagogic knowledge and commitment required, the authors examine a combination of expert panel, video stimulated dialogue and diary methods for building pedagogic knowledge and culture. These 'methods that teach' are argued to offer value for other researchers working in new and emerging teaching fields, where pedagogy is particularly 'hard to know' and pedagogic content knowledge and pedagogic culture are underexplored or underdeveloped.
This paper addresses the perspectives of students of social science research methods from a UK st... more This paper addresses the perspectives of students of social science research methods from a UK study of their holistic experience of learning during two years of their postgraduate research training/ early careers as researchers. Unusually the ten participants span diverse institutions and disciplines and three became co-authors. The study used a diary circle combining online diary method with face-to-face focus groups to generate dialogue. Data were analysed narratively and thematically to produce two individual learning journeys and a synthesis of common experiences. Findings show the active, experiential learning of the participants alongside salient themes of difficulty and struggle. This leads to discussion of the emotional dimensions of methods learning and implications for teaching. The iterative role of the diary circle in the learning journey is also examined. The paper argues that teachers and supervisors should attend more carefully to the social, emotional, active and reflective nature of methods learning.
Amidst major new initiatives in research that are beginning to address the pedagogic dimension of... more Amidst major new initiatives in research that are beginning to address the pedagogic dimension of building capacity in social science research methods, this paper makes the first move to apply the lens of inclusive pedagogy to research methods pedagogy. The paper explores the ways in which learning social science research methods is hard and may be anxiety-provoking, which has sometimes led to a deficit discourse in which learners are positioned as ill-prepared and fearful. Learners can then be blamed for being hard to teach when an inclusive pedagogical lens would support a more asset-based discourse. Nonetheless, the authors argue that without traditional deficit-based solutions of the remedial class, special needs label or special teacher within the methods learning environment, methods teachers have developed their own responses. These pedagogic responses, elicited from the authors' research using methods of expert interviews, focus groups and video-stimulated dialogue, address challenges associated with the learner, the learning material and the teacher's context. The paper differentiates between practical solution-focused strategies and more holistic approaches. The authors illustrate how methods teachers reach out to diverse learners and they conclude that data and standpoints are used in inclusive teaching to make connections and to support learning.
The concept of inclusive research epitomizes the transformation away from research on people, to ... more The concept of inclusive research epitomizes the transformation away from research on people, to research with them. Applied particularly, but not exclusively, in the field of learning disabilities, the concept encapsulates the drive to involve people in the design and conduct of research about them, reach and represent their lived experience, respect them and value different ways of knowing. This article discusses some of the challenges that UK inclusive researchers have shared in focus groups aimed at taking stock of this transformative movement and it shares how a local UK research collaboration between academics and people with learning disabilities has addressed some of these challenges. Inclusive research methods of generating and analysing data are examined within the broader context of how research projects and partnerships are enacted. The article concludes that doing research inclusively is gradually transforming through collective practical wisdom and praxis.
This paper explores the learning that goes on when adults with learning disabilities are involved... more This paper explores the learning that goes on when adults with learning disabilities are involved in inclusive (participatory or emancipatory) research. Applying thematic and narrative re-analysis of data from a series of focus groups involving inclusive researchers talking about their research work indicates inclusive research is a rich site for learning. The nature of the new knowledge (know-what and know-how) about the process and products of inclusive research, as well as more transferrable interpersonal learning and development of problem-solving are examined. Participants had, in their involvement in inclusive research, learned to occupy new roles; their narratives are of important and largely enjoyable learning journeys. In an effort to theoretically situate such learning, the paper discusses the fit between the learning evident in the data and concepts of lifelong learning, informal learning, and community learning.
Proceedings of the ACM Web Science Conference, 2015
This paper discusses the construction of a Social Machine, a socio-technical system in which peop... more This paper discusses the construction of a Social Machine, a socio-technical system in which people achieve new, creative goals enabled by automated processes that are handled by technology. Specifically, the Social Machine is an online TimeBank, a time-based way for people to give and receive services; it is designed for use in the context of inclusive research (initially) with people with learning disabilities. We describe the use of physical and digital (online) focus groups to gather inputs to drive the construction of the TimeBank, and the processes by which we analysed the data to inform the design of the TimeBank. Our goal is to create an online community with a sense of connectedness, and we discuss this work through that lens, presenting insights gained towards: building the TimeBank itself; methodological implications of related but separate physical and digital focus groups; and building Social Machines.
