University of Kopenhagen
Research supervisor: Dr Mariane Hedegaard
The first aspect that I would like to discuss with the other participants is regarding directly on the analysis of the data. My concern so far, is that this I’m “cutting” or “dissecting” the material regarding my research question in order to make a dialectical analysis that allows me to understand the data. Nevertheless, at some point I found difficult to capture back the wholeness of the phenomena and reconnect all the “pieces of the puzzle” that I have created in different layers. Moreover, even when I believe that I have grasped the complexity of understanding the relation of the subject with the setting, how to communicate it through the written language appears as another difficulty. Consequently, I hope to have the possibility of sharing experiences and get inspired by other researchers in the same situation as I am.
My second concern is regarding the position of the researcher at the research phenomena. Until now, I have participated in different discussions regarding this topic, concluding (more or less) on his/her undeniable participation in phenomena and neglecting any possible “objective perspective”. Nevertheless, even when we had recognized the researcher as part of the research phenomena it seems to me that in the process of analysis and result communication, these aspects vanish and the researchers “objective” voice appears. In the same line, when we appeal to dialogical methods in other to overcome this issue, the use of narratives seems obvious. Then I wonder how this necessarily applies with when we are studying children. Evidently this is almost impossible with small children, but then how do we approach in a dialectical manner that allows us to comprehend children’s and the researcher’s perspective.
Presentation “From kindergarten to first year Primary: children’s perspective on this transition and literacy development at the school setting”
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