Ruzy Suliza Ruzy Suliza HashimHashim 11

Research Methods in Research Methods in Literary StudiesLiterary Studies

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Possibilities and Probabilities

Theory Focus Text/Genre Focus Area Focus

Archetypal/Mythical ApproachFeminist Approach

Cultural Studies ApproachEtc.

PoetryPlays

NovelsShort stories

Science FictionRomance

Children’s LiteratureEtc.

Comparative StudiesTranslations

Interdisciplinary StudiesEducation

Studies Across Media[Film, Advertisements

Mini Series, Computer Games

Etc. ]

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Types of Research/Studies

Qualitative Quantitative Quasi

Using library research and textual analysis based on

elected theory/ies or framework

Using Statistical Data Gathered From Texts

or Respondents

Using a Combination of Qualitative and

Quantitative Tools orMethods

Some possible topics/IssuesSome possible topics/Issues

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Internal Dynamics of the Asian familyYoung Adult Preoccupations and their reflections in literature Social Problems and their reflections in literature Various types of Feminist Agency Conflicts between cultures/cultural valuesOppression – Race/Gender (or both)

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Some possible topics/issuesSome possible topics/issues

►The Shadow of ImperialismThe Shadow of Imperialism►Aspects of Nationhood in various Countries Aspects of Nationhood in various Countries

as expressed through literature as expressed through literature ►Diasporic Communities and Memories of Diasporic Communities and Memories of

Space and Place Space and Place ►Archetypal Echoes (Myth and Archetypes)Archetypal Echoes (Myth and Archetypes)► Cultural Variations of the various Cultural Variations of the various

topic/issues abovetopic/issues above

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TYPES OF TEXTSTYPES OF TEXTS

►LITERARY TEXTS (SHORT STORIES, LITERARY TEXTS (SHORT STORIES, POEMS, NOVELS, PLAYS, MEMOIRS POEMS, NOVELS, PLAYS, MEMOIRS ETC.) ETC.)

►Magazines Magazines ►Comics Comics ►AdvertisementsAdvertisements►MoviesMovies►Mini SeriesMini Series►Computer Games Computer Games

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Identifying your theoretical Identifying your theoretical Method Method

Identify the Framework that you will Identify the Framework that you will use when discussing the chosen use when discussing the chosen topic/issue. topic/issue. ►If you have chosen a text that is not If you have chosen a text that is not

conventional literary fiction, i.e Film, Mini conventional literary fiction, i.e Film, Mini Series, Computer Games, Advertisements Series, Computer Games, Advertisements etc., you must clearly show that it etc., you must clearly show that it contains/depicts topic/issues that can be contains/depicts topic/issues that can be analysed via an approach that you can analysed via an approach that you can similarly use to analyse a literary text.similarly use to analyse a literary text.

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Identifying your theoretical Identifying your theoretical MethodMethod

Identify certain key concepts/aspects that Identify certain key concepts/aspects that you will be using to aid in your discussion you will be using to aid in your discussion of the topic/issue chosen. of the topic/issue chosen.

Explain how these will help you identify Explain how these will help you identify relevant scenes/ episodes/ items that are relevant scenes/ episodes/ items that are connected to the topic/issue. connected to the topic/issue.

These would generally be found in a These would generally be found in a particular READING APPROACH/ THEORY or particular READING APPROACH/ THEORY or a combination of them: a combination of them:

(Formalism/Marxism/Feminism/(Formalism/Marxism/Feminism/Psychoanalysis/ Postcolonialism etc.)Psychoanalysis/ Postcolonialism etc.)

