“So, what is your question?” Sharing learning and building knowledge through research interviews.

Author(s):

Amalia Susana Creuspatricia hermosilla salazar

Conference:

ECER 2008

Network:

21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

PRE_A_Post, Poster Session/Coffee Break

Poster Session

Time:

2008-09-08

10:30-11:00

Room:

Chair:

Eva Gannerud

Discussant:

Allan Svensson

Contribution

The aim of this paper is to present the first results of two doctoral studies which analyze, from different points of view, learning and knowledge construction process. The questions that guide these research works are respectively: 1) What have learned, from their own experiences, men and women emigrated to Europe? How does this knowledge change their subjectivity and social positioning? 2) How do teachers and students learn at the university? Which role is played by the relation teacher-student in the learning process? At the present time, we are completing the field work stage of both studies. A particularly significant aspect during this time was the inquiry into concepts as “to know” and “to learn” that emerge from the interviews. In this process, the approach by Bernart Charlot (1988) has been an important reference. We share his idea that to learn is to construct knowledge, and is not equivalent to “acquire knowledge”, i.e., a knowledge that is autonomous, exterior to us, or as Charlot says a “knowledge-object”. Quite the opposite, “to learn” and “to know”, implies a relationship: to be in relation with others (those that build, control, validate and share this knowledge); in relation with ourselves and with the own knowledge. Taking into account such view, we wish to focus this paper in the field work developed, particularly in the interview process. We propose to analyze the interview as a space and time of relationship (physical, intellectual and emotional) in which researchers and research subjects have been developed different interpretations about the meaning of “to know” and “to learn”.

Method

We develop both studies from a narrative and constructionist paradigm (Clandinin & Conelly,2000; Guba & Lincoln, 1994). Such epistemological option follows the work perspective of the Research Group FINT (Teaching, Innovation & New Technologies) in which we have been working as research assistants during the last four years. To adopt a narrative-constructionist paradigm means to accept that social life is interpretative. That is to say, it is shaped by discourses and practices that are socially and historically built and organized. (Sancho, 2006). Considering this view, we decided to use Life History (Bolivar, A.; Domingo, J.; Fernández, M., 1998; Goodson, 2004) as a main methodological framework. The Life History methodology is appropriate in our case, because it allow us to analyze the meaning that human beings give to their own experiences, as well as to elaborate a socially and historically adequate interpretation of these experiences and meanings. In fact, we choose to organize our researches from a reduced number of Life Histories: the history of a teacher and her students and the histories of a South African woman and a Pakistani young man that emigrated to Europe. This decision is coherent with the adopted epistemological position, since differently from other research methods that look for general propositions, we try to carefully analyze and understand singular experiences, and to relate them to diverse dimensions of social life (cultural, racial and genre aspects).

Expected Outcomes

We understand that the research interview is a many-sided relation space. Therefore, to actually understand the experience of the people we interview, we must bear this complexity in mind. It requires, for instance, to pay attention to the conditions in which the dialog is built. Which are the social and historical circumstances from where each of us speaks? What hierarchies among symbolic capitals (economic, cultural, linguistic capital) are interplaying? Which are the effects of our voice on the voices of those that I research with, and vice versa? Such are some of the questions that we wish to discuss in this communication.

References

Referred Bibliography: BOLIVAR, A.; DOMINGO, J.; FERNÁNDEZ, M. (1998). La investigación biográfico-narrativa en educación: guía para indagar en el campo. Granada: Grupo Force. Editorial Universitario. CHARLOT, B. (2000 [1997]) Da relaçao com o saber. Porto Alegre, Brasil, Artes Médicas. CLANDININ, D. J.; CONNELLY, F.M. (2000). Narrative Inquiry. Experience and Story in Qualitative Research. Jossey-Bass Publichers: San Francisco. GOODSON, I. (2004) Historias de vida del profesorado. Barcelona: Octaedro. GUBA, E. y LINCOLN, Y. (1994) Competing Paradigms in Quality Research. En: N. Denzin y Y.Lincoln (Eds) Handbook of Qualitative Research. Sage. London, 1994. SANCHO J.M. (2006) Los efectos de los cambios sociales en el trabajo y la vida de los docentes universitarios. Memoria técnica proyecto I+D. Ministerio de Educación y Ciencia. Own publications SANCHO, J.M.; HERNÁNDEZ, F., CREUS, A.; HERMOSILLA, P.; MARTÍNEZ.; GIAMBELLUCA, V.; CID, A.; DURAN, P. (2007) Historias vividas del profesorado en el mundo digital. Praxis Educativa. ISSN 0328-9702. Año XI, N. 11. Marzo 2007. pp. 10-30. CREUS, A.; LARRAIN, V; CAMPAÑA, L. (2007) Paper: La representación de las voces en la investigación narrativa: Consideraciones éticas. Actas IV Jornades Universitàries: La investigació com a procés de formació. Universitat de Vic. Mayo 2007. GIAMBELUCA, V.; BONET, G.; CREUS, A. S. (2006) Paper: Investigar en una red de relaciones: Hacia una construcción dialógica del saber. I Congreso Internacional de Educación Artística y Visual. Ante el reto social; Cultura y territorialidad en la investigación en Educación Artística. Sevilla 20, 21 y 22 de abril. CREUS A.S. (2005) Paper: Reflexiones a partir de una experiencia de investigación narrativa. III Jornadas Universitarias. La investigación como proceso de formación. Vic, 4 i 5 d’abril 2005. CREUS, A. S. (2005) Paper: Cultura popular, narrativa biográfica y subjetividad. Una aproximación a la perspectiva de investigación narrativa en educación. X SEMINARIO de la APEC – 10 años de Saber y Memoria. Barcelona, 18 y 19 de mayo. HERNÁNDEZ, F.; MÜLLER, J.; SANCHO.J.M.; CREUS.A.; LARRAIN, V.; MUNTADAS, M.; GIRÓ, X. (2005) Paper: Building and restructuring the Spanish welfare system: its effects on teachers' profession. European Educational Research Association - ECER 2005. Participation in research projects: 2006 – 2009: Los efectos de los cambios sociales en el trabajo y la vida profesional de los docentes universitarios. Ministerio de Educación y Ciencia. SEJ2006-01876. 2004-2007: PROFKNOW. Professional Knowledge in Education And Health: Restructuring work and life between the state and the citizens in Europe. FP6-CITIZENS-2- 506493. European Commission. Sixth Framework Programme. 2003-2006: Análisis del impacto de los cambios sociales y profesionales en el trabajo y la vida de los docentes (BSO2003-02232). Secretaría de Estado de Política Científica y Tecnológica.

Author Information

Amalia Susana Creus

UNIVERSITY OF BARCELONA

DIDATICS & EDUCATIONAL ORGANIZATION

Barcelona

patricia hermosilla salazar

University of Barcelona

Didactics and Educational Organization

Barcelona

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