October 2023 – Donald McCrory PGCert

What is a “practitioner-researcher”?

‘[…] someone who holds down a job in a particular area and at the same time carries out […] inquiry which is of relevance to the job.’ (Robson, 1993, p.446) 1

The ‘Action Research Project’ (ARP) aims for us to undertake a small-scale social/climate/racial justice oriented action research project, which addresses an issue we have identified in our Teaching and Learning practice. It is is both a philosophy and a methodological approach, a form of simultaneous action and enquiry, which enables experimentation with creative and innovative methods. I am new to research, as such I will utilise this blog to continuously document my learning and work for this unit, a ‘warts and all’ open dialogue.

Unit Preparation

Review of Text – Action research for professional development Concise advice for new action researchers by Jean McNiff

The idea of self reflection is central. In traditional forms of research – empirical research – researchers do research on other people. In action research, researchers do research on themselves.

Action research is open ended. It does not begin with a fixed hypothesis. It begins with an idea that you develop. The research process is the developmental process of following through the idea, seeing how it goes, and continually checking whether it is in line with what you wish to happen. Seen in this way, action research is a form of self evaluation.

Action research is becoming increasingly known as an approach that encourages practitioners to be in control of their own lives and contexts…a practical way of looking at your own work to check that it is as you would like it to be…is done by you, the practitioner, it is often referred to as practitioner based research;….you thinking about and reflecting on your work, it can also be called a form of self-reflective practice. The idea of self reflection is central. the basic action principle underpinning action research. It involves identifying a problematic issue, imagining a possible solution, trying it out, evaluating it (did it work?), and changing practice in the light of the evaluation.

Synergies between Action Research and Systems Thinking – Encountering Jean McNiff’s perspective on action research as a means to influence social change was not only enlightening but also resonates profoundly with the ethos of cultivating a collective commitment to bettering our world. McNiff’s assertion that if individuals collectively engage in small acts of kindness, the world could instantly become a happier and more productive place echoes the transformative power of fostering a sense of shared responsibility.

The notion of heightening our awareness of our impact through our individual practices aligns seamlessly with the principles inherent in Systems Thinking and Systemic Design, areas central to my teaching. The strength lies in the idea that while we strive to enhance our own lives, the broader objective is to positively impact others, ensuring that our practices are fundamentally rooted in the well-being of the social collective.

In disciplines like sustainability, where the presentation of negative information often induces feelings of powerlessness and inertia, the emphasis on action becomes paramount. Both in action research and sustainability, the crucial focus is on understanding the role each of us can play as individuals in catalysing meaningful change. By shifting our focus towards actionable steps, we empower ourselves and others to break free from the paralysis induced by overwhelming challenges, fostering a proactive and collective pursuit of positive transformation.

Action research begins with values. As a self reflective practitioner you need to be aware of what drives your life and work, so you can be clear about what you are doing and why you are doing it. You might need to spend time clarifying for yourself the kinds of values and commitments you hold. This would be a firm starting point for your action enquiry.

What issue am I interested in researching? Why do I want to research this issue? What kind of evidence can I gather to show why I am interested in this issue? What can I do? What will I do? What kind of evidence can I gather to show that I am having an influence? How can I explain that influence? How can I ensure that any judgements I might make are reasonably fair and accurate? How will I change my practice in the light of my evaluation?

**The Action Research Cycle** (based on McNiff and Whitehead 2009)

The Action in Action Research – The concept that resonated most profoundly is the idea that knowledge isn’t merely acquired for its own sake but serves as a catalyst for action and, ultimately, change. The iterative and open-ended structure of Action Research, illustrated in the Action Research Cycle diagram below, aligns with certain tenets of Systems Thinking. Here, outcomes are not viewed as static solutions but rather as a sequence of interventions that collectively contribute to broader and more impactful change on a systemic level.

I am eager to delve deeper into the integration of Design Thinking and Systemic Design principles into the realm of Action Research. Particularly within the domain of Design Thinking, there is an ongoing exploration of methods to adapt our approaches, incorporating tools and mindsets that enhance our ability to navigate increasingly complex and ambiguous contexts. The rise of Systemic Design and Circular Design stands out as a responsive strategy to address this growing need, and further investigation into how these principles can enrich the landscape of Action Research holds promise for fostering more comprehensive and effective methodologies.The aim to understand how I can influence social change, in Marx’s idea that it is not enough only to understand the world; the intent is to change it for the better.

