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Date:         Wed, 22 Jul 1992 16:51:47 EST
              <QUALRS-L@UGA.BITNET>
From:         "Tom Schwandt, 5-0278" <SCHWAND@UCS.INDIANA.EDU>
Subject:      Re: back to critical theory !!!

Re: the messages of late that seek to sort out who is a critical theorist,
interpretivist, et al., Jim Thomas asks "Perhaps somebody could state in a
succinct sentence or two what's at stake in this discussion."  OK, here's
a semi-grouchy reply:  Not much.  Yes, making sense of things involves
labeling, sorting, classifying, catgeorizing, comparing, etc.  But the
cash value of an exercise in sorting types of inquirers seems limited.
[Perhaps someone should attempt a metasort--a sort of the sorts (of a sort
as it were)].  There are more important things to "vex ourselves" about
than this.  Like trying to read Habermas' contribution to the dialogue
of what we are about when we inquire, or Jim Thomas' views on same for that
matter.  Sorry, I'm feeling a bit ornery (sp?) today.
T. Schwandt
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Date:         Tue, 21 Jul 1992 21:32:00 CDT
              <QUALRS-L@UGA.BITNET>
From:         P60CLF1@NIU.BITNET
Subject:      !!! BEYOND CRITICAL THEORY !!!

I would like to rephrase my question?  Instead of what are
the differences between POSITIVE, INTERPRETIVE, AND CRITICAL
research and theory, and or evaluation ...... I guess I
should be asking .....

What are or are their additional types .......?

Very pleased by the discussion,

Connie L. Fulmer
P60CLF1@NIU
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Date:         Fri, 24 Jul 1992 15:44:00 EST
              <QUALRS-L@UGA.BITNET>
From:         P_KAY@UVMVAX.BITNET
Subject: Re: Shank: Hitting home

As a novice to this field and an enthusiastic reader of the discussions which
have flooded my email since I subscribed to this list, I am both eager and
hesitant to respond to Bruce Fraser. (I am too much of a novice to know how
to reply to you directly, Bruce, and I do apologize for sending this to the
entire network.)  Last week a colleague at a meeting of researchers in special
education recommended Elliott Eisner's book "The Enlightened Eye: Qualitative
Inquiry and the Enhancement of Educational Practice" (1991, Macmillan
LB1028.E38). I am finding it very helpful in answering many of the questions
and arguments posed by those steeped in quantitative methodology as we all stru-
gle to find our voices in the qualitiative paradigm.  EAch of Eisner's chapters
is an essay unto itself, and you might enjoy especially Chapter 2, "What makes
a study qualitative?" and Chapter 10 "Ethical Tensions, Controversies, and Di-
lemmas in Qualitative Research."
Pam Kay         p_kay@uvmvax.uvm.edu
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Date:         Tue, 21 Jul 1992 09:43:00 CDT
              <QUALRS-L@UGA.BITNET>
From:         Gary Shank <P30GDS1@NIU.BITNET>
Subject:      Re: ecopy,finally...

sorry, i thought i was sending to a person....oops
gary
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Date:         Tue, 21 Jul 1992 12:48:25 -0400
              <QUALRS-L@UGA.BITNET>
From:         Duncan <DWAITE@UGA.BITNET>
Subject:      Re: back to critical theory !!!

 *** Reply to note of 07/19/92 21:40
 As regards Yvonna's explication of critical theorists: I wish to apologize
 and risk showing my ignorance, but what is the definition of structuralist
 and functionalist?  Does one (I'm guessing here) see cultural structures
 as prevelant (would neo-Marxists fall into this category?) and the other
 see culture as depending upon function, being built "up" as it were?
 If I got this right, it's been helpful.  If this is the case, what does
 it do for us?
 Thanks, Duncan
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Date:         Fri, 24 Jul 1992 12:19:00 CDT
              <QUALRS-L@UGA.BITNET>
From:         "tk0jut1@mvs.cso.niu.edu jim thomas" <TK0JUT1@NIU.BITNET>
Subject:      RE: hermeneutics

Tom writes:

  >..I can't remember the title.

