The action research cyclical process of Kemmisand McTaggart (1981) was adopted through the steps of (1) Plan, (2) Act, (3) Observe and (4) Reflect.
Action Research workshop planning:
The workshop aim is to promote and/or foster the development of a deeper understanding of how diverse identities intersect and influence artistic practice? This will allow culture exchange among students to foster belonging in the classroom and creating inclusive artistic environment
Cultural Exchange: The workshop will provide a platform for students to engage in cultural exchanges by sharing personal experiences, artistic influences, and cultural traditions. This will help them to gain a richer understanding of diverse perspectives, fostering empathy and cross-cultural collaboration.
Intersectionality: Through discussions and activities, students will explore the concept of intersectionality and understand how different aspects of identity, such as race, gender, sexuality, and socioeconomic background, intersect to shape individual experiences and creative expressions.
Positionality: By examining how one’s social, cultural, and historical context informs their artistic practice, students will gain insight into positionality and biases as artists and designers.
Creating Inclusive Artistic Environments:The workshop will create inclusive artistic environments that embrace diversity and intersectionality.
Participant Questionnair:
- What new knowledge have you gained about diversity, equity, and inclusion from this workshop? Open-ended question (OE)
- How did this workshop help you reflect on your own identity and positionality? (OE)
- Can you describe your own intersectionality? (OE)
- I am more aware of my own privileges and disadvantages after this workshop. Likert scale question (SC)
- I felt comfortable sharing my experiences and background during the workshop. (SC)
- How did this workshop emphasize the value of intercultural exchange in your view? (OE)
- The discussions enhanced my awareness of my own cultural assumptions and biases. (SC)
- Do you feel better equipped to relate to diverse perspectives after this workshop? How so? (OE)
- Are you more aware of discrimination/equity issues in the art world? Which issues? (OE)
- Do you have a greater grasp of how identity impacts artistic practice after this workshop? In what ways? (OE)
- I better recognize the importance of inclusion in the arts after this workshop. (SC)
- Do you feel equipped to help create an inclusive environment in the classroom now? How so? (OE)
Participants will attend a 45 mins workshop during one of their studio sessions. Students will be debrief regarding to the workshop and the anonymous online questionnaire at the end of the session.
PgCert Action Research 23/24 Pilot
Reflection: Thinking about Research Methods
Suitable research methods that I was thinking to apply to the participant data. It would include open ended text as well as likert scale data.
Quantitative Analysis of the likert scale questions
- Descriptive statistics (e.g. frequencies, means) could summarize overall trends in the quantitative Likert scale responses related to awareness, openness to share, recognition of issues, and feelings of preparedness.
- Inferential statistics like t-tests, ANOVA, or regression could test for differences across demographic factors like gender or course level.
Qualitative Analysis of the open ended text
- Thematic analysis seems well suited for the open-ended qualitative responses, allowing you to identify common themes and meaning related to the workshop experiences.
- Content analysis could systematically code and quantify qualitative data around key concepts of interest.
Mixed Methods that would combine both types of analysis
- A mixed methods approach combines quantitative summaries and statistical tests with thematic coding of open-ended data. This leverages the strengths of both methodologies.
- Qualitative data can contextualize and interpret quantitative findings. Multi-method triangulation improves validity.
Other Potential Methods
- Focus groups to follow up on key survey findings may clarify results or reveal additional insights.
- Social network analysis could map connections formed and knowledge flows resulting from the workshops.
Bibliography
Kemmis, S., & McTaggart, R. (2007). The Action Research Planner: Doing Critical Participatory Action Research. Thousand Oaks, California: Sage Publications.
Kemmis, S., McTaggart, R., Nixon, R., Kemmis, S., McTaggart, R. and Nixon, R., 2014. Introducing critical participatory action research. The action research planner: Doing critical participatory action research, pp.1-31.
Koshy, E., Koshy, V., & Waterman, H. (2010). Action Research In Healthcare. London: SAGE Publishing.
Koshy, V. (2010). Action Research for Improving Educational Practice: A Step-By-Step Guide.London: SAGE Publications Ltd.
Stringer, E., & Genat, W. (2004). Action Research in Health. Upper Saddle River, NJ: Pearson Prentice-Hall.