Donna Mertens ...resilienceresearch.org/files/PTR/DonnaMertens-PTRWorkshop.pdf ·...

Citizens of former colonial powers are often baf3led as to why indigenous or colonized peoples seem to suffer disproportionately from alcoholism, homelessness, mental illness, disease, lethargy, fatalism, or dependency. They cannot fathom… why many of their children cannot stay in school, or why many do not thrive in the contemporary, industrialized world of big cities and corporate capitalism. They are surprised that their development programs don’t produce the desired results and their attempts to alleviate the conditions under which so many indigenous or colonized peoples suffer may meet with passivity, indifference, resistance, or sometimes hostility. Nobel Peace Prize winner Wangari Maathai (2010, p. 172)

June 2015 Halifax Resilience Mertens Plenary 1

TRANSFORMATIVE MIXED METHODS RESILIENCE RESEARCH Donna M. Mertens [email protected] Professor, Retired, Gallaudet University Halifax, June 2015

Conundrum

How do we do research that integrates mixed methods, social transformation, addresses inequities, and builds on the resilience found in marginalized communities?

Halifax Resilience Mertens Plenary 3 June 2015

Defini;on of “mixed methods research” Towards De3inition of Mixed Methods Research (Johnson, et al., 2007) “Mixed methods research is the class of research where the

researcher mixes or combines quantitative and qualitative research techniques, methods, approaches, concepts or language in a single study or set of related studies” (Johnson & Onwuegbuzie, 2007, page 120)

Journal of Mixed Methods Research Collect and analyze data, integrate the Aindings, and draw

inferences using both qualitative and quantitative approaches or methods; explicitly integrate the quantitative and qualitative aspects of the study


• General DeAinition of Resilience: Recover, perform and transform in the face of adversity “Resilience” implies understanding risks, exposure and inequalities (social justice lens), but promotes identifying, fostering and protecting individual, community and local institutional assets. Resilience as Fostering Transformative Change • Human Resilience process of individuals and groups •  Institutional resilience: education systems support and services for the resilience process of their constituencies •  Societal Resilience -‐-‐ address the structures that contribute to adversity, risks inequity, social injustices

RESILIENCE LENS (Theory)


there is nothing quite as prac;cal as a good philosophical framework combined with a good theore;cal lens Our arguments/discussions about the right methods are generally not about methods as much as they are about the assumptions that guide our thinking


UN HUMAN RIGHTS

• Universal Declaration of Human Rights (1948) • MDGs

• Race (1979 • Disabilities (2006) • Women (1979) • Children (1990) • Migrant workers (1990) •  Indigenous peoples (2006)


Transforma;ve Paradigm Meta-‐physical umbrella that brings together many philosophical strands where social justice operates as a 3irst principle It is applicable to people who experience discrimination and oppression on whatever basis, including (but not limited to) indigeneity, race/ethnicity, disability, immigrant status, political con3licts, sexual orientation, disability, deafness, poverty, gender, age, or the multitude of other characteristics that are associated with less access to social justice. In addition, the transformative paradigm is applicable to the study of the power structures that perpetuate social inequities (Mertens, 2009, p. 4).


Transforma;ve Paradigm

• Feminist theories • Critical Race Theories • Critical Theories • Human Rights Theories • Disability Rights Theories

• Transformative Participatory Action theories •  Indigenous theories • Deafness rights theories • Queer theories


Transforma;ve Paradigm

• Axiology – nature of ethics • Ontology – nature of reality • Epistemology – nature of knowledge and relationship between researchers and participants • Methodology-‐nature of systematic inquiry


Transforma;ve Paradigm Assumptions Beliefs

Axiology Cultural respect; promote social justice & human rights; address inequities; reciprocity; recognize strengths

Ontology Multi-‐faceted; consequences of privilege

Epistemology Interactive; trust; historical and social location of knowledge

Methodology Transformative, dialogic, mixed methods

Halifax Resilience Mertens Plenary

11 June 2015

Axiology and MM How would research methodologies change if we started our work with the premise that we are all connected and that we have a responsibility for ethical work that is respectful of all who came before us, who are here with us (living and nonliving), and all who will come after us? Such a stance supports the use of mixed and multiple methods to provide the knowledge base and interactive opportunities needed to develop ethical relationships that can result in understanding that is both factual and spiritual.