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THEORETICAL FRAMEWORK THEORETICAL FRAMEWORK SAMPLE 1SAMPLE 1

Topic : Topic : Shadows of ImperialismShadows of Imperialism Theoretical Framework – key aspects of colonial Theoretical Framework – key aspects of colonial

discourse analysis and postcolonial theory in discourse analysis and postcolonial theory in general general

- ORIENTALISM - (definition of orientalism, sub-ORIENTALISM - (definition of orientalism, sub-categories of orientalism – categories of orientalism –

- OCCIDENTALISM, OTHERING, MANICHEAN DIVIDE, OCCIDENTALISM, OTHERING, MANICHEAN DIVIDE, EXOTICISM, IMPERIAL HEGEMONY EXOTICISM, IMPERIAL HEGEMONY

- Dominance of a particular ideology (linked to Dominance of a particular ideology (linked to imperialism)imperialism)

ADVERTISEMENTS – British India,East India, ADVERTISEMENTS – British India,East India, Housing Projects (Housing Projects (MarrakeshMarrakesh), Ads that ), Ads that convey an imperialistic nostalgia convey an imperialistic nostalgia

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THEORETICAL FRAMEWORK THEORETICAL FRAMEWORK SAMPLE 2SAMPLE 2

Topic : Topic : Archetypal Echoes (Myth and Archetypes)/ RevisioningsArchetypal Echoes (Myth and Archetypes)/ Revisionings - Identify the archetypes and the source (cultural Identify the archetypes and the source (cultural

texts – Ramayana, Mahabaratha, Sejarah texts – Ramayana, Mahabaratha, Sejarah Melayu, Egyptian Myths, Persian Myths) Melayu, Egyptian Myths, Persian Myths)

- Establish key aspects linked to archetypal Establish key aspects linked to archetypal theory – theory – - Archetypal women – maiden, mother, croneArchetypal women – maiden, mother, crone- Archetypal personas : Wizards/ Archetypal personas : Wizards/

Sorcerers/Witches/High Sorcerers/Witches/High Priestesses/Kings/Queens/Biblical Parables and Priestesses/Kings/Queens/Biblical Parables and Parallells etc Parallells etc

- The ways in which these are projected via The ways in which these are projected via modern revisionings (in literary modern revisionings (in literary texts/adverts/computer games etctexts/adverts/computer games etc

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THEORETICAL FRAMEWORK THEORETICAL FRAMEWORK SAMPLE 3SAMPLE 3

Topic : Young Adult Preoccupations and Topic : Young Adult Preoccupations and their reflections in literaturetheir reflections in literature

- Aspects from Psychoanalysis, Marxism, Aspects from Psychoanalysis, Marxism, Gender etcGender etc

- Repression Repression - Conflicts with Parental authority Conflicts with Parental authority - Oedipus/Electra Complex Oedipus/Electra Complex - The Return of the Repressed The Return of the Repressed

- Ways in which the above are presented in ways Ways in which the above are presented in ways that appeal to young adult readers (types of that appeal to young adult readers (types of characters/ characterisation)characters/ characterisation)

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THEORETICAL FRAMEWORK THEORETICAL FRAMEWORK SAMPLE 4SAMPLE 4

Topic : Diasporic Communities and Memories of Topic : Diasporic Communities and Memories of Space and Place Space and Place

- Hybridity Hybridity - UnHomelinessUnHomeliness- In Between SpacesIn Between Spaces- Alienation Alienation - Adaptations Adaptations - Syncretism Syncretism - XenophobiaXenophobia- Friction (Conflicts) between first generation and Friction (Conflicts) between first generation and

subsequent diasporic generations in a particular countrysubsequent diasporic generations in a particular country- Dialogism (internal –within diasporic community and Dialogism (internal –within diasporic community and

between a diasporic community and the Other within the between a diasporic community and the Other within the nation)nation)

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THEORETICAL FRAMEWORK THEORETICAL FRAMEWORK SAMPLE 4SAMPLE 4

►EDUCATION AND LITERATUREEDUCATION AND LITERATURE►Examination texts, methods, Examination texts, methods,

curriculum, teacher competence, curriculum, teacher competence, teacher/student attitude or motivation, teacher/student attitude or motivation, mode of assessment, development of mode of assessment, development of critical/creative thinking, cultural critical/creative thinking, cultural awareness, etc.awareness, etc.

