John Martin

laughing through grad school
(academic stuff) (hints of life beyond
school and work)
(Flying Moose videos, photos, stories, etc.) (observations)

Introduction to Qualitative Methods

Assignments and Notes

Design of Study: Drawing from Lave and Wenger's (1991) Communities of Practice, and Holland's (1998) cultural models, I will use Narrative Inquiry and Gee's (2001) critical discourse analysis to identify the development of a personal identity through a sense of community membership. Through their stories of Flying Moose Lodge, in the form of edited film, written life/camp history, and informal interview/observation, past and current the owners/directors express their identity relative to Flying Moose. This identity is constructed partly according to the philosophy the camp was founded on, and has been operated under, since. It also expresses some of the values of a Flying Mooser. More...

Why Qualitative?: While I embrace a qualitative perspective, I doubt I would employ only qualitative methods. Numbers are very useful in attracting and keeping the attention of many people, and I understand that a large and practical part of any research undertaking is attracting and holding attention. Beyond that, a qualitative approach brings with it a primary interest in understanding a problem rather than measuring it. So for the question, "To what extent is Experiential Education reflected in practice at Flying Moose Lodge?"(which is where my question currently stands) the answer will not be a definitive measurement of "extent" (e.g. "50% experiential"), but would rather consist trying to personally understand the depth of the question, and portraying open answers (through writing or some other format). More...

Final Paper: The theoretical framework for this study is based primarily on the tenets of Cultural-Historical-Activity-Theory (CHAT) that Discourse/Practice reveal values. CHAT builds on work in Educational Theory and Psychology throughout the twentieth century relating thinking, activity or experience, and community (Dewey, 1910; Lave & Wenger, 1991; Leont'ev, 1978; Vygotsky, 1978; Wertsch, 1988). It suggests an ultimately circular process of influence, and posits that what we believe and value is revealed in our activity -- what we do, and conversely what we do is influenced by the beliefs of the community of which we are a part. More...