Review of Text – Documenting classroom life: how can I write about what I am seeing? By Liz Jones, Rachel Holmes, Christina MacRae and Maggie MacLure

Seeing and writing fieldnotes

Truth is inseparable fromthe procedure establishing it … but what constitutes procedure?… The process is that of seeing. (Deleuze, 1988: 63)

This article addresses the question, ‘how can I write about what I am seeing?’ from an ethnographic research project, addressing the difficulty of avoiding customary habits of seeing and thinking, such as ‘our own tendencies to lapse into realist or objectifying modes of description that see only what is already assumed to be ‘there’.’ Highlighting the importance of the subjectivity of the individual observer, ‘our attention is not just on what is observed but also what is going on within the observer’ (Devereux, 1967).

In our Workshop discussion group we discussed ‘PoV in field notes and biases in note taking during observations for focus groups or interviews, ield notes are difficult not to be impacted by personal biases, discussing how written observation can register tone, space, gestures and reciprocal knowledge and how to give back in interviews or focus groups and not just take – decolonial approaches to research methods‘ (ref: Workshop 1 27.09.2023, Group 7, https://miro.com/app/board/uXjVMhNzmZg=/). The discussion raised questions about each of our own positionality as researchers, and to consider that of our chosen participants.

Documenting classroom life: how can I write about what I am seeing?

‘In entering the classroom we are not curious tourists visiting a foreign land (Crick, 1985);’ it’s true I have been an educator for nearly a decade, it will be important to frame my positionality prior to conducting my research, enabling for the observed to know my background and enabled for clear self reflection. Jones reflections on her notes are helpful, trying to capture events as they happened, adding dates, times, opinions in the present tense, providing ‘an air of authenticity – of BeingThere’, in Geertz’ phrase, I will aim to do the same.

The reading made me think about forms of non extractive note taking, or non extractive interviews methods or ways of running focus groups, I questioned what do the others get from my research other than be extractive, I thought of play e.g. deck of cards designer critical alphabet (https://www.etsy.com/listing/725094845/a-designers-critical-alphabet), prompting discussion through games.

The ‘ethnographic present’

using the present tense is that it ‘freezes’ the events within the classroom at the time of observation; at worst ‘it contains assumptions about the repetitiveness, predictability, and conservatism’ (Fabian, 1983: 81) of both the teacher and the children.

the meaning of the ethnographic present cannot be ascertained simply from the ways in which the present tense expresses conceptions of time and temporal relations through the construction of sentences. Rather it must be derived from the intentions and functions of a total discourse of which sentence are parts. (1983: 76)

From the present tense to retrospection…New directions: towards a baroque method

For an aspiring ethnographer, this entails engaging with data characterised by varying degrees of ambiguity, recognising the implication that a comprehensive understanding cannot be derived through linear logic alone. Therefore, I conclude with another inquiry: Can I actively manipulate field notes, stretching and compressing them to stimulate more nuanced understandings? In doing so, can I navigate away from repetitive responses to what is observed, what is documented, and instead cultivate pathways toward the generation of novel insights and knowledge? I am a novice researcher, as such feel I must understand the basics before approaching further complex interpretations of what I see, I am curious to see how this develops.

Methodology – Everyday Methods of Research

Thinking about where I can start to begin thinking of my topic and how to plan my research:

Ask a colleague; – Ask a friend; – Use the library catalogue; – Use Google Scholar; – Use databases; -Read the resources; – Library Twitter / X (though not much any more!); – Teams (in passing); -Email alerts; – General “how are you conversations” with randomers. – deep listening – Google / duckduckgo – Watch and observe – Observing peers/colleagues or lessons/workshops ran by other members of staff – observing processes (e.g. workshops) or outcomes (shows etc.) – Physically making something, returning to it, changing it or making it again and again – observing processes (e.g. workshops) or outcomes (shows etc.) – Personal Tutorials, [coffee] break, chatting with peers and students, informal conversations, sometimes also random and by chance – Visiting people / places – Email conversation – Psychoanalysis – doing stuff, failing, trying again – listening – regarding how enthusiastic people are about things – behaviours in casual settings -how do people interact with others and with surroundings – observing – Taking time to be silent, dancing and being in nature -Conversations with colleagues, students and friends and family. Reading books/articles (physical and online), watching films/documentaries. lectures. Internet :). Observations – of the environment and reflections on all the above. Use of mind maps, spreadsheets, MS Teams, attending meetings/conferences, libraries. – mind mapping to extend the reference and links of thinking – Searching the library catalogue or browsing shelves – chat GPT – doing stuff, failing, trying again – chit chat – watching/ observing – Searching the library catalogue or browsing shelves – Visiting places such as galleries, archives and museums – podcasts – Sketching ideas / throwing the paper away / starting again – Making lists/sketches from data already collected / what you know – noticing patterns – picking up on what’s missed – Networking – Empathic Listening – Instagram / Social Media – reflecting on teaching and learning experiences – observing students and colleagues – Holding the space, creating pauses, asking for feedback in smaller ways – Visiting spaces that are both connected to what you’re researching and in contrast/external to it – observing and learning from other industries – LinkedIn articles – Universal methods of design [electronic resource]: 100 ways to research complex problems, develop innovative ideas, and design effective solutions https://libsearch.arts.ac.uk/cgi-bin/koha/opac-detail.pl?biblionumber=1505474 – Inventive methods [electronic resource]: The happening of the social. https://libsearch.arts.ac.uk/cgi-bin/koha/opac-detail.pl?biblionumber=812606 – Creative research methods in the social sciences [electronic resource]: a practical guide https://libsearch.arts.ac.uk/cgi-bin/koha/opac-detail.pl?biblionumber=1451005