For those with telnet access (which most Unix systems should have), the easiest
way to get a title (if you have the authors) or the
authors (if you have the title), or the call numbers (if you have one or the oth
er, and want to get the call #s from your home
computer), you can plug into the Library of Congress's  system
telnet  dracom
and follow the prompts. It's a nifty service for checking last minute biblio det
ails in articles/books/papers.

Jim
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Date:         Mon, 27 Jul 1992 17:36:01 +1000
              <QUALRS-L@UGA.BITNET>
From:         dcunning@METZ.UNE.EDU.AU
Subject:      Re: Education conference down under
Comments: To: "Qualitative Research for the Human Sciences"
              <QUALRS-L@uga.cc.uga.edu>

Chris,

Could you give me a better idea of what's sought in:

Language & Literacy
Theme: langauge - political and politicised.

What length of abstract are you looking for?

Thanks......djc

Don Cunningham
University of New England
Armidale  2351  NSW
AUSTRALIA

dcunning@metz.une.oz.au
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Date:         Mon, 27 Jul 1992 16:53:20 EDT
              <QUALRS-L@UGA.BITNET>
From:         Anita Pomerantz <ANITA@TEMPLEVM.BITNET>
Subject:      Re: qualitative journals

Let's include ROLSI (Research on Language and Social Interaction)
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Date:         Thu, 23 Jul 1992 12:00:50 -0700
              <QUALRS-L@UGA.BITNET>
Comments:     Warning -- original Sender: tag was
              bstoner@MILTON.U.WASHINGTON.EDU
From:         Bradley Stoner <bstoner@U.WASHINGTON.EDU>
Subject:      Re: The value of the qualitative
Comments: To: "Qualitative Research for the Human Sciences"
              <QUALRS-L%UGA.BITNET@uwavm.u.washington.edu>
Comments: cc: Multiple recipients of list QUALRS-L
              <QUALRS-L%UGA.BITNET@uwavm.u.washington.edu>

	Thanks, Peter Coughlin, for your comments on the utility of
quantitation in social science research.  I agree that numerical counts
of questions asked, who asked them and so forth give useful information
which should not be discarded.  However, I find equally useful the
in-depth analysis of case studies, or even series of case studies which
are themselves richly textured, emotive, evocative, and in some sense
reflective of the investigator and his/her world view.  These in-depth
interpretive studies provide information on a limited number of individuals
(very small N) which makes generalization about the larger group(s) to which
they belong very difficult.  But they provide amazingly detailed accounts
of these individuals, which also should not be discarded in favor of
generalizabilty to the larger group.  A case in point is John Janzen's classic
Quest for Therapy (Berkeley, U.C. Press, 1978), which focuses upon the
help-seeking behavior of a small number of people in Zaire;  we learn so
much about the context of these individuals' health care decisions, but
cannot (and should not) generalize about larger patterns of help-seeking
from these specific studies.  Janzen's work is clearly interpretive and
explanatory.  Unfortunately, contextuality of the individual suffers in the
process of summarizing and quantifying.  I think we need both approaches, as
each seems to add a different perspective to fascinating social phenomena.
						-Bradley Stoner
						 Anthro/Med.  U. Wash.
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Date:         Thu, 23 Jul 1992 07:15:00 EDT
              <QUALRS-L@UGA.BITNET>
From:         GOODALH@CLEMSON.BITNET
Subject:      Critical theory and ethnography

Nice description of critical theory, Jim (tk0jut1), but I can't
go along with the distinction between traditional ethnographers
(who ask "what is it?") and critical ethnographers (who ask "what
it could/(should) be?").  In the former case, are you assuming that
representation is still possible?  I thought we had given that up
in the mid-80s.  I also think there is a natural blurring of your
categories when we have a situated individual doing the describing,
a person who is both produced by and capable of producing "interests"
in every sense.  This is why it is important for ethnographers to
position themselves (read: our selves) in the text, rather than to
mythically create some Archimedian point outside of it from which
we speak the interests of academic research as if these interests
don't somehow "count" as capable of shaping and informing what it
is we observe, participate in, organize, determine, or evoke.
As Jim Anderson notes, there are no Archimedian points to assume.
We are in the field, not above it.
Given my previous posting on the problem of categories, perhaps
this "doing" versus "being" in the text was best blurred by none
other than the bard-ethnographer, Frank Sinatra, when he crooned:
Do-be, Do-be, DO.
Dr. Bud
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Date:         Fri, 24 Jul 1992 22:37:25 EDT
              <QUALRS-L@UGA.BITNET>
From:         Anita Pomerantz <ANITA@TEMPLEVM.BITNET>
Subject:      mistake