International Journal of Social Research Methodology, 2016
This paper explores the potential of an online TimeBank for inclusive research to address some of... more This paper explores the potential of an online TimeBank for inclusive research to address some of the challenges related to the unequal distribution of power and money for researchers within and outside the academy working in collaboration. The problem, the concept of TimeBanking, and the relationship of TimeBanking to inclusive research principles are explained. The case is made for developing an online TimeBank for inclusive research, and an account is given of initial co-production of a prototype by an English interdisciplinary academic team and a Welsh workers cooperative set up and run by people with and without learning disabilities aiming to make public life more inclusive. The paper concludes that, while the concept is some way from becoming a reality, a hybrid digital-physical TimeBank, if accessible and flexible enough to attract usage, has potential for supporting democratised, inclusive research in practice. Introduction: background to inclusive research and the potential for an online TimeBank This paper explores some of the inherent challenges in inclusive research and how a TimeBanking approach might be used to address them. We are a partnership of academics and Community Interest Company (CIC) working with innovators in technology on the idea that TimeBanks could help us and others in doing research inclusively. We begin with defining the concepts and problems and providing some context. Inclusive research is an inherently eclectic and epistemologically diverse umbrella term for a 'whole family of approaches, all of which reflect a particular turn towards democratisation of the research process' (Nind, 2014, p. 1). This democratisation is about disrupting the traditional power dynamics in research-a response to the divide between academia (often portrayed as the 'ivory tower') and 'outside life' which, Kitchin and Hubbard (1999, p. 196) argue, has maintained academia's supposed 'authority' and simultaneously undermined the ability of many marginalised people to contribute to the research process. It reflects a desire to do things right, and in solidarity with ordinary people, particularly those who are oppressed and victimized (Blomley, 2006). Much of the work on inclusive research, including our own, has been done in the (learning) disability arena where challenges to the academy have been particularly felt. Under the umbrella of inclusive research, Walmsley and Johnson (2003) include participatory and emancipatory research, arguing
Participatory and inclusive approaches to research have become more common as researchers recogni... more Participatory and inclusive approaches to research have become more common as researchers recognize the benefits of enabling the meaningful involvement of representative community users in the development of accessible technologies. One of the major challenges in this context is the how the involvement of community members can be appropriately supported in project-related activities: payment for time and contributions is a particularly difficult and longstanding issue. This paper discusses the inclusive development of an online Timebank involving community members with intellectual disabilities. The TimeBank is conceived as a tool that enables people to contribute their different expertise on the basis of time, rather than monetary reward. The development process of the TimeBank is described as well as the challenges faced by the research team. There is much potential in the Timebank idea, although considerable further research is needed to establish an accessible, usable, credible and trustworthy resource.
Contents: Digital technology and data collection, by Berit Henriksen, Carey Jewitt, Sara Price an... more Contents: Digital technology and data collection, by Berit Henriksen, Carey Jewitt, Sara Price and Mona Sakr; Methodological innovations in ageing cohort studies, by Tarani Chandola and Susan O’Shea; Availability and use of ethnicity data for UK health research, by Rohini Mathur, Emily Grundy and Liam Smeeth; Household behaviour in response to information on child nutrition, by Bansi Malde; New social media, new social science? by Kandy Woodfield and Gareth Morrell; Parenting identities and practices, by Heather Elliott, Julia Brannen and Ann Phoenix; Eleven new Methodological Innovation Projects; New methodological reviews, working papers and reports; Annual lecture by Professor Paul Atkinson: Why do fieldwork? 23 October 2013, London; New podcasts with Fiona Steele, Rosalind Edwards and George Ploubidis
The concern to ensure an appropriately prepared and skilled research workforce in the UK has led ... more The concern to ensure an appropriately prepared and skilled research workforce in the UK has led to considerable investment in training provision in advanced research skills. Recent research attention within the ESRC National Centre for Research Methods has also turned to the teaching and learning of advanced methods, with the intention of enhancing the pedagogical culture surrounding advanced research methods and short course provision. This paper draws on a year-long study comprising an adapted expert panel method (interviews with methods specialists with emergent themes followed up in focus group interviews with experienced and specialist methods teachers and in an online forum with doctoral and early career methods learners), combined with detailed observation and video recording of short course teaching/training events used to stimulate focus group dialogue. In this paper the dataset from the study is used to explore the (sometimes) distinctive pedagogical challenges faced by methods teachers and learners with the aim of stimulating further dialogue as well as providing practical guidance. The challenges are discussed, largely in the participants' own terms, alongside various ways in which they are being addressed by those involved.