►May be qualitative or quantitativeMay be qualitative or quantitative

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Comparative FrameworkComparative Framework

► Establish a comparative paradigm – theme, Establish a comparative paradigm – theme, genre, influence, form, etc.genre, influence, form, etc.

► Establish a validity for comparison between Establish a validity for comparison between text and text or text and other areas of text and text or text and other areas of choicechoice

► Establish the issue for comparison – Establish the issue for comparison – thematic, stylistic, archetypal, etc.thematic, stylistic, archetypal, etc.

►Develop a critical/literary theory-based Develop a critical/literary theory-based framework to make comparisonframework to make comparison

►Discuss points of convergence and Discuss points of convergence and divergence as part of findingsdivergence as part of findings

Elaborating on Framework Elaborating on Framework (Methodology)(Methodology)

►Introduce the key aspects that you Introduce the key aspects that you have selected to help frame your have selected to help frame your discussion of the topic.discussion of the topic.

►Explain in detail how each aspect is Explain in detail how each aspect is extremely relevant to your analysis of extremely relevant to your analysis of the text selected.the text selected.

►Explain in detail how you will show the Explain in detail how you will show the link between the aspect and specific link between the aspect and specific scenes/episodes/items of the text scenes/episodes/items of the text chosen.chosen.

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Elaborating on Framework Elaborating on Framework (Methodology)(Methodology)

►Develop your framework by showing the Develop your framework by showing the evidence of the key aspects discussed evidence of the key aspects discussed earlier in specific scenes/episodes/items in earlier in specific scenes/episodes/items in the chosen text. These need to be briefly the chosen text. These need to be briefly introduced as you will discuss the details introduced as you will discuss the details in your analysis. in your analysis.

► This is necessary as you must show that This is necessary as you must show that you are able to link the theoretical aspects you are able to link the theoretical aspects to the text.to the text.

► If you merely talk about the aspects If you merely talk about the aspects without showing the link, it does not without showing the link, it does not reflect critical awareness of identification reflect critical awareness of identification and explication. and explication.

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Explaining your Theoretical Explaining your Theoretical FrameworkFramework

►You must show that you understand You must show that you understand each aspect by discussing it fully. each aspect by discussing it fully.

►Do not merely let the external Do not merely let the external reference materials that you select reference materials that you select as evidence of theoretical issues as evidence of theoretical issues speak for you. speak for you.

►Explain what you understand of the Explain what you understand of the external reference, show your external reference, show your understanding of it and comment understanding of it and comment on relevance to thesis/text. on relevance to thesis/text.

Explanation of Theoretical FrameworkExplanation of Theoretical Framework

““otherness includes doubleness, both identity and difference, otherness includes doubleness, both identity and difference, so that every other , every different than and excluded by is so that every other , every different than and excluded by is dialectically created and includes the values and meaning of dialectically created and includes the values and meaning of the colonizing culture even as it rejects its power to define” the colonizing culture even as it rejects its power to define”

““the western concept of the oriental is based, as Abdul the western concept of the oriental is based, as Abdul JanMohamed argues, on the Manichean allegory (seeing the JanMohamed argues, on the Manichean allegory (seeing the world as divided into mutually excluding opposites): if the world as divided into mutually excluding opposites): if the west is ordered, rational, masculine, good, then the orient is west is ordered, rational, masculine, good, then the orient is chaotic, irrational, feminine, evil. Simply to reverse this chaotic, irrational, feminine, evil. Simply to reverse this polarizing is to be complicit in its totalizing and identity-polarizing is to be complicit in its totalizing and identity-destroying power (all is reduced to a set of dichotomies, black destroying power (all is reduced to a set of dichotomies, black oror white, etc.)” white, etc.)”

