Research Article
El Mustapha Imouri
AM J QUALITATIVE RES, Volume 5, Issue 2 (In Progress), pp. 1-9
ABSTRACT
In a diverse Moroccan environment where groups, ethnicities, languages, religions, people of color, migrants, refugees, and different identities like LGBTQs coexist, multicultural education as a framework and as a pedagogical approach to diversity has become mandatory. The present study reports about an experience at Mohammed V University in Rabat where a multicultural education course was introduced into the curriculum of the teacher training MA Program. The study investigates the feedback of three cohorts of teachers who benefited from the program. Their responses focus on the influence of multicultural education on their teaching practices in diverse contexts. Three research questions have been used, namely (i) what are the teachers’ attitudes towards the course of multicultural education? (ii) to what extent has the course content influenced their teaching practices in dealing with students from different groups? And (iii) what are their opinions about their pedagogics after taking the course? The study adopts a qualitative approach making use of semi-structured interviews with 18 respondents. The content analysis and data coding process have also classified the themes in relation to the research questions. The findings have disclosed that the course content has to a large extent impacted the teachers’ attitudes and practices towards the different identities of their students. They have also yielded very positive views about multicultural education course. The results have stressed the fact that the program should engage students more in diverse experiences and multicultural activities.
Keywords: Diversity, Multicultural Education, Morocco, Teacher Training.
Research Article
Nugrahenny Zacharias, Galina Shleykina
AM J QUALITATIVE RES, Volume 5, Issue 2 (In Progress), pp. 10-21
ABSTRACT
In this article, we present lessons learned through the use of Collaborative Autoethnography (CA), a qualitative research method where two international faculty members use their stories constructed from the year-long participation in a Faculty Learning Community (FLC) at a midwestern university in the US. The FLC aimed at providing a safe shared space where international faculty and graduate students discussed the struggles, challenges, and joys of their ‘international-ness’. The autoethnographic reflection illustrates how participation in a FLC has helped them to mediate their initial worries and dilemma of being international faculty (Galina) and reconceptualize teaching (Henny) in a productive way. Additionally, the study demonstrates how reflecting on one’s experience through autoethnography helps them to draw tangible lessons connecting their participation in FLC to their individual teaching contexts and personal struggle in performing a viable teacher identity. The article ends with pedagogical implications on how future FLCs can be better structured to meet the needs of international faculty.
Keywords: Collaborative Autoethnography, Faculty Learning Community, Teacher Learning, Teacher Professional Development and Learning.
Research Article
Alyssa Sanabria
AM J QUALITATIVE RES, Volume 5, Issue 2 (In Progress), pp. 22-35
ABSTRACT
The purpose of this autoethnography is to explore my experience (the researcher) of coping with daily life after my mother’s diagnosis of stage four metastatic breast cancer. Throughout this study, I will explore the experiences of myself and two other individuals whose mothers also have incurable advanced-stage cancer. I would like to know more about my own daily experiences and theirs in regard to how our daily lives have been impacted since the initial diagnosis. I would also like to explore the reality of living with the knowledge of a daunting inevitable loss, without a miracle. Through this study, the following themes emerged from the thick, rich data description: appreciation, fear, and coping skills.
Keywords: Autoethnography, Breast Cancer, Grief, Incurable Cancer, Mother-daughter Relationship, Personal Coping Techniques.
Research Article
Adam Dobrin, Seth Wyatt Fallik, Ross Deuchar, Vaughn J. Crichlow, Sierra Harris
AM J QUALITATIVE RES, Volume 5, Issue 2 (In Progress), pp. 36-56
ABSTRACT
This paper explores police perceptions on the causes of crime and the declining legitimacy of the police. Notwithstanding the growing body of research on public perceptions towards police, there is little qualitative research on the police perceptions on their attributions for crime, their declining legitimacy, and the breakdown of justice. It is crucial to increase knowledge on police perceptions towards the public, particularly in the aftermath of violent police-citizen encounters. Given the likelihood that such perceptions will influence the behavior of police officers when interacting with the public, exploring police perspectives regarding crime, their declining legitimacy, and the breakdown of justice is a worthy endeavor. This study, therefore, presents qualitative analysis of data gathered from interviews of 20 local police officers and deputies and participant observations conducted in a Southern American State. The study found that officers blamed community members and dysfunctional social institutions for sustaining environments that foster criminality, a lack of respect for authority, as well as declining police legitimacy. Officers were also frustrated by the role of news and social media as instigators of the constant anger and criticism towards police that make it difficult for them to do their jobs effectively. The implications for police practice and community relations are discussed.
