In the fifth class we turned in our first written assignment, the RDR1. Then read and discussed two sample interview transcripts, focusing on what good and bad interview practices could be drawn from either. Before the break the different groups critiqued each other’s questions. Although no one from my team was present I did receive their inputs and believe that we have a good set of questions to take into the field.
To put the Peshkin readings into practice we listened to a short essay about subjectivity (or reflexivity) by Rene and then were tasked to think about our own subjectivity and it’s positive or negative impact on our research. Lastly, we were given a broad overview of the Qualitative Research Process, since we would only be able to practice a small subset of it in this class.
Back in the day Republicans were the party that took little and gave little, and Democrats were the party that took a lot and gave a lot. At least that is how we had to come to understand the two adversaries in the big and small government debate.
The Bush years and recent events makes me wonder if we need to understand the New Republicans as the party that still gives little, but now takes a lot.
In the second class we discussed how Spindler’s principles applied to the Roosenbloom & Way readings. Later we discussed topics for the research project and were to sign up for one group. Unfortunately my group did not want to deal with my work schedule; so for now I am without a group.
Finally we collectively read one paragraph of Geertz to provide us with a key to understanding his longwinded and metaphor infused prose. Below is a summary of that reading.
In our first class Professor Pope provided us with an overview on Qualitative Methods and what to expect from the class. We went through an exercise in Perception (by drawing blind portraits), and a coding exercise (based on our current understanding of Qualitative Methods).
We were also assigned to think about topics for our research projects and the readings, which I have summarized below.