Lye, John. 1998. Lye, John. 1998. Some Issues in Postcolonial Theory (Some Issues in Postcolonial Theory (1997 ). Accessed 1997 ). Accessed Friday, February 01, 2008. Available online from Friday, February 01, 2008. Available online from http://www.brocku.ca/english/courses/4F70/postcol.htmlhttp://www.brocku.ca/english/courses/4F70/postcol.html

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Explanation of Theoretical FrameworkExplanation of Theoretical Framework““The term 'hybrid' … refers to the concept of The term 'hybrid' … refers to the concept of hybridityhybridity, an , an important concept in post-colonial theory, referring to the important concept in post-colonial theory, referring to the integration (or, mingling) of cultural signs and practices from integration (or, mingling) of cultural signs and practices from the colonizing and the colonized cultures ("integration" may be the colonizing and the colonized cultures ("integration" may be too orderly a word to represent the variety of stratagems, too orderly a word to represent the variety of stratagems, desperate or cunning or good-willed, by which people adapt desperate or cunning or good-willed, by which people adapt themselves to the necessities and the opportunities of more or themselves to the necessities and the opportunities of more or less oppressive or invasive cultural impositions, live into alien less oppressive or invasive cultural impositions, live into alien cultural patterns through their own structures of cultural patterns through their own structures of understanding, thus producing something familiar but new). understanding, thus producing something familiar but new). The assimilation and adaptation of cultural practices, the The assimilation and adaptation of cultural practices, the cross-fertilization of cultures, can be seen as positive, cross-fertilization of cultures, can be seen as positive, enriching, and dynamic, as well as as oppressive. "Hybridity" is enriching, and dynamic, as well as as oppressive. "Hybridity" is also a useful concept for helping to break down the false sense also a useful concept for helping to break down the false sense that colonized cultures -- or colonizing cultures for that matter that colonized cultures -- or colonizing cultures for that matter

-- are monolithic, or have essential, unchanging features-- are monolithic, or have essential, unchanging features. “. “Lye, John. 1998. Lye, John. 1998. Some Issues in Postcolonial Theory (Some Issues in Postcolonial Theory (1997 ). Accessed Friday, February 1997 ). Accessed Friday, February

01, 2008. Available online from http://www.brocku.ca/english/courses/4F70/postcol.html01, 2008. Available online from http://www.brocku.ca/english/courses/4F70/postcol.html20

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Explanation of Theoretical FrameworkExplanation of Theoretical FrameworkThe term ‘subaltern’ was first used out of its The term ‘subaltern’ was first used out of its military context of inferior ranking soldiers by military context of inferior ranking soldiers by Antonio Gramsci as he adopted it to refer to the Antonio Gramsci as he adopted it to refer to the subordinate classes that made up the Italian subordinate classes that made up the Italian peasantry in his “Notes on Italian History”. The peasantry in his “Notes on Italian History”. The constitution of that subordinate class depended constitution of that subordinate class depended on there being always a party that dominated on there being always a party that dominated the space within which they were situated, a the space within which they were situated, a domination that extended also to the domination that extended also to the configuration of the “identity of the represented configuration of the “identity of the represented and the representative” (55). The power of and the representative” (55). The power of representation was almost always in the hands representation was almost always in the hands of the dominant. of the dominant.

Pillai, Shanthini. (2007) Pillai, Shanthini. (2007) Colonial Visions, Postcolonial Re-visions: Colonial Visions, Postcolonial Re-visions: Images of the Indian Diaspora in MalaysiaImages of the Indian Diaspora in Malaysia. Newcastle Upon Tyne: . Newcastle Upon Tyne: Cambridge Scholars Publishing, Cambridge Scholars Publishing, p.xiip.xii

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Linking Theoretical Framework to Thesis Linking Theoretical Framework to Thesis Focus Focus

This is notably best viewed against the This is notably best viewed against the backdrop of JanMohamed’s concept of backdrop of JanMohamed’s concept of the ‘economy of Manichean allegory’ the ‘economy of Manichean allegory’ that he sees as characteristic of most that he sees as characteristic of most colonialist narratives in articulating the colonialist narratives in articulating the opposition between the “putative opposition between the “putative superiority of the European and the superiority of the European and the supposed inferiority of the native” supposed inferiority of the native” (2000: 1059). (2000: 1059).

