Methodology

Applied Research for Better Practice by Angela Everitt, Pauline Hardiker, Jane Littlewood, Audrey

By Angela Everitt, Pauline Hardiker, Jane Littlewood, Audrey Mullender

Addressing the alienation of practitioners from positivist and quantitative examine, this publication indicates how learn will be appropriate with how practitioners gather and comprehend info. Drawing on learn methods that take account of subjectivity and hire participative equipment, the authors enhance an method of perform for the learn- minded practitioner. while valuable for practitioners desirous to do examine, the first goal of this e-book is to discover ways that practitioners can be research-minded of their paintings.

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In the event of a clash between it and any other principle, it should take precedence. Thus, for example, the practitioner would not condone the rights referred to in the second principle being used in a way which is discriminatory or which oppresses others. Principles 1 and 2 These principles recognise that alI people have skills, understanding, abilities and rights. This means not allowing unknowing subjects to be exploited by, what may be theoretical1y flawed, expertise which 'dehumanises the individual by treating her as an object rather than as an active, choosing, responsible agent' (Pease, 1990: 3; see also Filstead, 1979).

To emphasise, this sixth principle overarches alI others. In the event of a clash between it and any other principle, it should take precedence. Thus, for example, the practitioner would not condone the rights referred to in the second principle being used in a way which is discriminatory or which oppresses others. Principles 1 and 2 These principles recognise that alI people have skills, understanding, abilities and rights. This means not allowing unknowing subjects to be exploited by, what may be theoretical1y flawed, expertise which 'dehumanises the individual by treating her as an object rather than as an active, choosing, responsible agent' (Pease, 1990: 3; see also Filstead, 1979).

It needs to be stated that clarity is not the same as certainty. Certainty in theory leads to dogma and blinkered practices. Clarity in theory opens it up for scrutiny, not only by yourself but also by others. Contrary to popular belief, research does not provide answers. Rather it ensures that questions are asked. The research-minded practitioner is one who is tentative, not sure. The French Marxist, Louis Althusser, in order to distinguish scientific knowledge from ideology, claimed that the former is concerned with the analysis of theoretically constituted concepts whereas the latter takes for granted everyday concepts (Bocock, 1988).

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