Bibliography

Robson, C. (1993) real world research:a resource for social scientists and practitioner-researchers (1st ed.). Oxford: Blackwell
McNiff, J. (2010). Action Research for Professional Development. London: Sage Publications. https://www.jeanmcniff.com/userfiles/file/Publications/AR%20Booklet.doc
Jones, L., Holmes, R., Macrae, C., & Maclure, M. (2010). Documenting classroom life: how can I write about what I am seeing? Qualitative Research, 10(4), 479-491. https://doi.org/10.1177/1468794110366814
Crick,M. (1985) ‘Tracing the Anthropological Self: Quizzical Reflections on FieldWork,Tourism and the Ludic’, Social Analysis 17: 71–92.
Fabian, J. (1983) Time and Other. NewYork: Columbia University.

What is ARP?

My initial thoughts centred around self-designed research project, democratised method of research? 1:1 supervision? In-person sessions? Knowledge production and presentation in the working world of all our organisational, disciplinary knowledges? Literature as something which mobilises our thinking and action? Much about doing? Decolonising our references and citations, how social justice is not just part of the action but also about the reading? Social justice an integral component in ARP? Observation work in class, reiterative design / research? Growing work on inclusive participatory action research, culminating in a presentation of our research? Presenting to peers is part of the ARP ethos?

“The purpose of all research is to generate new knowledge. Action research generates a special kind of knowledge. Action research has always been understood as people taking action to improve their personal and social situations. Some see its potential for promoting a more productive and peaceful world order (Heron 1998; Heron and Reason 2001). A strong new theme is emerging about how action researchers can find more democratic ways of working for sustainable organizational development (McNiff and Whitehead 2000). Educational action research is coming to be seen as a methodology for real-world social change.” ‘All You Need To Know About Action Research’.

– McNiff and Whitehead on ARP, change and democracy 1

ARP asks me what it is to be a researcher, my researcher identity, my researcher self, which writers and literatures are composing me and my researcher viewpoints and engagements.

230705 Introduction – ARP asks me what it is to be a researcher, my researcher identity, my researcher self, which writers and literatures are composing me and my researcher viewpoints and engagements. We need to note and notice these movements. We don’t have to use our artefact, we can start completely anew.

Cohort Effects and Risk Mitigation

My initial thoughts turn to concerns of honesty, reflecting Heisenberg’s uncertainty principle, whatever you study you also change. The observer effect is the fact that observing a situation or phenomenon necessarily changes it. However I am consoled in the conversation noting ‘We look at the ethics of care for the researcher and who we are researching for participants – think of care rather than risk’Dr Rachel Marsden. Sometimes the risk of harm is when we don’t do something.

“It was as if their souls were slipping messages to me, giving me hints on how I might reach them – telling me where they were hiding, where they were hurting, and, most important, what ideas they needed to take the next step in their development” 2 (p. 22) Chris Bache on classroom energy questioning the “paradigm of the private mind”.

Mitigation could be exercised by researching the mood of the cohort, ask them to set the criteria, idea of not know what direction to go in and making it as it happens. Like previous exercises expressing my own positionally, “how am I feeling and how they react to my emotion”, this could be critical to how you are effecting/affecting the world in my intervention as a researcher. “Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher…..We teach who we are ” 3.

Ideas into a form of a question

https://artslondon.padlet.org/lindsayjordan/ideas-put-into-the-form-of-a-question-u1g9366r6alkr0y4 Collective mind dump of our cohort on ideas as possible questions to explore.

My Question

I can no longer utilise my ‘Studio Book’ artefact, due to personal circumstances I had to alter my teaching pattern and switch from teaching final year Stage 3 to Stage 1, where I would not have a fixed student cohort for the academic year.

