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The role of self and emotion within qualitative data analysis

The role of self and emotion within qualitative data analysis Dr. Victoria Knight and Dr. Irene Zempi. Workshop Outline. Introduce our research projects Theoretical framework for qualitative research Negotiating our identities in the research process Reflection on emotions

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The role of self and emotion within qualitative data analysis

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  1. The role of self and emotion within qualitative data analysis Dr. Victoria Knight and Dr. Irene Zempi

  2. Workshop Outline • Introduce our research projects • Theoretical framework for qualitative research • Negotiating our identities in the research process • Reflection on emotions • Advantages and limitations of reflexivity • Conclusions

  3. Prison Life Research Research participants • Serving prisoners • Prison staff Research aims • To explore prisoners’ use of television • To explore prisoners’ situated and mediated experiences of in-cell television • To reflect upon the ‘social uses’ of television in the context of incarceration • To reflect on the role that in-cell television plays in the prison regime

  4. Prisoners Research Methodology Research strategy • Ethnographic approach (Moores 1993) • Adaptive approach (Layder 2005) Sample • 19 prisoner interviews • 9 prison staff • 9 TV use diaries Research tools • Semi-structured interviews • TV activity diaries • Observations

  5. Victims Research Participants • Muslim women wearing the niqab (face veil) Research aims • Nature and extent of Islamophobic victimisation • Impact upon victims, their families and wider Muslim communities • Victims’ coping mechanisms • Effectiveness of CJ responses to this victimisation

  6. Victims Research Methodology • 60 individual, in-depth interviews with victims • 20 focus groups with victims • 15 interviews with CJ agencies and Muslim organisations • Autoethnography (not part of the plan!) • Purposeful attempts to research victimisation using (auto) ethnography are literally unheard of. • Autoethnography has not been used to understand Islamophobic victimisation.

  7. The Value of Qualitative Interviewing • Qualitative interviewing provides in-depth understanding of people’s underlying views, beliefs and motivations (Silverman, 2013). • It allows for ‘rich’or ‘thick’data to be collected with detailed descriptions (Hennink et al., 2011). • Appropriate for researching sensitive topicsand/or ‘hard-to-reach’ groups such as prisoners and victims of hate crime. • Empowers and gives ‘voice’ to oppressed, ‘hidden’ and marginalised groups. • Use of direct quotes empowers participants by inclusion of their spoken words.

  8. Quantitative vs Qualitative Research Positivism Reflexivity ‘Multiple’ truths Subjective Reflexive Credibility & trustworthiness Co-produced knowledge between the researcher and the researched • Observable facts that can be measured in numbers • No influence of the collection • Reliability, validity, representativeness, generalisability and objectivity

  9. Reflexivity and Emotions • Reflexivity entails an awareness of ‘self’within the research process (e.g. research design, data collection/interpretation and production of knowledge). • Reflexivity is necessary in order to demonstrate the methodological rigour of qualitative analysis. • Researchers’ emotions have an impact on the research process. • Researchers’ emotions play a role in the production of knowledge.

  10. Qualitative Research as Emotional Labour • Hochschild (1983) developed the concept of ‘emotional labour’. • Emotional labour denotes the emotional management that occurs during paid work. • The individual is required to ‘induce or suppress feelings in order to sustain outward countenance that produces the proper state of mind in others’ (Hochschild, 1983: 7). • Conducting qualitative research constitutes ‘emotion work’(Dickson-Swift et al., 2009).

  11. Negotiating our identities ‘in the field’ Prisoners Study: Victims Study: Adjusting my appearance and behaviour in religious spaces Using my identity as a tool to gain insider’s perspectives Using my body to research victimisation Representing Islam in public • Adjusting what I wore • Downplaying my femininity • Personal disclosures and dealing with questions • Outsider/insider • Spending time inside prisoners’ cells

  12. Outsider vs Insider Positionality • An ‘insider’is a researcher who belongs to the group to which their participants also belong based on characteristics such as religion, ethnicity, gender and sexual identity, while an ‘outsider’ is not a member of that group (Gair, 2012). • Insiders are more likely to be able to understand and accurately represent participants’ experiences (Hayfield and Huxley, 2015). • This is particularly useful in research with oppressed, marginalised and ‘hard-to-reach’groups.

