New Article: Computer-aided qualitative data analysis of social media … in legaled

RALT_COVER_50-01.inddComputer-aided qualitative data analysis of social media for teachers and students in legal education

I am grateful that my article was included in a special edition of The Law Teacher, edited by Professor Paul Maharg.

The article addresses a new field for legal education researchers. It describes and discusses emergent methods for computer-aided qualitative data analysis of social media in legal education. You find the article here.

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#alta2014 presentation: PLT Practitioners: Soldiers for Vocationalism, or Double Agents?

alta2014Feel free to view my ALTA 2014 Prezi.

This presentation extends on some previous work around my PhD research.
I question ways in which social structures are inscribed into legal education practices, and conversely, whether practices can modify those structures. I argue PLT practitioners are not simply soldiers for a “vocationalist” strategy. Instead, I re-imagine PLT practitioners as “double agents” or “resistance fighters”, lamplighters in a still emergent professional trajectory. It is a trajectory catalysed by the 1970s introduction of institutional PLT; just a baby really, in the context of English common law.

In Bourdieu’s terms it is possible, by revisiting past struggles in Australian legal education, to conceptualise institutional PLT as the product of judicial, professional, and academic struggles to produce a vocationalised, non-academic, and critique-free sub-field within the juridical field. Those struggles succeeded, to some extent, in the extra-individual dimension of structures, regulation, and institutions, to collectively inculcate preferred dispositions within individuals about legal education and professional identity.

That account, however, ignores the potential for agency and alterity – the ways in which individuals might appropriate, in Certeau’s terms, the resources of the legal field to explore new professional trajectories. For some, these trajectories involve struggles to enrich, and add texture to, legal education. Drawing on interviews with PLT practitioners, I identify multi-vocal and multi-perspectival themes, including notions of social justice, equality, professional ethics, personal improvement, and indeed, interest in scholarship of teaching and learning.

It is in this sense I re-imagine PLT practitioners as “double agents”, operating betwixt and between dominant domains in law. In my view, PLT practitioners can participate in conceptualising and developing emergent approaches in legal education, and to theorise “practice” as lawyers and educators. Scholarship of teaching and learning has its part to play in this. It provides a means, as lawyers and as educators, to discover information, to reflect, critique, communicate, and conceptualise, insights about “practice” and practices.

I hope to publish an article based on the presentation later this year.

 

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Qualitative Data Analysis Strategies, in Concept Maps

I’m presenting a peer-to-peer session today on some NVivo techniques, and in the course of my preparations rediscovered these concept maps I made when reading Corbin, JM & Strauss, AL 2008, Basics of qualitative research: Techniques and procedures for developing grounded theory, 3rd edn, Sage Publications, Inc, Thousand Oaks, California.

I’ve “SlideShared” the maps and posted them here, because I think they’re quite useful when thinking about qualitative data analysis.

Let me know what you think?

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