The recent move towards inclusive education has radically influenced the way educational research... more The recent move towards inclusive education has radically influenced the way educational research is conducted. Students need to become aware of the critical legal and ethical responsibilities that arise from investigation in this new and expanding area.
Written from the standpoint of inclusive education, rather than 'special education', this carefully edited collection of readings from a wide variety of sources, will develop the student's ability to:
* identify and respond to ethical dilemmas that occur within their particular research methodologies and settings.
* respond appropriately to the myriad of complex legal issues that are pertinent to their own work
The paper reports on a small research project conducted in the South of England and funded by Men... more The paper reports on a small research project conducted in the South of England and funded by Mencap City Foundation. The study is concerned with the processes through which young children with learning difficulties come to be experiencing a combination of special and mainstream preschool provision. We have (i) explored ways of identifying parents who have "opted" for a combination of special and mainstream services for their child in the early years; (ii) sought to gain a better understanding of how parents conceptualise the choices available to them and their choice making process; and (iii) tried to elicit what parents expect from the combined provision and how they feel about it. In addition to questionnaires and follow-up interviews with parents, we sent similar questionnaires to providers (special schools, nurseries, early excellence centres, Sure Start centres etc) and to voluntary groups (local and national, disability-focused and parent-focused). This enabled us t...
It is not uncommon for young children in England identified with special educational needs to att... more It is not uncommon for young children in England identified with special educational needs to attend both mainstream/inclusive and special early childhood settings. Amid the national policy context of placing children at the centre of individually created packages of provision and parents at the centre of decision-making and a reality of a multi-track system of mainstream and special services, parents can negotiate such combined packages of provision in (Nind, Flewitt & Johnston, 2005). We reported at the 2005 BERA Conference on a small-scale questionnaire and interview study of how parents had arrived at the decision to combine both special and mainstream preschool settings, their expectations of this combination, and their experiences. An emerging theme from that data was that parents believed this combination offered 'the best of both worlds' for their children – which they felt neither inclusive nor special settings alone could provide. The 2007 follow-up study, part of ...
There are increasingly well-understood incentives to innovate in social science research methods,... more There are increasingly well-understood incentives to innovate in social science research methods, spurred by factors including the affordances of new technologies, a pluralistic methods culture, and the value placed on innovation and interdisciplinarity by research councils. While some claims to innovation are exaggerated, researchers respond to a fast-changing social and data landscape - in which methods gaps call to be filled - with processes of inception, adaptation and adoption of methods. Simultaneously, corresponding calls to build methodological capacity amongst researchers are inevitable. To this end, our research explores the nature of innovation in methods and the sometimes-interconnected innovation in the teaching and learning of those methods. Using expert panel method, we have conducted interviews with eight UK and 13 international specialists/leaders in the teaching and learning of advanced research methods. Following thematic analysis, we have explored the resonance o...
Against a backdrop of metamorphosis in the UK educational landscape and the increased focus on ‘i... more Against a backdrop of metamorphosis in the UK educational landscape and the increased focus on ‘innovation’ in research funding and postgraduate programmes, a conference entitled ‘Inequality in Education – Innovation in Methods’ (IEIM) was held at the University of Warwick in November 2014 to offer space to reflect on ‘inequality in education’ as a field of research and the impact, and future prospect for ‘innovation in method’ in this field. This article introduces this featured section, including reflections from Dr Nicola Ingram and Professor Melanie Nind, who both delivered keynote addresses at the conference.
