Reflexive strategies developed during part-time field work in an English school for the blind, Worcester, 2000-2001

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

In 1999, I planned a part-time PhD study to examine the effects of early art education on cultural development in English schools for the blind. This study formed part of a larger grounded theory on the understanding and creation of what are thought to be the visual arts by blind adults and children. The main fieldwork for this study was conducted at RNIB New College, Worcester, and included participant observations, interviews, and participant diaries. This case examines strategies involved in developing fieldwork as a full-time teacher in a different school, and focuses on the issues involved in collecting the participant diaries. The case also examines the development, creation, and maintenance of relationships within fieldwork, and strategies of reflexive work patterns.
Original languageEnglish
Title of host publicationSAGE Research Methods
Subtitle of host publicationEducation
Place of PublicationLondon, U. K.
PublisherSage Publications
ISBN (Electronic)9781526401182
DOIs
Publication statusPublished - 24 Jan 2017

Fingerprint

sandwich course
art education
cultural development
participant observation
grounded theory
school
art
teacher
interview
time

Keywords

  • grounded theory
  • blind

Cite this

Reflexive strategies developed during part-time field work in an English school for the blind, Worcester, 2000-2001. / Hayhoe, Simon.

SAGE Research Methods: Education. London, U. K. : Sage Publications, 2017.

Research output: Chapter in Book/Report/Conference proceedingChapter

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