Pillai, Shanthini. (2007) Pillai, Shanthini. (2007) Colonial Visions, Postcolonial Re-visions: Images of the Colonial Visions, Postcolonial Re-visions: Images of the Indian Diaspora in MalaysiaIndian Diaspora in Malaysia. Newcastle Upon Tyne: Cambridge Scholars . Newcastle Upon Tyne: Cambridge Scholars Publishing, Publishing, p.19p.19

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Linking Theoretical Framework to Linking Theoretical Framework to Analysis Analysis

The issues raised in the passage above The issues raised in the passage above are doubly executed in the colonial are doubly executed in the colonial narratives that I investigate in this narratives that I investigate in this chapter. They emphasise the nature of chapter. They emphasise the nature of colonial writing as similar and colonial writing as similar and interrelated with the economic interrelated with the economic manipulation of the colonial capitalist manipulation of the colonial capitalist venture.venture.

Pillai, Shanthini. (2007) Pillai, Shanthini. (2007) Colonial Visions, Postcolonial Re-visions: Images of the Indian Colonial Visions, Postcolonial Re-visions: Images of the Indian Diaspora in MalaysiaDiaspora in Malaysia. Newcastle Upon Tyne: Cambridge Scholars Publishing, . Newcastle Upon Tyne: Cambridge Scholars Publishing, p.19p.19

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Literature ReviewLiterature Review

► Identify past work done on the text that you Identify past work done on the text that you have chosen.have chosen.

►Do not merely look at past project papers. Do not merely look at past project papers. ►Do not use mere book reviews as literature Do not use mere book reviews as literature

review.review.► You need to look at works by critics on the You need to look at works by critics on the

text, on the subject and on the socio-cultural text, on the subject and on the socio-cultural backdrop of text. backdrop of text.

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Literature ReviewLiterature Review

►Literature review must be specific to Literature review must be specific to the area chosen. Avoid quoting articles the area chosen. Avoid quoting articles that have no relevance to your that have no relevance to your research project. research project.

►Articles should be from literary Articles should be from literary scholars or theorists as much as scholars or theorists as much as possible. possible.

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Literature ReviewLiterature Review

Discuss whether the articles you have Discuss whether the articles you have reviewed deal with the specific issue that reviewed deal with the specific issue that you have chosen for your research you have chosen for your research project.project.

Identify the points in which you think you Identify the points in which you think you can offer a fresh perspective if possible. can offer a fresh perspective if possible.

Discuss the works. Do not merely quote. Discuss the works. Do not merely quote. Do not let the quotations speak for you Do not let the quotations speak for you

either. Elaborate on their specific details either. Elaborate on their specific details as far as possible.as far as possible.

FormatFormat

►Different kinds of formats depending Different kinds of formats depending on the kind of research carried out.on the kind of research carried out.

►Qualitative type research is written Qualitative type research is written differently from quantitative type differently from quantitative type researchresearch

►The type of research you conduct will The type of research you conduct will determine the way in which you write determine the way in which you write itit

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FormatFormat► Format A (in the style of a scientific research)Format A (in the style of a scientific research)

Chapter 1Chapter 1

Background / Context of researchBackground / Context of research

Provide information on text/author, the historical/socio-cultural context to the studyProvide information on text/author, the historical/socio-cultural context to the study

Statement of the ProblemStatement of the Problem► What you will be analysing in the form of an ARGUMENT, where you describe What you will be analysing in the form of an ARGUMENT, where you describe

the ‘problem’ using the theory/concepts that will be utilised in the analysis.the ‘problem’ using the theory/concepts that will be utilised in the analysis.► You input/stand on the issue should be clearYou input/stand on the issue should be clear

Research AimsResearch Aims

Research QuestionsResearch Questions► 3-5 research questions3-5 research questions

Significance of ResearchSignificance of Research

Limitations of ResearchLimitations of Research

ConclusionConclusion Chapter 2: Literature reviewChapter 2: Literature review Chapter 3: Conceptual Framework & methodologyChapter 3: Conceptual Framework & methodology Chapter 4: AnalysisChapter 4: Analysis Chapter 5: ConclusionChapter 5: Conclusion

