Education Without Action Is Like A Billboard In A Basement
Education Without Action Is Like A Billboard In A Basementbig Bold
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 of Walden University 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 dissertation or doctoral 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 the media programs related to The Qualitative Dissertation Experience: A Doctoral Candidate Experience and consider the experience of other doctoral candidates through this qualitative research process. ASSIGNEMNET ONE PAGE! Explain what social change means to you as a Walden doctoral 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 dissertation or doctoral study. Include an explanation of whether you would choose a qualitative approach, why or why not.
Paper For Above instruction
As a Walden doctoral candidate, social change embodies the core purpose of my academic journey: utilizing research to foster meaningful impacts within communities and disciplines. To me, social change signifies more than theoretical progress; it represents transformative actions that address societal inequities, promote human well-being, and contribute to sustainable development. This course has profoundly influenced my understanding of social change by emphasizing the active role that research can play in empowering marginalized populations and informing policy decisions. Learning the intricacies of qualitative research, especially through the frameworks presented by Ravitch, Carl, Rubin, and Rubin, has underscored the importance of listening deeply to participants’ lived experiences and understanding context-rich narratives that can spark societal shifts.
From this course, I have gained a nuanced appreciation of qualitative procedures such as data collection through interviews, observations, and document analysis, as well as reflective practices that position the researcher as a self-aware participant. This perspective enhances the potential for authentic engagement with research subjects, ensuring that findings are both credible and respectful of participants’ voices. These insights influence my approach to my dissertation, guiding me to formulate a research problem rooted in real-world issues that resonate with underrepresented communities. They also prompt me to consider how my findings can be translated into actionable strategies for social improvement.
Regarding my research interests, I am eager to deepen my understanding of ethnographic methods and participatory action research. Exploring these areas will enable me to better capture cultural nuances and foster collaborative change with community members. As I develop my problem statement, I recognize the importance of aligning it with community-identified needs and ensuring ethical rigor. For my doctoral study, I am inclined to adopt a qualitative approach because it provides the richness and depth necessary for understanding complex social phenomena. Quantitative methods, while valuable, often overlook contextual and subjective factors vital for genuine social transformation.
In conclusion, this course has reinforced that qualitative research is a powerful tool for advocacy and change. It has inspired me to pursue a dissertation that not only addresses important social issues but also actively involves participants as co-creators of knowledge. Moving forward, I am committed to leveraging qualitative methods to produce research that drives social justice and equity, embodying Walden’s mission of purposeful scholarship aimed at community betterment.
References
Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Routledge.
Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data. SAGE Publications.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. Jossey-Bass.
Patton, M. Q. (2015). Qualitative research & evaluation methods. SAGE Publications.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications.
Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College Press.
Stake, R. E. (1990). The art of case study research. SAGE Publications.
Bryman, A. (2016). Social research methods. Oxford University Press.