The challenge of research methods teaching is gaining attention among policy-makers keen to build... more The challenge of research methods teaching is gaining attention among policy-makers keen to build social science research capacity and, critically, among educationalists keen to enhance the pedagogy. This paper addresses pedagogy, presenting a new conceptual-empirical typology of pedagogy for social science research methods teaching. Taking a sociocultural perspective, pedagogy is seen as encompassing both actions and underlying values. A mix of qualitative methods was used to engage more than 100 methods teachers (plus students) from diverse UK and international contexts. An expert panel method and focus groups helped elucidate pedagogical knowledge. Video-stimulated reflective dialogue added detail to that knowledge. Thematic analysis was used to make sense of teaching practice with individuals and across the dataset. A typology of research methods teaching developed iteratively across this process, proposing the core categories of approach, strategy, tactics and tasks. In-depth case studies helped to gain nuance and test the emergent typology in situ. The paper argues that the typology contributes a dynamic tool for developing practice. It transforms the way we think about teaching and can be applied in any social science research method teaching context, benefitting the pedagogic community by enabling greater focus in planning and reflection.
International Journal of Research & Method in Education
This paper addresses ways of researching the pedagogy involved in building research methods compe... more This paper addresses ways of researching the pedagogy involved in building research methods competencies in the social sciences. The lack of explicit and shared pedagogy in this area make it particularly important that research is conducted to stimulate pedagogic culture, dialogue and development. The authors discuss the range of methods used in one study with the aim of teasing out pedagogical content knowledge, making implicit pedagogic knowledge more explicit and thereby malleable. The research design and methods deliberately foster dialogue with, rather than cast a judgmental gaze upon, teachers and learners of research methods. Rejecting observational methods on this basis, and declining action research because of the level of participant pedagogic knowledge and commitment required, the authors examine a combination of expert panel, video stimulated dialogue and diary methods for building pedagogic knowledge and culture. These 'methods that teach' are argued to offer value for other researchers working in new and emerging teaching fields, where pedagogy is particularly 'hard to know' and pedagogic content knowledge and pedagogic culture are underexplored or underdeveloped.
This paper addresses the perspectives of students of social science research methods from a UK st... more This paper addresses the perspectives of students of social science research methods from a UK study of their holistic experience of learning during two years of their postgraduate research training/ early careers as researchers. Unusually the ten participants span diverse institutions and disciplines and three became co-authors. The study used a diary circle combining online diary method with face-to-face focus groups to generate dialogue. Data were analysed narratively and thematically to produce two individual learning journeys and a synthesis of common experiences. Findings show the active, experiential learning of the participants alongside salient themes of difficulty and struggle. This leads to discussion of the emotional dimensions of methods learning and implications for teaching. The iterative role of the diary circle in the learning journey is also examined. The paper argues that teachers and supervisors should attend more carefully to the social, emotional, active and reflective nature of methods learning.
Amidst major new initiatives in research that are beginning to address the pedagogic dimension of... more Amidst major new initiatives in research that are beginning to address the pedagogic dimension of building capacity in social science research methods, this paper makes the first move to apply the lens of inclusive pedagogy to research methods pedagogy. The paper explores the ways in which learning social science research methods is hard and may be anxiety-provoking, which has sometimes led to a deficit discourse in which learners are positioned as ill-prepared and fearful. Learners can then be blamed for being hard to teach when an inclusive pedagogical lens would support a more asset-based discourse. Nonetheless, the authors argue that without traditional deficit-based solutions of the remedial class, special needs label or special teacher within the methods learning environment, methods teachers have developed their own responses. These pedagogic responses, elicited from the authors' research using methods of expert interviews, focus groups and video-stimulated dialogue, address challenges associated with the learner, the learning material and the teacher's context. The paper differentiates between practical solution-focused strategies and more holistic approaches. The authors illustrate how methods teachers reach out to diverse learners and they conclude that data and standpoints are used in inclusive teaching to make connections and to support learning.
