I reached out to all 5 potential participants, to arrange a consultation. This is a usual protocol within my role, to discuss the briefs of their provisions, the location and the students’ number that are expected to attend. I also intended to introduce them to my ARP project and ask them to undertake the activity (the EDI/Anti Racism training module). Within the consultation, I will need to determine which module I will be advising each of the participants to undertake, by assessing prior knowledge, through closed questions in conversation. This will be my first stream of data capture, for my research, so I must utilise the same questions on each, without any presumptions.
“Critical theory is a research approach that goes beyond the traditional formulations of quantitative and qualitative research to explore and challenge the socio-historical constructs of knowledge production” (University of Sheffield, 2022).
Critical theory is defined as a research method about understanding why things are the way they are: differing from traditional theory, which focuses on comprehending and explaining society (members.aect.org, n.d.). Critical theory relies on observations and interpretation of primary sources, combined with an analysis of historical processes, whilst exploring hypothetical inequalities and structural relations that may contribute to and influence the status quo.
Reflecting on critical theory I recognise that no research is sincerely objective and the best I can do as a researcher is to identify the theoretical, social and cultural underpinnings of my work and acknowledge that my drawn conclusions should be understood within that wider context. Criticism of this theory is that it fails to provide coherent benchmarks that justify standards, which demonstrate being “better” than other theories of knowledge, science, or practice (www.sciencedirect.com, n.d.).
As a critical researcher am required to disregard my ideological assumptions or implicit biases, whilst understanding how my experiences and my underlying belief systems could inform my approach to questioning/research area. This means putting aside my motivations in conducting this research, during my ARP. I must not presume their responses or prior knowledge, based on our professional relationship or their position in the company. I will also need to be aware of potential discourses and paradigms that may have shaped the potential participants’ particulars and responses and how this intersects with the questions and activities, within my subject area.
As stated previously, during my meeting with the EDI team, two suggestions were made, which altered the discourse of my initial plans. One of these suggestions was about what modules the participants should undertake.
Suggestion: if the participants had undertaken EDI training in the last two years, they should do the anti-racism module and if the participants hadn’t undertaken EDI training in the last two years, they should do the EDI module.
This was justified by the fact that the EDI module at UAL was created two years ago, so is inclusive of relevant clauses and topics. It will therefore be presumed that should participants have undertaken EDI training within the last two years, it would have been like the UAL training and duplication of training, due to recent prior knowledge.
Whereas if someone had not undertaken EDI training within the past two years, they would be uninformed of recent clauses and requirements within such training.
The questions I ask and the language that I use, during consultation, will determine the responses I get, to inform my assessment or judgment, on what module I advise be undertaken. That is why I opted to pose the same questions, to all, whilst providing the same information about the ARP.
This is the first instance of data collection and although quite basic, considerations towards critical theory: “critiquing and changing society as a whole” and my stance in accumulating information will come into play again, upon receipt of information in my further research (members.aect.org, n.d.).
References:
University of Sheffield (2022). Research Methods. [online] www.sheffield.ac.uk. Available at: https://www.sheffield.ac.uk/academic-skills/study-skills-online/research-methods.
www.sciencedirect.com. (n.d.). Critical Theory – an overview | ScienceDirect Topics. [online] Available at: https://www.sciencedirect.com/topics/economics-econometrics-and-finance/critical-theory#:~:text=Critical%20theory%20perspectives%20allow%20for [Accessed 24 Dec. 2023].
members.aect.org. (n.d.). 9.8 PROBLEMS WITH CRITICAL THEORIES OF EDUCATION. [online] Available at: https://members.aect.org/edtech/ed1/09/09-08.html#:~:text=Critical%20theories%20are%20not%20without