Be The Change You Wish To See In The World - Mahatma Gandhi

Be The Change You Wish To See In The Worldmahatma Gandhi 18691948

Be the change you wish to see in the world. —Mahatma Gandhi, (1869–1948) Indian Leader/Anti-War Activist Education without action is like a billboard in a basement—big, bold, but actionable to no one. By incorporating social change as part of its mission statement, the leadership is asking students, faculty, and leadership to consider the possibility of how to use one’s education to deliberately be in the world and make some part of it a better place. Consider what you have learned from this course—the fundamental procedures of how to conduct qualitative research; and the critical processes that identify the researcher as a self-reflective co-participant. For this week, reflect on how these considerations have influenced your understanding of research and your direction for your study.

To prepare for this Discussion: .Review the readings from the Ravitch and Carl and Rubin and Rubin and consider reflecting on your experiences in qualitative research throughout this course. · Review media programs related to The Qualitative Dissertation Experience: and consider the experience of other candidates through this qualitative research process. Post your responses to the following: · Explain what social change means to you as a candidate. What experiences from the course most influenced your understanding? · Explain what in qualitative research you would like to know more about as a result of taking this course. · Reflect on your problem statement and the next steps for developing a research topic for your study.

Include an explanation of whether you would choose a qualitative approach, why or why not. Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style

Paper For Above instruction

Introduction

The phrase "Be the change you wish to see in the world," attributed to Mahatma Gandhi, underscores the importance of proactive engagement and personal responsibility in fostering social transformation. As graduate research candidates, understanding how research methodologies—particularly qualitative research—can serve as tools for social change is vital. This paper explores my interpretation of social change as a research candidate, reflects on my learning experiences from this course, and discusses the next steps in developing a meaningful research topic using qualitative methodologies. Additionally, I analyze my stance on adopting a qualitative approach for my study, supported by scholarly literature.

Understanding Social Change as a Research Candidate

Social change, to me, signifies transformative processes that improve societal conditions by addressing underlying issues through informed action and advocacy. As a research candidate, I perceive my role as a facilitator of change by incorporating community voices, cultural understanding, and ethical considerations into my research endeavors. The course materials, especially readings by Ravitch and Carl (2016) and Rubin and Rubin (2012), emphasized the importance of epistemological reflexivity—acknowledging the researcher’s positionality and its impact on the research process. These insights deepened my understanding of research as a social act, capable of influencing policy, practice, and perceptions.

One experience that significantly supported this understanding was engaging with case studies illustrating qualitative research's capacity to highlight marginalized voices. For example, Ravitch and Carl (2016) demonstrate that qualitative research enables researchers to explore complex social phenomena in depth, fostering empathy and nuanced understanding. This aligns with my view that social change emerges from a rich understanding of human experiences, which qualitative methods can effectively capture.

Further Interests in Qualitative Research

As I engaged more deeply with qualitative research, I became particularly interested in the methods of data collection—such as ethnography, narrative analysis, and phenomenology—and how these can uncover layers of meaning within social contexts. I am eager to learn more about ensuring rigor and validity in qualitative studies, especially through techniques like triangulation, member checks, and thick description (Creswell & Poth, 2018). Understanding how to design ethically sound, participatory research that promotes empowerment and authentic community involvement remains a key area for further exploration.

Additionally, I wish to better comprehend how qualitative data analysis software can enhance the interpretive process without compromising the authenticity of narratives. Such knowledge is crucial as I aim to produce credible and impactful research that can contribute to social change.

Developing a Research Topic and Methodological Approach

Reflecting on my problem statement, I am motivated to explore issues related to educational equity within underserved communities. My next step involves refining this focus into a specific, manageable research question—perhaps examining lived experiences of students navigating systemic barriers. A qualitative approach seems most appropriate given my interest in capturing subjective experiences and contextual nuances.

Qualitative research allows for an in-depth exploration of participants’ perspectives, which quantitative methods may overlook. This approach aligns with my goal of understanding how social policies or institutional practices influence individuals' educational journeys. I believe that qualitative methods provide the richness and flexibility necessary to address complex social issues and generate actionable insights.

As Creswell (2013) suggests, qualitative research is particularly suited for exploring phenomena where contextual understanding and human narratives are central. Thus, I am inclined to adopt a qualitative approach because it enables me to amplify marginalized voices and advocate for meaningful change based on rich, detailed data.

Conclusion

In summary, my understanding of social change as a research candidate emphasizes the power of qualitative methodologies to foster empathy, highlight marginalized voices, and influence social policy. The course has reinforced my belief that research is inherently a social act, capable of contributing to societal betterment. Moving forward, I aim to develop a research topic centered on educational inequality, applying qualitative methods to produce authentic, impactful insights. I am committed to refining my research skills and expanding my understanding of qualitative data collection and analysis, recognizing their critical role in effective social change.

References

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.

Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Sage Publications.

Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data. Sage Publications.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.

Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Sage Publications.

Sandelowski, M. (2010). What’s in a Name? Qualitative Description Revisited. Research in Nursing & Health, 33(1), 77-84.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.

Denzin, N. K., & Lincoln, Y. S. (2018). The Sage handbook of qualitative research. Sage Publications.

Stake, R. E. (1998). The art of case study research. Sage Publications.