The concept of inclusive research epitomizes the transformation away from research on people, to ... more The concept of inclusive research epitomizes the transformation away from research on people, to research with them. Applied particularly, but not exclusively, in the field of learning disabilities, the concept encapsulates the drive to involve people in the design and conduct of research about them, reach and represent their lived experience, respect them and value different ways of knowing. This article discusses some of the challenges that UK inclusive researchers have shared in focus groups aimed at taking stock of this transformative movement and it shares how a local UK research collaboration between academics and people with learning disabilities has addressed some of these challenges. Inclusive research methods of generating and analysing data are examined within the broader context of how research projects and partnerships are enacted. The article concludes that doing research inclusively is gradually transforming through collective practical wisdom and praxis.
This paper explores the learning that goes on when adults with learning disabilities are involved... more This paper explores the learning that goes on when adults with learning disabilities are involved in inclusive (participatory or emancipatory) research. Applying thematic and narrative re-analysis of data from a series of focus groups involving inclusive researchers talking about their research work indicates inclusive research is a rich site for learning. The nature of the new knowledge (know-what and know-how) about the process and products of inclusive research, as well as more transferrable interpersonal learning and development of problem-solving are examined. Participants had, in their involvement in inclusive research, learned to occupy new roles; their narratives are of important and largely enjoyable learning journeys. In an effort to theoretically situate such learning, the paper discusses the fit between the learning evident in the data and concepts of lifelong learning, informal learning, and community learning.
Proceedings of the ACM Web Science Conference, 2015
This paper discusses the construction of a Social Machine, a socio-technical system in which peop... more This paper discusses the construction of a Social Machine, a socio-technical system in which people achieve new, creative goals enabled by automated processes that are handled by technology. Specifically, the Social Machine is an online TimeBank, a time-based way for people to give and receive services; it is designed for use in the context of inclusive research (initially) with people with learning disabilities. We describe the use of physical and digital (online) focus groups to gather inputs to drive the construction of the TimeBank, and the processes by which we analysed the data to inform the design of the TimeBank. Our goal is to create an online community with a sense of connectedness, and we discuss this work through that lens, presenting insights gained towards: building the TimeBank itself; methodological implications of related but separate physical and digital focus groups; and building Social Machines.
International Journal of Social Research Methodology, 2016
This paper explores the potential of an online TimeBank for inclusive research to address some of... more This paper explores the potential of an online TimeBank for inclusive research to address some of the challenges related to the unequal distribution of power and money for researchers within and outside the academy working in collaboration. The problem, the concept of TimeBanking, and the relationship of TimeBanking to inclusive research principles are explained. The case is made for developing an online TimeBank for inclusive research, and an account is given of initial co-production of a prototype by an English interdisciplinary academic team and a Welsh workers cooperative set up and run by people with and without learning disabilities aiming to make public life more inclusive. The paper concludes that, while the concept is some way from becoming a reality, a hybrid digital-physical TimeBank, if accessible and flexible enough to attract usage, has potential for supporting democratised, inclusive research in practice. Introduction: background to inclusive research and the potential for an online TimeBank This paper explores some of the inherent challenges in inclusive research and how a TimeBanking approach might be used to address them. We are a partnership of academics and Community Interest Company (CIC) working with innovators in technology on the idea that TimeBanks could help us and others in doing research inclusively. We begin with defining the concepts and problems and providing some context. Inclusive research is an inherently eclectic and epistemologically diverse umbrella term for a 'whole family of approaches, all of which reflect a particular turn towards democratisation of the research process' (Nind, 2014, p. 1). This democratisation is about disrupting the traditional power dynamics in research-a response to the divide between academia (often portrayed as the 'ivory tower') and 'outside life' which, Kitchin and Hubbard (1999, p. 196) argue, has maintained academia's supposed 'authority' and simultaneously undermined the ability of many marginalised people to contribute to the research process. It reflects a desire to do things right, and in solidarity with ordinary people, particularly those who are oppressed and victimized (Blomley, 2006). Much of the work on inclusive research, including our own, has been done in the (learning) disability arena where challenges to the academy have been particularly felt. Under the umbrella of inclusive research, Walmsley and Johnson (2003) include participatory and emancipatory research, arguing
Participatory and inclusive approaches to research have become more common as researchers recogni... more Participatory and inclusive approaches to research have become more common as researchers recognize the benefits of enabling the meaningful involvement of representative community users in the development of accessible technologies. One of the major challenges in this context is the how the involvement of community members can be appropriately supported in project-related activities: payment for time and contributions is a particularly difficult and longstanding issue. This paper discusses the inclusive development of an online Timebank involving community members with intellectual disabilities. The TimeBank is conceived as a tool that enables people to contribute their different expertise on the basis of time, rather than monetary reward. The development process of the TimeBank is described as well as the challenges faced by the research team. There is much potential in the Timebank idea, although considerable further research is needed to establish an accessible, usable, credible and trustworthy resource.
