Reflection

I am still having some difficulty in considering how to apply queer theory to my research interests. My proposal regarding Fort Hayes is largely based in practical application of planning theories rather than theoretical approaches and methodologies. I still believe that it is largely detached from issues regarding sexual deviance. However, I did find Dr. Sanders’ lecture incredibly interesting. The course that I have been teaching, Criticizing Television, heavily addresses LGBT issues and their representation across a variety of television genres (i.e. reality, drama, comedy, etc.). This lecture really helped open up a lot of doors and approaches that made these conversations in my class much deeper and more insightful for both me and for my students.

Colloquium - Dr. James H. Sanders III

Queer Theory                                                                                                       
Dr. James H. Sanders III

Can we talk about (queer) sex in schools?

Forthcoming book from the NAEA Press...
...is a multi-methodological exploration of perspectives in our field concerning sexuality subjects (largely an empirical study, NOT a queer theoretical tome)
- a review of published literature in education and art education
     - historical overview of NAEA published research addressing LGBT subjects
- arts-based research with students exploring sexuality through their art
     - covers from Journal of Gay & Lesbian Issues in Education (JGLIE) and LGBT Youth
- longitudinal examination of the 50 largest US cities' school systems' policies addressing LGBTQ concerns based on documents published between 2001 and 2013     - personnel policies
    - student handbooks and codes of conduct
- autobiographical research (revisiting career in nonprofits and in schools)
- exploration of LGBTQ subjects (not) being addressed in the museum
     - essays reprinted from Culture Works with update and notes on Hide/Seek
- Narrative Result
     - interviews of faculty and peers conducted by Latino graduate students
     - examination of media representations of LGBTQ subjects in film and art

Research on Sexual Deviance Issues is Expanding...
Kenny Gardner Honeychurch (1995) notes the number of books in print dealing with lesbian and gay issues... increased from fewer than 500 titles in 1969 to more than 90000 titles in 1989, not (via WorldCAT) up to 57,000

Have art educators' interest in LGBTQ subjects declined in the last decade?
Or have they?
- many early writings were letters to journal editors denying any need for talk about an artist's sexuality
- much of the first writings looking at HIV/AIDS challenges seemingly unneeded after combination drug therapies rendered the pandemic a manageable disease
- many art educators concerned with LGBT issues turned to journals that were committed to exploring intersections of race, class, gender, (dis)ability, and sexuality

NAEA to date has published no more than 100 articles that even mention LGBTQ issues

Develop students' deep art reading skills

Museums historically (failed to) explicitly address LGBTQ subjects in exhibits


Journal of LGBT Youth: an international quarterly devoted to research, policy, theory, and practice
Journal of Gay and Lesbian Issues in Education: an international quarterly devoted to research, policy, and practice

Research Methods - Theorist Bootcamp

How do you figure out which theory camp you're in?                   

- Who do you read that really clicks with you?

- "Friends of your mind" (The Color Purple)

We need theorist bootcamp!

READ MORE THEORY                                                                                            

- Who else has written about these questions? These hunches?

- Be careful about who you're reading... a lot of times they are secondary sources - check back several generations to get to the original meat & bones of the theory rather than rehashed, "telephone" mutations of the original theory

- Find pivotal sources to provide the seeds that your research will grow from; your research should fill the gap in the body of literature that it fits into

Research Methods - Carl Sagan

"Above all be skeptical but open to new ideas."

- Carl Sagan

Research Methods: Grounded Theory

Cutting to the Methodological Chase on Grounded Theory As a Methodoloogy

  

1)  Grounded theory:

--begins with data, not a formal hypothesis, or an initial assumption

--works toward theory (overarching concepts, models, formal theory)---you collect/create data (yes, plural) that might add up to theorizing

--works toward insights, hypotheses, questions which call for more data

--deals with social phenomena, those experiences, occurrences that qualitative researchers are interested in

--working method or method of data analysis is called constant comparison,  that is, it is systematic, purposeful

            --this means searching for similarities (themes) and differences

--from qualitative data gained from interviews, observed actions and events, documents

--when similarities and differences are discovered among the data, they are coded (codes can be original or prompted by seemingly related theory or even from prior studies working with similar questions and data); the codes become categories which the researcher labels; then the various data are placed within these categories

--researcher goes to the literature (research and theorizing that have already been established—out there in the journals, documents, etc.); and goes back in an iterative process through the data collected, to double check on  and sharpen the categorization of the data (are the initial codes that have been established as accurate as possible? Should they be modified or additional codes/categories developed?)

--after the data have been exhaustively reviewed and codes checked and re-checked, theories or overarching concepts are formed

2) Grounded theorists work with theoretical sampling or purposive sampling, wherein research participants or cases are chosen, not because they are necessarily representative of what you are researching, but because they are relevant to the phenomenon you are investigating. What these research participants have experienced or what they have to say and/or what apparently goes on in a given organization, school, etc. promises (already) to provide you with the kinds of information/insights that you need in investigation. [This research site and the data that it might offer have a good chance of providing you with the insights/understandings that you are researching.] You might choose 2 cases, for example, of what you think (theoretically or though prior acquaintance) will provide you with similar qualities or you might intentionally choose contrasting cases.

--make certain that you define carefully why you chose the sample (the case, participants, organizations, etc.). This holds for all samples. Why did you choose to do your research on this sample--organizations, students, families, events, etc.

3) theoretical saturation: as you continue to code and comb through your data, back and forth, after a while you will not find anything new or revealing. When this happens you have likely done enough analysis. You have reached theoretical saturation.  

In the big picture in qualitative research, we are all working from the ground up.

--I have a question.

--I seek answers via data collection.

--I ask: So what does this data add up to in the end? [understanding, concepts, theories that need more investigation, questions] 

Reflection

I thought that it was very interesting to hear from three different students with similar (but not the same) research interests and academic pursuits rather than from one source. I am interested in the hands-on nature of participatory action research (PAR) and think that if I were to expand my work with Fort Hayes into more of a look at the impact of the program itself on the students that it would be very helpful for me. I was thrilled to get some personal experience feedback from Kate, Melissa, and Ruth! It is always nice to hear testimonials that help reinforce that even though you don’t have a clue about what you’re doing, you’re not necessarily doing it wrong. And that you’re not alone! Their tips and explanations were really helpful in clarifying some questions I had regarding the basics of methodological approaches and in addressing challenges that I might expect to face.