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FormatFormat

► Format BFormat B► Chapter 1: Background and Aims of ResearchChapter 1: Background and Aims of Research

Summary of ChaptersSummary of Chapters► Chapter 2: Setting the Context (Literary History/ Chapter 2: Setting the Context (Literary History/

Historical Background)Historical Background)► Chapter 3: Literature ReviewChapter 3: Literature Review► Chapter 4: Conceptual Framework and Chapter 4: Conceptual Framework and

methodologymethodology► Chapter 5: AnalysisChapter 5: Analysis► Chapter 6: ConclusionChapter 6: Conclusion

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Example: Women in Malay Example: Women in Malay Court NarrativesCourt Narratives

► I used format BI used format B► Introduction (why I am writing the thesis and what to expect in the Introduction (why I am writing the thesis and what to expect in the

following chapters)following chapters)► Chapter 1: Setting the Context – what are court narratives/ their Chapter 1: Setting the Context – what are court narratives/ their

characteristicscharacteristics► Chapter 2: review of literatureChapter 2: review of literature► Chapter 3: feminist dialogicsChapter 3: feminist dialogics► Chapter 4: Social ExchangeChapter 4: Social Exchange► Chapter 5: Islamic LensChapter 5: Islamic Lens► Chapter 6: Women of SilenceChapter 6: Women of Silence► Chapter 7: Consenting WomenChapter 7: Consenting Women► Chapter 8: Dissenting WomenChapter 8: Dissenting Women► Chapter 9: ConclusionChapter 9: Conclusion

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Comparative LiteratureComparative Literature

► Comparing literature of two nationsComparing literature of two nations► You need to show the literary histories of both nationsYou need to show the literary histories of both nations► Eg nationhood in Eg nationhood in Scorpion Orchid Scorpion Orchid vs nationhood in vs nationhood in Petals of BloodPetals of Blood► The historical settings of both textsThe historical settings of both texts► FormatFormat► IntroductionIntroduction► Contexts (literary traditions and Historical backgrounds) of both Contexts (literary traditions and Historical backgrounds) of both

NovelsNovels► Literature reviewLiterature review► Conceptual framework and methodology (theories of nationhood; Conceptual framework and methodology (theories of nationhood;

how you are going to analyse)how you are going to analyse)► Analysis: 1 chapter per book or issues? (colonial experience, Analysis: 1 chapter per book or issues? (colonial experience,

independence, development)independence, development)► ConclusionConclusion

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Action ResearchAction Research

► The basic steps of an action research process constitute an action The basic steps of an action research process constitute an action plan:plan:

►   ► We review our current practice,We review our current practice,► identify an aspect that we want to investigate,identify an aspect that we want to investigate,► imagine a way forward,imagine a way forward,► try it out, andtry it out, and► take stock of what happens.take stock of what happens.► We modify what we are doing in the light of what we have found, and We modify what we are doing in the light of what we have found, and

continue working in this new way (try another option if the new way continue working in this new way (try another option if the new way of working is not right)of working is not right)

► monitor what we do,monitor what we do,► review and evaluate the modified actionreview and evaluate the modified action► http://www.jeanmcniff.com/booklet1.html#2http://www.jeanmcniff.com/booklet1.html#2

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Action ResearchAction Research

► What issue am I interested in researching?What issue am I interested in researching?► Why do I want to research this issue?Why do I want to research this issue?► What kind of evidence can I gather to show why I am What kind of evidence can I gather to show why I am

interested in this issue?interested in this issue?► What can I do? What will I do?What can I do? What will I do?► What kind of evidence can I gather to show that I am having What kind of evidence can I gather to show that I am having

an influence?an influence?► How can I explain that influence?How can I explain that influence?► How can I ensure that any judgements I might make are How can I ensure that any judgements I might make are

reasonably fair and accurate?reasonably fair and accurate?► How will I change my practice in the light of my evaluation?How will I change my practice in the light of my evaluation?