Sorry about sending an intendely private message to qualrs-l.

I sometimes use the command "include" on the ibm mainframe to
see an address (if I'm in the middle of replying to someone)
and then I "exclude" the address before sending the message.
Needless to say, I forgot to "exclude" it.

I apologize for the litter.
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Date:         Mon, 27 Jul 1992 10:45:22 CDT
              <QUALRS-L@UGA.BITNET>
From:         John Walsh 312-996-4663 <U33695@UICVM.BITNET>
Subject:      qual v. quant

One (reasonably short) book on the basic differences in assumptions, methods,
etc. between qualitative and quantitative is Charles Ragin (1987) The
Comparative Method: Moving Beyond Qualitative and Quantitative Strategies
(espec. Chs 3 and 4).
John Walsh
Sociology
Univ. of Illinois at Chicago
U33695@UICVM.BITNET
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Date:         Mon, 27 Jul 1992 16:00:34 +1000
              <QUALRS-L@UGA.BITNET>
From:         Chris.Bigum@DEAKIN.OZ.AU
Subject:      Education conference down under
Comments: To: QUALRS-L@uga.cc.uga.edu

Apologies for posting this information so late - feel free to cross post to
any other lists or groups.


Educational Research: Discipline and Diversity
AARE/NZARE Joint Conference

Deakin University
Geelong
Victoria
Australia
22-26 November 1992

This joint Australian and New Zealand conference is based around 16 symposia
(2 hrs per day for 4 days), seminars (2 hours), papers and keynote addresses.

The symposia are:

Language & Literacy
Theme: langauge - political and politicised.

Maths education
Theme: cultural and language factors in mathematics education.

Science Health & Environmental Education
Theme: exploring the links between science, health and environmental
education.

Arts education
Theme: Evaluating the 'S' in Arts education.

Physical Education
Theme: The national curriculum: physical education in the field of health.

Education reform
Theme: Educational reform: context, process and politics.

Economics of education
Theme: Analysis of current situation: reduced funding, market pressures and
growth of corporate managerialism.

Industrial education
Theme: Learning and working in technical and further education.

Learning and teaching
Theme: What sorts of teaching enhance learning for what sorts of students?

History of education
Theme: Ideology and methodology in the history of education.

Industrial Literacy and Numeracy, including competency based standards.
Theme: Fostering links between literacy and numeracy education research and
industrial training research and policy developers.

New Information Technologies
Theme: Education in technoculture: the cyborg curriculum and virtual
schooling.

Methodology of Policy Studies and Educational Research
Theme: Bringing together the 'qualitative' and 'quantitative' in and for
socially-critical policy studies and educational research.

Curriculum/Cultural Studies
Theme: Curriculum and change.

Koorie Education
Theme: Indigenous community concerns about culture and politics in research.

Maori Education
Theme: Reclaiming Education - Issues in Maori Education.

Seminars:
Admission to higher education
Transfer of credit
Integration
Linking business and education
Family and community participation
Victorian Certificate of Education
Adult and Continuing Education


Papers can be submitted as 'stand-alones' or to be considered for one of the
symposia.

How to get into the conference program:

1 Send a disk and paper copy of the ABSTRACT of the intended presentation by 3
August
(I am happy to take stuff via email and do the paper work at this end)

2 Send a disk and paper copy of the complete PAPER together with registration
fee by 9th of October. This is the early bird closing date and last dates for
deposits for Deakin accommodation.


I can provide further information on request - again apologies for not posting
this earlier.

