Tracy
begins by listing three major concepts: self-reflexivity, context, and thick
description. To be self-reflexive, we need to acknowledge our positionality,
our “past experiences, point of view, and roles.” Context is important because
it helps clarify/define elements observed in the field. Tracy reminds us of
Geertz’s boy winking/wincing. Furthermore, thick description integrates this
context into a more holistic understanding of situations. It hones the
researchers’ ability to interpret.
Phronetic
research emphasizes praxis, suggesting that research should be aimed at having
a real-world impact. Tracy notes that qualitative research is especially
well-suited to phronesis because of its emphasis on morality and values.
Qualitative research is also especially useful for giving the researcher an
opportunity to get out in the field and pursue topics/cultures/social
situations that are of particular interest to them. It also allows us to
question or better understand things that are “tacit, taken-for-granted, [or]
intuitive” in a culture. Beyond this, field work uncovers information that
cannot be gauged by quantitative means, and it also allows for discovering
further/new issues and problems. Tracy describes several areas on which
qualitative research tends to be focused: the self, relationships, groups and
organizations, culture, and mediated or virtual contexts.
One of
the choices that needs to be made in qualitative research is how to move from
an idea to a site. Tracy explains that this can be seen on a continuum, with
one end being absolute certainty of the issue/research question and venue and
the other being a generalized place or situation and a “whatever happens”
approach. Between these is the iterative approach, which begins with certain
theories and interests, but is modified as things develop in the field. Tracy
takes care to define phenomenon (locus of study) as being different from field
(collection of spaces and places in which the phenomenon may be found and
explored). Furthermore, sites (specific geographical or architectural areas)
are different from settings (specific parameters of the space), which are also
different from scenes (field, sites, settings, and participants).
For
actually coming up with research ideas, Tracy suggests looking into things
that interest us in our personal life. Additionally, we can look to social or
organizational problems and current events that have caught our attention. Of
course, we can always look to existing literature to find gaps in knowledge.
Tracy also mentions finding research areas when looking at the context or
participants in the field.
In the
next section, Tracy asks us to consider compatibility, suitability, yield, and
feasibility. Since the researcher is the instrument through which information
is interpreted, it is important that you take careful consideration of your
potential projects. For some, it is easier to study contexts in which
participants are similar to them. There are also questions of whether it will
be feasible or comfortable for the researcher to become accepted by the studied
population. We must also consider yield, because we don’t want our research to
go unused. It should produce enough material to accomplish our goals.
Though
qualitative projects usually start out with fairly simple research questions
(What is going on here?), they should progress to more nuanced/specific
questions. It can be useful to have several questions when entering the field;
this helps guide your inquiry. When trying to come up with more specific
research questions, you can ask about issues that the participants find
important or elements of the field that relate to theoretical areas.
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