Keywords: Community Relations, Police Legitimacy, Post-Ferguson, Public Perceptions.
Research Article
Aysun Dogutas
AM J QUALITATIVE RES, Volume 5, Issue 2 (In Progress), pp. 57-72
ABSTRACT
The purpose of this study was to discover how disabled people are represented in advertisements in Turkey. Ten purposefully chosen TV channels (ATV, FOX, TV8, SHOW TV, KANAL D, STAR TV, TRT 1, KANAL 7, TRT HABER, TRT ÇOCUK) were used in a pilot study to identify ads featuring people with disabilities. Because the results of the pilot study showed no such advertisements, data for the current study were collected from internet. Three types of advertisements featuring people with disabilities emerged: public service announcements, consumption-centered ads, and supportive ads. Critical discourse analysis was applied to the data derived from the latter two types. Results indicate that the media, which play an important role not only in reflecting public attitudes and values regarding disability but also in shaping them, may assist in reducing stigma and misinformation and in increasing social acceptance and inclusion only if the portrayals are positive and comprehensive. Any positive change in attitude along with better programs and laws can accelerate the integration of people with disabilities into society.
Keywords: Advertisement, Disabled, Disability, Television, The Internet.
Research Article
Voltisa Thartori, Nik A. Hisham Ismail
AM J QUALITATIVE RES, Volume 5, Issue 2 (In Progress), pp. 73-91
ABSTRACT
Moving to a new country causes significant challenges for immigrants. Various reasons contributed to immigrants' mental well-being, such as language barriers, lack of family and social support, discrimination, and others that affect well-being and quality of life among immigrants in the host country. This qualitative study explored the lived experiences of 18 Albanian and Kosovo-Albanian immigrants residing in Malaysia. The objectives of this study are as follows: (i) to investigate perceptions of immigrants toward mental well-being; (ii) to explore coping strategies for mental well-being among immigrants; and (iii) to identify suggestions and recommendations of immigrants residing in Malaysia and Australia. Social Learning Theory (SLT) guided this study. SLT focuses on learning through observation and reflection. Therefore, this theory is suitable for the current study since our thoughts, actions and behaviours are influenced by social and cultural factors. This study employed a qualitative phenomenological case study using in-depth semi-structured interviews. The result showed that mental well-being was perceived as physical, mental and spiritual health; accomplishment and life purposes; and contentedness positively affected the immigrants’ mental well-being. The immigrants resorted to several strategies in coping with mental well-being, such as calmness and having a positive attitude in solving their problems. The findings also recommended immigrants embrace a new culture and adapting their life in their host country.
Keywords: Albanians and Kosovo Albanians, Coping Strategies, Immigrants, Mental Well-being.
Research Article
Vander Tavares
AM J QUALITATIVE RES, Volume 5, Issue 2 (In Progress), pp. 92-117
ABSTRACT
This paper draws on the theoretical concepts of individual agency and academic buoyancy to explore the ways in which three multilingual international students responded to and overcame the challenges they encountered while studying at a university in Canada. This investigation is situated within and against the discourses of deficit and disruption that have traditionally surrounded the accounts of international students who use English as an additional language (EAL) in institutions of higher education. Methodologically conceptualized through the lens of portraiture, which focuses on identifying goodness in participants, this paper presents the portraits of the three students with an attention to the physical and sociocultural contexts where the students were embedded. Individual semi-structured interviews and observations of the host institution were conducted in order to gain an in-depth understanding of the students’ experiences. Findings indicate that the students’ challenges were complex, found primarily in the linguistic, academic, and social dimensions, and originating from both structural and individual factors. Simultaneously, the students strategized and employed agency by seeking support in conventional and alternative ways and by refusing to conform to institutional expectations. This paper is concluded with a discussion about the importance of considering the context when examining multilingual international student agency.