  13. Prisoners Research: Boredom in Prison & TV Boredom is poisonous, it is mental poison. You can easily get distressed and suicidal in here. TV keeps you occupied. Even just changing the channels using the remote, it keeps you focused. (Leon- prisoner) It feeds your brain, just a little. It is occupying boredom. (Carlton- prisoner) Here I have no structure or routine and I get bored, so I get in bed and fall asleep. But then no sleep all night. On Tuesday’s there is nothing on, but oh there is Shameless which is brilliant, then there is soaps oh and that Holloway thing [prison documentary]. (Mick- prisoner)

  14. Victims Research: Autoethnographical data Typical examples of verbal abuse: Muslim terrorist, suicide bomber, you lot are terrorists. We will burn your f******* Quran. We will teach your kind a lesson. How many people have you killed in the name of Islam? You are not welcome here, go back to where you came from. Whitesare not meant to be Muslim. Pull that thing off your face!

  15. Victims Research: Autoethnographical data • Physical attacks were much less common than verbal forms of abuse, with the exception of a passing car that threw eggs at me, as indicated in the following diary extract: I felt quite upset as a car drove past me on Saffron Lane [in Leicester] and a white male threw eggs at me and then he shouted something about Muslims. I was so shocked that I did not manage to get the car’s number plate. • Also, persistent staring, being ignored and/or being laughed at. I was in the fruit market in Leicester City Centre and the stall owner refused to serve me. I felt humiliated and ashamed.

  16. How did our ‘self’ and emotions affect the production of knowledge?

  17. Stages of Analysis (with emotion)(Layder, 2005)

  18. Guilt • Authenticity of research as ‘outsiders’ • Accountability/responsibility to do justice to participants’ stories • Invading participants’ privacy • Duty of care • Thinking time in the interview space • Useful • The self contaminating the research project?

  19. Sadness • Exploitation on both sides- the role of rapport and empathy in gaining source material • Feelings of immorality • Using deception in research is ethically dubious • Feeling of guilt towards Muslims, public and towards self e.g. deliberately exploiting my body as a ‘research tool’

  20. Jealousy • People’s situation • People’s clarity and conviction- yet I was disorientated • Disconnect and alienation • Anger- at those who ‘knew’ • Reflections on my ‘self’ as a religious person

  21. Leon- Prisoner …like exercise it releases endorphins, like hormones, and TV does that for you sometimes too. It releases your mind. Like the gym it does three things, physical release, looking good gives you gratification and a mental release. TV is working you out mentally, it stops letting the memories get to you. With TV I am in another world. It is mental torture in here, so you need somewhere else to escape, to cope and not breakdown. If you don’t have TV in these cells the walls talk to you, we need external input we are social beings, we need this.

  22. Shame • Fear of being judged by participants (and fellow academics!) • Worried about the value of the study • Downplayed my autoethnographical experiences when writing my thesis because I didn’t want my ‘self’ to become unduly privileged, blocking out participants’ voices. • Getting it right • ‘offering a description an analysis of a social reality that we can mis-describe and mis-analyze, that we can mistake, as well as be right about’ (Silverstone et al 1991:223) • Being ‘tested’ by interviewees (see Crewe 2006)

  23. Simon- Prisoner I’m the alpha male here though, I have the bottom bunk. If he wants to watch something I do let him. But it is my remote and my telly, if you don’t like it then get out. There has been loads of arguments, but not with current pad mate. I remember a man wanted to watch a cartoon, I ain’t watching that ‘Winnie the Pooh’. He got ejected from here. I refuse to live with them... Got to be flexible, like the odd football match, which I’m not bothered about. I let them watch what they want. If I get an awkward pad mate I get him to move out.