Contents: Digital technology and data collection, by Berit Henriksen, Carey Jewitt, Sara Price an... more Contents: Digital technology and data collection, by Berit Henriksen, Carey Jewitt, Sara Price and Mona Sakr; Methodological innovations in ageing cohort studies, by Tarani Chandola and Susan O’Shea; Availability and use of ethnicity data for UK health research, by Rohini Mathur, Emily Grundy and Liam Smeeth; Household behaviour in response to information on child nutrition, by Bansi Malde; New social media, new social science? by Kandy Woodfield and Gareth Morrell; Parenting identities and practices, by Heather Elliott, Julia Brannen and Ann Phoenix; Eleven new Methodological Innovation Projects; New methodological reviews, working papers and reports; Annual lecture by Professor Paul Atkinson: Why do fieldwork? 23 October 2013, London; New podcasts with Fiona Steele, Rosalind Edwards and George Ploubidis
The concern to ensure an appropriately prepared and skilled research workforce in the UK has led ... more The concern to ensure an appropriately prepared and skilled research workforce in the UK has led to considerable investment in training provision in advanced research skills. Recent research attention within the ESRC National Centre for Research Methods has also turned to the teaching and learning of advanced methods, with the intention of enhancing the pedagogical culture surrounding advanced research methods and short course provision. This paper draws on a year-long study comprising an adapted expert panel method (interviews with methods specialists with emergent themes followed up in focus group interviews with experienced and specialist methods teachers and in an online forum with doctoral and early career methods learners), combined with detailed observation and video recording of short course teaching/training events used to stimulate focus group dialogue. In this paper the dataset from the study is used to explore the (sometimes) distinctive pedagogical challenges faced by methods teachers and learners with the aim of stimulating further dialogue as well as providing practical guidance. The challenges are discussed, largely in the participants' own terms, alongside various ways in which they are being addressed by those involved.
This presentation begins by clarifying what makes inclusive research distinctive. It then address... more This presentation begins by clarifying what makes inclusive research distinctive. It then addresses three broad challenges faced by inclusive researchers: (i) getting started (establishing research relationships, managing ideas, and promoting practical politics through the ethics of the research); (ii) generating and making sense of data (including the team dynamics in the conduct of the research and approaches to inclusive analysis); and (iii) making research impact (including matters of audience and transparency) The emphasis is on how inclusive researchers have responded to these challenges and how we might usefully think about them; there is no prescription in terms of how things should be done. The presentation is based in part on ESRC-funded research conducted with inclusive researchers, using a focus group dialogic approach, to get a sense of the state of the art in inclusive research and how we might understand what it means to achieve quality in research and inclusivity terms. By sharing a descriptive framework for working together generated from this research the presentation will illuminate various options for doing research inclusively and doing it well.
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Books by Melanie Nind
Written from the standpoint of inclusive education, rather than 'special education', this carefully edited collection of readings from a wide variety of sources, will develop the student's ability to:
* identify and respond to ethical dilemmas that occur within their particular research methodologies and settings.
* respond appropriately to the myriad of complex legal issues that are pertinent to their own work
Papers by Melanie Nind
Written from the standpoint of inclusive education, rather than 'special education', this carefully edited collection of readings from a wide variety of sources, will develop the student's ability to:
* identify and respond to ethical dilemmas that occur within their particular research methodologies and settings.
* respond appropriately to the myriad of complex legal issues that are pertinent to their own work