Keywords: Agency, ESL, Higher Education, International Students, Multilingual, Portraiture.
Research Article
Nick Bardo
AM J QUALITATIVE RES, Volume 5, Issue 2 (In Progress), pp. 118-129
ABSTRACT
Through the creative analytic practice of autoethnography and systematic sociological introspection, the author engages the subjectivity of narrative self in relation to a story involving treatment by an indigenous healer in the Republic of Kiribati. Through the lens of narratology, existential introspection, and ethics the author informs the moving vantage of the present through reflection on the micro personal and macro socio-cultural educational processes that bear influence on the narration and perception of a lived experience in hindsight. Through storying and reflecting through these lenses, this process problematizes the present story, but also yields degrees of greater awareness. This process of systematic sociological introspection is framed by Freeman’s (1997) notion of narrative integrity. That is, through reflection and reframing of the past, the author hopes to focus upon the possibilities of wider metacognitive perspective for both himself and the reader in the future.
Keywords: Autoethnography, Ethics, Narrative Epistemology, Narratology
Research Article
Arzu Gul, Wendy C. Kasten
AM J QUALITATIVE RES, Volume 5, Issue 2 (In Progress), pp. 130-155
ABSTRACT
Even though Ministry of National Education (MoNE) in Turkey has been switching from the traditional approach to the constructivist one since 2005, the classroom practices, teaching methods, evaluation system, school structures and materials, and the aspects of the administrators and teachers are still contrary to the principles of constructivism. This study offered constructivism as a new notion in teaching English as a foreign language for six willing teachers. Following a 10-day professional development seminar, the impacts on teachers’ change were observed. Data sources included: participant periodic interviews, observational fieldnotes and artifacts; and researcher logs. The findings showed that the treatment plan was effective to enable teachers learn constructivism, change their approach, and applications. This study provided noteworthy findings regarding professional development seminars. A well-planned and well-organized teacher development seminar with an on-going support and peer coaching is necessary. Professional development communities and critical conversation groups have notable roles in teacher development. This study also showed that teachers are the most important actors in implementing educational change as they can reach their idealistic (constructivist) goals regardless of obstacles such as time constraint, overcrowded classes, and insufficient materials.
Keywords: Constructivism, English as a Foreign Language (EFL), Peer-Coaching, Professional Development Seminar, Teacher Change.
Research Article
Tia Frahm, Amy Spiker
AM J QUALITATIVE RES, Volume 5, Issue 2 (In Progress), pp. 156-170
ABSTRACT
The purpose of this manuscript is to tell the story of two literacy methods professors’ teaching experiences in Fall of 2020. We found ourselves in a unique situation in that one of us was teaching fully online and the other using a hybrid model of both in person and online instruction. Together, we knew that there was something to discover in regard to higher education, specifically preservice service teacher methods courses, that needed to be explored. Therefore, we asked ourselves five reflective questions at the end of each month in the fall semester. Collectively, we decided on these questions as they related most to what we had experienced in Spring of 2020 and what we wanted to further learn from in the Fall. We answered these questions individually and then came together in a zoom meeting to discuss our reflection and anything else that we wanted/needed to share. While we found this process of reflecting and sharing to be cathartic to our own experiences, it was also uncomfortable to bump against our own beliefs about teaching and education in general. As a result, we share our collective conversation based on our reflections. This framework allowed us to move from “teacher lounge” talk and into action because our conversations were more structured and purposeful. We were able to understand ourselves as educators better and provide a framework for reflection for the field of education
Keywords: Duoethnography, Education, Methods Courses, Qualitative Research