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

Simon Hayhoe

doi:10.4135/9781526401182

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

Simon Hayhoe

Department of Education

Research output: Chapter or section in a book/report/conference proceeding › Chapter or section

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 language	English
Title of host publication	SAGE Research Methods
Subtitle of host publication	Education
Place of Publication	London, U. K.
Publisher	Sage Publications
ISBN (Electronic)	9781526401182
DOIs	https://doi.org/10.4135/9781526401182
Publication status	Published - 24 Jan 2017

Keywords

grounded theory
blind

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10.4135/9781526401182

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

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Keywords

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