Chris Bigum
Faculty of Education
Deakin University
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Date:         Tue, 21 Jul 1992 15:25:00 EDT
              <QUALRS-L@UGA.BITNET>
From:         GDOREEN@CLEMSON.BITNET
Subject:      Research on ACOA's

I am interested in locating any ethnographic studies of Adult
Children of Alcoholics, or corresponding with persons who hold
similar scholarly research interests in ACOA's.
I am currently researching communication processes involved in
healing processes through 12-step programs, and my focus is with
ACOA's.
Thanks in advance--I'm new to this network and would appreciate
any information you might have.
Doreen Geddes
Assistant Professor
Dept. of Performing Arts
Clemson University
Clemson, SC  29634-1505
(USA)
or:
GDOREEN@CLEMSON.bitnet
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Date:         Mon, 27 Jul 1992 15:23:53 +1000
              <QUALRS-L@UGA.BITNET>
From:         dcunning@METZ.UNE.EDU.AU
Subject:      journals
Comments: To: QUALRS-L@uga.cc.uga.edu

I would like to second the suggestion that we all suggest journals,
electronic or otherwise, which are at least open to qualitative work.

And to start the ball rolling
I would like to suggest Contemporary Educational Psychology.
Although this journal has not traditionally published such papers, the
new editor (Ray Kulhavy at Arizona State) is keen to do so.   In fact
he appointed ME as something of a gatekeeper, to advise if the paper
is of sufficient quality to be reviewed.  So far, not good.  Only a couple
of "opinion" pieces.  We're after empirical papers, but the methodology
(interpretative, hermeneutic, ethnographic, co-development, etc ) is
open.  Mainly we're after quality which I, at least, am better at
recognizing
than I am at specifying criteria for.

Other suggestions?

Don Cunningham
University of New England
Armidale  2351  NSW
AUSTRALIA

dcunning@metz.une.oz.au
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Date:         Thu, 30 Jul 1992 22:59:31 -0400
Reply-To:     aa248@yfn.ysu.edu
              <QUALRS-L@UGA.BITNET>
From:         Nicholas Sturm <aa248@YFN.YSU.EDU>
Subject:      Re: Text of Wolcott AERA Paper

Addendum to message regarding collecting of papers:

I am reminded of the military custom of granting access on a basis of proving
"need to know."  I've heard more than one ex-laboratory tech that discussed
the delays he often experience waiting to find something in the "literature"
when his same department had done original work on the same topic the year
before his assignment, but which he knew later only when someone discussed
the public work that was a repeat of what they had already discovered but
could not discuss with new persons until they found out what questions they
should ask to demonstrate their need to know.

Or perhaps the aid who suggested the question, "Has anyone asked if the
Whitehouse has a phone recording system?"   How different history would
have been if he had simply assumed there was none because no one had
mentioned it.


--
  * aa248@yfn.ysu.edu *
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Date:         Wed, 29 Jul 1992 13:52:35 EDT
              <QUALRS-L@UGA.BITNET>
From:         jude <JGOETZ@UGA.BITNET>
Subject:      Re: Help Request
              29 Jul 1992 09:36:18 EST from <SCHWAND@UCS.INDIANA.EDU>

On Wed, 29 Jul 1992 09:36:18 EST Tom Schwandt, 5-0278 said:
>Re: the new request for help with software for data analysis.  The best
>starting point I'm aware of is a book by Renata Tesch, Qualitative
>Research:  Analysis types and Software Tools.  It reviews a variety of
>current software packages and it's bib. contains other useful references.
>Further, Renata runs a consulting "company" specializing in this kind
>of software; contact her at 73425 Hilltop Rd., Desert Hot Springs, CA
>92240.  Sorry but I don't have a phone number handy.  T. Schwandt,
>Indiana Univ.

Renata's phone number is (619)329-7026.  She has a chapter in another
recent book my students have found useful, "Using Computers in Qualitative
Research," edited by Nigel G. Fielding and Raymond M. Lee (London:  Sage,
1991).  j.

