Analysing Qualitative Research: learning from the field Assoc. Professor Anni Dugdale RIM, Bhutan...
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Transcript of Analysing Qualitative Research: learning from the field Assoc. Professor Anni Dugdale RIM, Bhutan...
![Page 1: Analysing Qualitative Research: learning from the field Assoc. Professor Anni Dugdale RIM, Bhutan 2013.](https://reader035.fdocuments.net/reader035/viewer/2022062516/56649e235503460f94b110de/html5/thumbnails/1.jpg)
Analysing Qualitative Research:learning from the field
Assoc. Professor Anni Dugdale
RIM, Bhutan 2013
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Where am I?
You’re 30 metres
above the ground in a
balloon
You must be a
researcher
Yes. How
did you know?
Because what you told me is
absolutely correct but completely
useless
You must be a policy
maker
Yes, how did
you know? Because you
don’t know where you are, you
don’t know where you’re going, and
now you’re blaming me
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Drawing a lesson
• We are practitioners who want to do and analyse research to draw lessons and influence practice. Our research is action-based research.
• Action-based research is a distinctive way of learning.
• It draws on research evidence to propose a
remedial course of action to deal with a problem confronting policymakers in their home environment.
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What is ‘action-based’ research?
• Action-based research has ‘explanatory’, ‘descriptive’ and ‘prescriptive’ objectives.
• Action-based research includes practitioners in the production of the research.
• Ideally action-based research includes practitioners in the analysis of the research.
• Action research is pragmatic – it aims to produce research which can be integrated into decision processes.
• Action research involves designing a process of learning
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Basic Principles
• Speaking truth to power
• A clear and accessible objective/project
• Use well grounded theory
• Credible evidence
• Critical reflexivity – building a preponderance of evidence
• A participatory learning process
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Example of Action-based Research & Analysis
APGEST (Asia Pacific Gender Equity through Science & Technology)
AIMSa) to work with the UNESCO basic science program in
11 countries to raise awareness of gender in science and technology;
b) to advocate and promote gender equity in and through science and technology;
c) to diagnose problems, incubate ideas and inspire better practices.
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APGEST: (ASIA PACIFIC GENDER APGEST: (ASIA PACIFIC GENDER EQUITY IN SCIENCE & EQUITY IN SCIENCE &
TECHNOLOGY) PROGRAMMETECHNOLOGY) PROGRAMME
Collaboration of• APGEN – Asia Pacific Gender Equality
Network• UNDP • UNESCO
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Poverty and exclusion is getting worse not better Poverty is feminised. Globalization is linked to poverty: benefits are to
those most ‘connected’ Women are triply disadvantaged:
(1) unequal access to science, technology and participation in the knowledge dynamics of globalisation. (2) Unequal access to technical skill for women, including technologies of connectedness.(3) S&T development oriented away from relevance to women.
Women hold up half the sky women hold half the local science & technology knowledge communities need to survive & thrive. Women maintain food security, health, household energy supply & water & sanitation management.
APGEST - ASIA PACIFIC GENDER EQUITY IN APGEST - ASIA PACIFIC GENDER EQUITY IN SCIENCE & TECHNOLOGY PROGRAMME: SCIENCE & TECHNOLOGY PROGRAMME: Puzzle StatementPuzzle Statement
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Aim:Explore what special steps can be taken combining social &
technical innovation to connect poor women to global techno-cultural worlds
Primary Programme Goal for APGEST:
development of women’s technical skill, capital and capacity in social technical innovation particularly at village level
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Action Research because focus was on
- Learning from practice and best practice
- Learning how to create & encourage gender sensitive policy in technical Ministries (eg water, forest & fisheries, agriculture, energy)
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Research Design
• Qualitative research strategy– Policy document analysis– Interviews with key policy makers– Case studies of best practice
• Analysis of published reports & media coverage• Semi-structured interviews with implementing
agencies• Site visits – ethnographic observation and open
ended informal interviews with key informants
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Participating CountriesParticipating Countries
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Renewable EnergyRenewable Energy
WaterWater
Green Green HealthHealth
BiotechnologyBiotechnology
Information Technology
Technology Focus
For lots more seehttp://www.unesco.or.id/apgest/
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Information & Communication technologies
social and technical innovation to connect the poor to the global economy
(M.S. Swaminatham Research Institute microwave intranet Pondicherry India)
APGEST (GENDER EQUITY IN SCIENCE & TECHNOLOGY)
PROGRAM
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• Theme 1: how technology works as a socio-technical system– Villianpur is the town hub. It links
to internet & Tamil speaking volunteers keep information on the intranet up to date. Microwaves are used to link to Village Knowledge Centres – cheaper than telephone lines which are not existent in area
– Integrate information into existing communication networks at village level
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Ethnography of design of Village Knowledge Centres & intranet
Theme 2 - Politics of space: Placement of computer matters
• Here picture shows Knowledge Centre was adjacent to temple, this did not work as traditionally Dalits could not enter temples
• Head villager’s house was tried – it was weatherproof - but family members were favoured & poor excluded
Pictures from paper by Subbiah Arunachalam*M S Swaminathan Research FoundationChennai, India http://www.ifla.org/IV/ifla68/papers/074-095e.pdf
Analysis focused on themes of how to organise human-technology interaction to ensure gender equity
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•Theme 3 – (Disaggregated) Meaning villagers give to ICT
–What information do people – men, women, youth - want?
Children want to play gamesYouth want to practice for national exams compete for university entry
Women developed a plants for health database to share knowledge of traditional medicine
Fisherman want to know latest weather reports
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• Making gravity feed small-scale reservoir systems in Nepal Gender equity themes– Women in design– Women participating in public
decision forums– Less drudgery, women able to
develop small-scale enterprises
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• Green health– Partnership between Women’s
Studies Centre at Yogyakarta State University women traditional jamu makers
• Protecting traditional health knowledge from erosion, extinction & bio-piracy
• Microcredit, modernising production & distribution