  24. Fear • Experiences of victimisation • Exposure to potentially dangerous situations • Downplayed the severity and prevalence of my victimisation experiences from family, friends, colleagues and supervisors • Loss of sense of true ‘self’ • My ‘virtual social identity’ (the way we are perceived by others) eclipsed my ‘actual social identity’ (Goffman, 1963) • Negative emotional, psychological and physiological impacts upon my health • Pandora’s box: initially, doing autoethnography reopened old wounds of victimisation but then liberation came (cathartic experience to share this with others)

  25. Power • Challenging participants (or not!) • Access- ‘getting in’ and maintaining access with gatekeepers and participants • Useful for potentially returning to the field in the future • Empowerment of participants through ‘participatory research’ • Empowerment of researcher (through feelings of empathy and responsibility) to voice participants’ experiences and views • Commitment to ‘make a difference’, both nationally and internationally • Intersectionality • Gender, ethnicity, sexuality, age, occupational status

  26. Benefits of reflexivity • Performance of identity • Identity is flexible not ‘fixed’ • Enhancing quality- credibility and trustworthiness (Seale) • Depth and complexity • Realist research • Ethical • Learn a lot about yourself (and others)

  27. Challenges of reflexivity ‘...there has been little systematic attempt to reflect upon their experiences and emotions that are reported in any overarching collective or epistemological sense.’ (Coffey 1999:1) • Satisfying rationalists • Breaking down- physically and mentally- ‘burn-out’ • Disorientation • ‘Going native’ • Navel gazing- self indulgence • Research as a therapy- roles, expertise and boundaries • Friendships

  28. Emotions as a Guide: Conclusions • Sharing research experiences – learning from each other & been prepared before ‘entering the field’ • Developing coping strategies • Quality and rigour of research method • Offer a trajectory of the research process- moving through the phases • Ethical

  29. References • Angen, M,J. (2000) Evaluating Interpretive Inquiry: Reviewing the Validity Debate and Opening the DialogueQualitative Health Research Vol. 10:3 pp378-395 • Bird, S.E. (2003) The Audience in Everyday Life: Living in a Media World New York, Routledge • Crawley, E. (2004) Doing Prison Work: The public and private lives of prison officersCollumpton, Willan • Crewe, B. Warr, J., Bennett, P. And Smith, A. (2006) The emotional geography of prison life Theoretical Criminology 0:0 pp1-19 • Dickinson-Swift , V., James, E.L., Kippen, S. and Liamputtong, P. (2009) Researching Sensitive Topics: qualitative research as emotion work Qualitative Research 9:1 pp61-79 • Dyson, S. & Brown, B. (2006) Social Theory and Applied Health Research Maidenhead, Open University Press • Gersch, B. (2003) Dis/connected: Media Use Among Inmates Unpublished PhD Oregon, University of OregonUSA • Gray, A. (2003) Research Practice for Cultural Studies London Sage • Hammersley, M. & Atkinson, P. (2010) Ethnography London, Routledge • Jewkes, Y (2002a) Captive Audience: Media, masculinity and power in prisonCollumpton, Willan • Karstedt, S. (2002) Emotions and Criminal JusticeTheoretical Criminology Vol. 6:3 299-317 • Layder, D. (2004) Emotion in Social Life: The Lost Heart of Society London, Sage • Liebling, A. (1999) Doing research in prison: Breaking the silence? Theoretical Criminology Vol.3:2 pp147-173 • Moores, S. (2006) Media Uses & Everyday Environmental Experiences: A Positive Critique of Phenomenological GeographyParticip@tionsVol 3:2 http://www.participations.org/volume%203/issue%202%20-%20special/3_02_moores.htm accessed 01.07.11 • Rose, N. (1999) Governing the Soul: The Shaping of the Private Self London, Routledge • Scherer, K.R. (2005) What are emotions? And how can they be measured? Social Science Information Vol.44:4 pp695-729 • Seale, C. and Silverman, D. (1997) Ensuring rigour in qualitative research European Journal of Public Health Vol.7:4 pp379-384 • Watts, J. (2008) Emotion, empathy and exit: relflections on doing ethnographic qualitative research on sensitive topicsMedical Sociology Online 3:2 pp3-4 • Weller, S. & Caballero, C. (2009) Up Close and Personal: Relationships and Emotions Within and Through Research: Working Paper No. 25 London, London South Bank University • Williams (2001) Emotion and Social Theory

  30. Contact details Dr. Victoria Knight Dr. Irene Zempi irene.zempi@ntu.ac.uk Twitter- @DrIreneZempi • vknight@dmu.ac.uk Twitter- @vicknight18

  31. Remote Control: Television in Prison Palgrave Macmillan 2016 BBC Radio 4’s Thinking Allowed TV in prison - Live music in prison

  32. Thank you for listening!Any questions?

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