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AbstractAbstract► This thesis is the narrative account of my research programme that has enabled me to make my This thesis is the narrative account of my research programme that has enabled me to make my

original claim to have developed a living epistemology of practice that is grounded in dialogical, original claim to have developed a living epistemology of practice that is grounded in dialogical, holistic and creative ways of knowing. From my belief that each individual is capable of developing holistic and creative ways of knowing. From my belief that each individual is capable of developing their potential for learning and knowledge creation, I have come to see the interconnectedness of their potential for learning and knowledge creation, I have come to see the interconnectedness of people and their environments as a locus of learning which may be embraced through technology.people and their environments as a locus of learning which may be embraced through technology.

► Through my research I have developed my capacity for critical engagement, especially in relation to Through my research I have developed my capacity for critical engagement, especially in relation to critiquing many normative practices in dominant forms of education; specifically in terms of their critiquing many normative practices in dominant forms of education; specifically in terms of their underpinning technical rational ontologies and epistemologies of fragmentation. My original underpinning technical rational ontologies and epistemologies of fragmentation. My original contributions to knowledge are to do with how I show that I can account for how I have transformed contributions to knowledge are to do with how I show that I can account for how I have transformed my own erstwhile fragmented epistemologies into holistic and inclusional forms of knowing and my own erstwhile fragmented epistemologies into holistic and inclusional forms of knowing and practice. From the grounds of my research-based practice, I am able to make my original claim that practice. From the grounds of my research-based practice, I am able to make my original claim that I have developed my living theory of a holistic educational practice, through collaborative I have developed my living theory of a holistic educational practice, through collaborative multimedia projects, and I ground my evidence in the multimedia narrative of my research account. multimedia projects, and I ground my evidence in the multimedia narrative of my research account.

► A distinctive feature of my research account is my articulation of how my ontological values of love A distinctive feature of my research account is my articulation of how my ontological values of love and care have transformed into my living critical epistemological standards of judgement, as I and care have transformed into my living critical epistemological standards of judgement, as I produce my multimedia evidence-based living theory of a holistic educational practice. Through produce my multimedia evidence-based living theory of a holistic educational practice. Through working with collaborative multimedia projects, I explain how I have developed an epistemology of working with collaborative multimedia projects, I explain how I have developed an epistemology of practice that enables me to account for my educational influence in learning. practice that enables me to account for my educational influence in learning.

► ““Working with collaborative projects: my living theory of a holistic educational practice “ - Máirín Working with collaborative projects: my living theory of a holistic educational practice “ - Máirín GlennGlenn

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FormatFormat► Introduction Introduction ► Chapter One What were my concerns? Examining the background and contexts of the Chapter One What were my concerns? Examining the background and contexts of the

researchresearch► Chapter Two Why was I concerned? Examining my understanding of my practice as I Chapter Two Why was I concerned? Examining my understanding of my practice as I

clarifies my ontological valuesclarifies my ontological values► Chapter Three What could I do about my concerns? Examining issues around Chapter Three What could I do about my concerns? Examining issues around

methodology methodology ► Chapter Four What did I do about my concerns? Developing key insights around my Chapter Four What did I do about my concerns? Developing key insights around my

research in terms of am emergent understanding of my practiceresearch in terms of am emergent understanding of my practice► Chapter Five How do I use technology to enhance a dialogical and inclusional Chapter Five How do I use technology to enhance a dialogical and inclusional

epistemology? Examining how technology and holistic approaches to education can epistemology? Examining how technology and holistic approaches to education can mergemerge

► Chapter Six Developing epistemological justification - demonstrating validity Chapter Six Developing epistemological justification - demonstrating validity ► Chapter Seven How do I contribute to new practices and theory and to the education of Chapter Seven How do I contribute to new practices and theory and to the education of

social formations? Examining how I show the significance and potentials of my worksocial formations? Examining how I show the significance and potentials of my work► BibliographyBibliography► AppendicesAppendices► http://www.jeanmcniff.com/glennabstract.htmlhttp://www.jeanmcniff.com/glennabstract.html

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