My initial thoughts came from my our concerns from my own positionally and research from my artefact:

Is the era of the elderly white male in Architecture finally over? ‘Everyone is white, mainly male too,’ said one survey respondent. ‘Those that teach are 95 per cent white too’. How can we generate the new counter norm?

Create an interactive map – local architect hero project close to the student
Students and tutors can offer examples to explore
Where are they born are where do they feel they come from culturally
A Design Charrette to question manifesto and assessments
Creative a new form of Review or Crit responding to students cultural
Utilise padlets for review

For reference Design Charrettes are used in the practice of architecture, it is an intensive, hands-on workshop that brings people from different disciplines and backgrounds together with members of the community to explore design options for a particular area. It differs from a traditional community consultation process in that it is design based.

Creative Research Methods

Pillars of reserArts-based research – Research using technology – Mixed methods research – Transformative research frameworks (feminist, participatory and activist research) – Indigenous methodologies

“People often think that arts-based research equals the visual arts…so are the performative arts such as the arts of theatre and dance and song, comedy even, and the written arts so fiction, poetry, playwriting, screenwriting and music is included…crossover with research using technology so video and film….storytelling; in a sense all research is made up of stories. Stories are how we learn as human beings……Numbers tell stories just as much as words do, and researchers need to write stories around the numbers, the words, the images, that they collect and interpret“. 4

Architects Journal hosts design day in Peckham. Six architecture firms and six lighting designers joined forces last week to ‘make Peckham even better’ during a day-long design event at Will Alsop’s Stirling Prize-winning Peckham Library 5. Could my Cohort draw their responses to difficult research questions?

Arts-based Research Methods

Conscious of interacting with Stage 1 students, new to university, new to London and new to architecture, being overwhelmed, levity in the sight of quite difficult questions could be most appropriate form as a catalyst interaction. How could this manifest?

Poetry, fiction, comic, film, make out of lego, drawing, audio story telling, card exercising, items to sort, game to stimulate discussion, cards, prompt decks, digital mapping tools. UAL provides access to Miro, Mural, Padlet, MindView, Inspiration, Xmind 6.

It can be too easy to become locked into a mindset, we discuss how these interactions could open up different lines of thinking around the data collected, data poetry could be an option.

https://artslondon.padlet.org/lindsayjordan/data-poetry-e0iuk1p8jajgpfvq Could the abstract nature of poetry to record data from from normative contexts to help examine them further?

What to do with this Research …..(beyond ARP?)

We discussed an example of Vanessa Bailey, population health nurse, Camden and Islington NHS Foundation Trust. Her ARP research was utilised back into professional practice, ‘Reimagining mental healthcare by looking through an intersectional lens’ 7. Highlighting that anti-discriminatory practices are needed in healthcare to avoid perpetuating the disadvantage, stigma and health inequality experienced by already marginalised groups. Intersectionality is a vital tool in this, as it considers overlapping social identities and experiences that can cause discrimination and marginalisation. A bespoke intersectionality workshop for mental health practitioners used a case study and frame of reference exercise to encourage reflection and embed learning.

Could such a process be utilised to question Architectural Education?

**The Way Ahead** outlines RIBA’s new Education and Professional Development Framework. The framework signifies a new direction for architectural education and continuing professional development, with a greater emphasis on health and life safety, the climate emergency and professional ethics. 8

Bibliography

McNiff, J., & Whitehead, A. (2011). All You Need to Know About Action Research. A. Jack Whitehead (Contributor).
Bache, C. M. (2008). The Living Classroom: Teaching and Collective Consciousness. Suny Series in Transpersonal and Humanistic Psychology
Palmer, P. J. (2017). The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life
Helen Kara. (2017). Creative research methods. National Centre for Research Methods online learning resource. Available at https://www.ncrm.ac.uk/resources/online/all/?id=20589
https://www.architectsjournal.co.uk/archive/aj-hosts-design-day-in-peckham
https://www.arts.ac.uk/students/assistive-technology/planning,-organising-and-referencing and https://canvas.arts.ac.uk/sites/explore/SitePage/45780/assistive-technology
Bailey V (2023) Reimagining mental healthcare by looking through an intersectional lens. Nursing Times [online]; 119: 6.
Jones, A., Charlton, W., Carmichael, L., Dobson, A., Gloster, D., & Watson, N. (2020). The Way Ahead: An Introduction to the New RIBA Education and Professional Development Framework and an Overview of Its Key Components. Royal Institute of British Architects. ISBN 9781914124402. https://www.architecture.com/knowledge-and-resources/resources-landing-page/the-way-ahead