In Transforma;ve Terms

•  Axiology: Assumption about the nature of ethical behavior

•  In addition to asking, what is considered ethical or moral behavior?... We ask:

How can research contribute to social justice and

the furtherance of human rights?


Transforma;ve Axiological Assump;on: Mixed Methods Contribu;on

•  Improve social justice and human rights • Respect cultural groups •  Challenge discrimination & oppression • Relationships based on trust • Recognize strengths & resiliency • Address power inequities •  Provide reciprocity, sustainability, & honesty

Halifax Resilience Mertens Plenary June 2015 14

Our research ques;ons might change: 1. What adversities/risks (social, psychological, economic, and health related) do the children in urban squatter settlements face in their context (individual, family, school, community) of learning? 2. How do they cope with the adversities/risks they face? What are the protective and promotive factors that mediate the adversities? 3. How do these coping strategies, protective and promotive factors, help them to achieve life skills? (Luitel, Rai, Gautam, Pant, & Gautam, 2015, Nepal, children in squatter camps)



•  Ontology: Assumption about the nature of reality

•  In addition to asking: what is the nature of reality? .. We ask:

Whose reality is privileged in this context? What is the mechanism for challenging

perceived realities that sustain an oppressive system?


Is there one reality…

•  That we know imperfectly •  That there are many versions of reality •  That require us to delve deeply into understanding factors that lead us to accept one version of reality over another •  That have consequences in terms of who is hurt if we accept multiple versions of reality or if we accept the “wrong/privileged” version? • Mixed methods contribution?


Ontology • Multi-‐faceted; consequences of privilege • What different versions of reality are present in this context? • Who has the power to de3ine the nature of the problem that exists, the characteristics of the people for whom the intervention is designed? • What are the consequences of accepting different versions of reality?


Our sampling strategies might change: •  LGBTQIA campus organizations and also using word of mouth. •  This approach missed an important component of the population, i.e., lesbian, female bisexual, and female-‐to-‐male trans population. •  They expanded their sampling strategy to include off-‐campus, Delhi-‐based LBT organizations who shared the study details via social media (Facebook posts, blogs, email lists, and twitter). •  (Krishan, Rasto3i, Singh, & Malik, 2015, Lesbian, gay bisexual, trans, queer, intersex, and asexual in Delhi)


Example: Making Visible Botswana youth: addressing power inequities in the 3ight against HIV/AIDS using a transformative lens (Chilisa & Tsheko, 2014)


Philosophical Assump;ons: Epistemology •  Epistemology: What should your relationship be as a researcher to the people in your study? How should you interact with the people in your study? •  Should you be distant and removed so you prevent bias? • Or, should you be close and involved so you prevent bias? Smile • Mixed Methods contribution?


In Transforma;ve Terms •  Epistemology: Assumption about the nature of knowledge and how to relate to that which you want to know

•  In addition to asking, what is the nature of knowing and how does the knower relate to that which would be known? We also ask:

If I am to genuinely know the reality of something, how do I need to relate to the people from whom I am collecting data?


Transforma;ve Epistemology: Methodological Implica;ons How could you use mixed methods to: • Address power differentials in the stakeholder groups? • Give voice to the less powerful? • Establish trusting relationships?


