Wednesday, 5 April 2017

Relating Rhizome affect to my practice

In my earlier education, I was told that the basic fundamentals are like building blocks/foundation on which higher studies are carried out.  I always considered learning in the form of a building. However, it feels very strange when I consider my learning in a Rhizome structure. Although it makes sense and I am wondering why I never thought about it earlier.
Now that Adesola has enlightened us to look at our learning carefully, I have started nurturing my ideas that manifest during a term and then connecting those ideas with my professional practice. After reading her blog about theory framework and ethics in research, keeping the rhizomatic perspective  I am able to connect the process of learning from module one to module two, by identifying my area of learning, engaging in research work I am noticing that experience of learning about research methodology is a process of personal growth, this growth is beyond what I could chart out in everyday reality, though these don't fit into neat knowledge, ironically in this process, I experience a bit of awe and bit of overwhelming situation as I start connecting things by developing awareness, developing knowledge, challenging the timeline for completing research as ideas change in flux. I found this interesting which relates to how knowledge is acquired.
In 1976, Walker Percy wrote a book called 'The message in the bottle', in this Percy conceptualizes the delta factor using Helen Keller's story while conducting research he poured water over Helen's hand and repeatedly signed the word water into her hand. Percy theorized that this action was more than cause and effect because Helen keller received more than the signifier(the Sign for water) and reference (water itself). Thus, Percy created a triadic relationship between water,(word) water(liquid) and Helen herself who was acting as an agent to bridge word and substance eventually the ideas was to build knowledge (human intelligence).  So, learning process( Rhizomatic) where a qualitative approach is opted and by allowing research to go where it leads and take us where it goes creates a path.  This different way of framing our research has helped open up new perspectives on our educational journey.

This clarifies that doing research relates to rhizome effect where our learning process is connected to various shoots like an area of research, deciding the positivist or non-positivist approach, research methods, participants who are engaged in creating meaning-making, self- awareness, ethical considerations and its effect on personal and professional practice. Deleuze & Guattrai (1987) suggests that identity as a teacher is not separate from living as a researcher, as each day teacher interprets new learning.

References Deal, W. E., & Beal, T. K. (2004). Theory for religious studies. New York, NY:
Becoming Rhizome Researchers   43

Reconceptualizing Educational Research Methodology 2013, 4(1) http://journals.hioa.no/index.php/rerm


Saturday, 1 April 2017

My Research framework in a pragmatic approach

After a week of frustration, I feel now there is a sense of moving as I have identified my area of interest. However, it is understandable that we adults don't like to make mistakes, as we were brought up that way. Teachers in school rewarded us when we were right and punished us with poor grades when we were wrong.  It is not right because, as Howard realized, any genuine experience involves trial and error. It is important, not just in learning how to run an equipment that is new to us but in .picking up any new skill.
Analyzing deeply  I am noticing that there are differences in my previous learning pattern and the amount of time spent in learning practical aspects and relating them with the philosophies. When it comes to my research framework I have realized that my research inquiry is based on a qualitative approach where lived experiences of people in the real settings become the objects of study.

I will be working on this framework which includes identifying my participants, explaining the object of conducting this research with their consent which involves serious questioning and critical thinking. I am planning to incorporate verbal techniques as one of my research tools where I will question them directly through interviews and group discussions to obtain individual opinions.  I might ask few questions relating to my beliefs. How am I going to frame questions so that I get relevant answers? Would it be feasible to observe them during the dance lessons?  Investigating whatever has ben told is genuine or not?   How will I analyze and distinguish between truth and untruth as research is only a more formalized and systematic way of knowing about people. Consulting, working with participants engaging personally will help me to explore further what I do not know? How to perceive from other's perspective while collecting their individual opinions? Recording all the facts will allow me to remember things as it is far easier to remember where to get information when I need it than to memorize the information itself. Many times I have fumbled for a particular word only to have it elude me until half an hour later when I no longer need it.

As Donald Schon's describes, professional practice is a flat place where we cannot see very far(1987) as everyone would love to work on a high plane from which all valleys, hills can be seen. Keeping theories -in-use as a map I need to observe and understand what I am actually doing and what I believed to do? as we are really thrown onto our resources in an everyday work environment, all we have is reflective practice, the process of trial and error and learning from mistakes. As Schon says, all education requires entering a place of not-knowing, and to ask significant questions to find out.  For me, reflective practice is helping to accept the learning route to and enabling me to say I do not know what is going on? and I want to find out? This questioning develops responsible and ethical action, such a becoming aware of how much my ways of being is culturally determined. I recognize that asking questions and being willing to stay with uncertainty is the only way to discover our assumptions and do something about them. I am actively shaping my surroundings and the way I  relate to others and communicate through these research methods.
With my pragmatic outlook, I am going back to roots thinking about my dance form acknowledging and reminding myself that there is something very beautiful in my roots.  I have entered into the world where my experience reminiscent of my mother, my teachers all the values stood for.  I am able to delve into the depths of religious thought as classical dance is based on mythology and stories from olden times.  These stories find ways into our lives, we relate to them and I believe in culture when I say culture I do not mean just dance,  but the idea of knowing who we are?