*************************************************************
* Judith Preissle-Goetz                                     *
* Professor of Anthropology and Education                   *
* Social Science Education              Voice: 404-542-6489 *
* Tucker Hall                             Fax: 404-542-3282 *
* University of Georgia                  BITNET: JGOETZ@UGA *
* Athens, GA  30602         Internet: jgoetz@uga.cc.uga.edu *
*************************************************************
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Date:         Wed, 22 Jul 1992 19:34:00 EDT
              <QUALRS-L@UGA.BITNET>
From:         GOODALH@CLEMSON.BITNET
Subject:      Orneryness amplified

I agree with Tom on this one.  If all we are doing is labeling,
perhaps we should consider careers as stockpersons at Wal-Mart.
This isn't a dig at Wal-Mart, either, but they do have large
sample sizes.
More importantly, at least for me, I think that academics who
define themselves as categorizers--o worse, those who think
categorizing is the point of doing research--are one of the major
reasons most taxpayers don't take what we do very seriously.  In
a sense, we are well-known primarily for answering questions
nobody asks.
A category I think we could all do without.
For these reasons, and others, I have for quite awhile now been
interested in narratives about personal experience--other's as
well as my own.  If someone asks me whether it is interpretive
or critical, well, I guess that says more to me about their
preoccupations than it does about my occupation (as Kenneth
Burke might put it).  And in most cases those sorts of questions
never really get to the narratives--or the experiences--themselves.
Broaden this claim a bit and we get back to what Eric Eisenberg
put on this network a while back:  the most important question
he asks beginning graduate students (and I add, undergrads too)
is who they want to talk to in and through their work.  From their
personal experiences, they determine what is important to them,
and ultimately, who their audience should or could be.  On the
other hand, if we begin by asking students to choose up sides
on methods and camps, and then provide them with an education that
is devoted largely to arguing "whose big daddy (theorist) is
bigger than somebody else's big daddy (or mommy)," we end up with
a lot of hair-splitting on methods and camps, but not much in the
way of ground-breaking research or what Jim Anderson calls,
beautifully, naive expertise.
Now many of you may be thinking, yes, well, but aren't you using
categories here--naive expertise, methods, camps, narratives,
personal experiences, etc.  Of course I am, but reduced to this
level there is nothing language can accomplish except categorizing.
Turned another way, I prefer to say that we have better work to do.
Or, as I have said elsewhere, every theory is true somewhere.
Dr. Bud
aka H.L. Goodall, Jr.
Clemson University
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Date:         Mon, 27 Jul 1992 15:14:06 PDT
              <QUALRS-L@UGA.BITNET>
From:         "Ricardo D. Stanton-Salazar"
              <rstanton%weber.ucsd.edu@SDSC.BITNET>
Subject:      Re: Help Request
Comments: To: Mail Delivery Subsystem
              <Mailer-Daemon%UCSD.EDU%weber.ucsd.edu@Sdsc.BITnet>
              Jul 27, 92 12:32 pm

>    ----- Transcript of session follows -----

> Subject: Help with Software
> To: qualrs@uga.edu
> Date: Mon, 27 Jul 92 12:32:08 PDT
> X-Mailer: ELM [version 2.3 PL11]
>
> Could someone help me find software for analyzing qualitative data?
>
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Via: uk.ac.open; Tue, 28 Jul 1992 15:20:31 +0100
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Date:         Tue, 28 Jul 1992 15:18:24 +0100
              <QUALRS-L@UGA.BITNET>
From:         "Simeon J. Yates" <S.J.Yates@OPEN.AC.UK>
Subject:      Re: Help Request
Comments: To: QUALRS-L@uga.cc.uga.edu

In response to the request for info on culture, symbolism and
spirituality etc. I suggest:

Mary Douglas "Purity and Danger:An analysis of the concepts of
polution and taboo" (1966/1991 Routledge)

Sim.
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Date:         Mon, 27 Jul 1992 11:12:33 CDT
              <QUALRS-L@UGA.BITNET>
From:         John Walsh 312-996-4663 <U33695@UICVM.BITNET>
Subject:      re:journals

Work and Occupations
Sociological Quarterly
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