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Reflexive strategies developed during part-time fieldwork in an English school for the blind, Worcester, 2000-2001

Hayhoe, Simon (2017) Reflexive strategies developed during part-time fieldwork in an English school for the blind, Worcester, 2000-2001. In: SAGE Research Methods Cases Part 2 DOI: http://dx.doi.org/10.4135/9781526401182 Methods: Fieldwork - Less information Academic Level: Postgraduate Keywords: students Disciplines: Education Sub-Disciplines: Special and Inclusive Education Online ISBN: 9781. Sage, London, UK. ISBN 9781526401182

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Identification Number: 10.4135/9781526401182

Abstract

In 1999, I planned a part-time PhD study to examine the effects of early art education on cultural development in English schools for the blind. This study formed part of a larger grounded theory on the understanding and creation of what are thought to be the visual arts by blind adults and children. The main fieldwork for this study was conducted at RNIB New College, Worcester, and included participant observations, interviews, and participant diaries. This case examines strategies involved in developing fieldwork as a full-time teacher in a different school, and focuses on the issues involved in collecting the participant diaries. The case also examines the development, creation, and maintenance of relationships within fieldwork, and strategies of reflexive work patterns. In particular, the case examines the nature of the Intimate Journal and the use of Informers to develop part of a grounded theory.

Item Type: Book Section
Official URL: http://methods.sagepub.com/
Additional Information: © 2018 Sage
Divisions: Philosophy, Logic and Scientific Method
Subjects: L Education > LB Theory and practice of education
Sets: Departments > Philosophy, Logic and Scientific Method
Date Deposited: 04 Oct 2018 16:09
Last Modified: 29 Jun 2019 23:15
URI: http://eprints.lse.ac.uk/id/eprint/90340

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