We might interact with our stakeholders differently • Nepal: 2 squatter camps along the river in Kathmandu •  Established Local Advisory Committees in each camp •  Involved the LAC from the beginning to develop research purpose and questions, data collection and analysis strategies, and interpretation and use of the data •  5-‐8 members in each settlement LAC •  Built rapport, trust, and broad community support •  LAC helped in administering surveys and conducting focus groups and interviews • Dissemination included: students, teachers, parents, community members, political leaders, policy makers, civil society activists (Luitel, et al., 2015)


Philosophical Assump;ons: Methodology • What are the best methods for collecting data? • Numbers (quantitative) so I can be objective? • Words/pictures (qualitative) so I can get a deep understanding? • Mixed methods so I get both? •  But how do I use these methods to get the “real picture” of a program?



•  Methodology: Assumption about appropriate approaches to systematic inquiry – explicitly addressing issues of power

•  Instead of asking, do we do a qualitative or a quantitative study?... We ask:

How do we collect data about the reality of a concept in such a way that one feels con3ident that one has indeed captured that reality and

done so in an ethical manner?


Transforma;ve Methodological Implica;ons

How could you use mixed methods to: • Develop a cyclical approach • Engage appropriately with diverse stakeholders? • Develop interventions that are culturally responsive? • Facilitate use of the evaluation 3indings for social transformation, including policy implications?


Generic Concurrent and Sequen;al Mixed Method Designs

•  Sequential Design: Qualitative followed by quantitative; •  Sequential Design: Quantitative followed by qualitative; •  Concurrent Design: Quantitative and qualitative methods used together.


We might design and use our research differently •  Cyclical designs: Data collected in phases; data collected in one phase inform strategies for next phase •  Begin with developing a research team and identifying potential stakeholders • Develop research purposes and questions with a social justice and resilience lens •  Conduct context analysis • Use contextual 3indings to inform next stage of research •  Build in strategies for use of the research at multiple levels


Cyclical research: PuUng it into a transforma;ve mixed methods design • Context analysis and needs assessment • Process or implementation research • Outcomes or impacts •  Inclusion of resilience transformative lens • Mixed methods design • Utilization


Transforma;ve Resilience MM Design


Transformative Mixed Methods Resilience Designs

STAGE 1: Qualitative Establish research team Engage in dialogue with stakeholder groups

Establish Local Advisory Committee

Read documents; literature review Identify contextual

factors

STAGE 2: CONCURRENT Develop research

purpose and questions that re3lect

transformative principles and

variables associated with resilience

Conduct preliminary studies to identify risks and assets at multiple levels

STAGE 3: SEQUENTIAL

Conduct pilot studies: Observations,

interviews surveys Develop

interventions as appropriate

Pretest knowledge, attitudes & skills, as

appropriate Begin process evaluation

STAGE 4: SEQUENTIAL

Post-‐tests; interviews, surveys, observations Stakeholder involved

in analysis , interpretation,

reporting and use of 3indings

Dissemination to multiple audiences Monitor use of 3indings for

transformation

Transforma;ve Mixed Methods Design (Chilisa, 2011)

Halifax Resilience Mertens Plenary 32

Stage 4 Concurrent

Stage 3 Sequential

Stage 2 Concurrent

Stage 1 Qual

Assemble team; read documents; engage in dialogues; identify contextual factors

Preliminary studies: youth, gender, disability, tribe

Process eval

Pilot intervention: Observations,

Interviews, Surveys

Demographic information; Surveys;

Incidence data

Pretest: Knowledge, Attitude, Behavior;

Posttests: QuantQual;Behavior& PolicyChange;TransferTo othercontexts

June 2015

Transforma;ve Example (Mertens, Harris, Holmes, & Brandt, 2007)

• Document review

• Team develop-‐ment

1st cycle

• Observa-‐tions

• Teacher interviews

2nd cycle • Web-‐based surveys

•  Interviews with faculty and staff 3rd cycle

• Dissemination of information through multiple channels

• Monitoring social changes

4th cycle

15-‐06-‐26 Leeds UK June 2011 International Mixed Methods Conference Mertens

Example of Mixed Method Transforma;ve Approach (CRT)

• Trenton Obesity Prevention Study (Bledsoe)

1.  Identified world view of evaluators and partners

2.  Identified community members to involve

3.  Developed process to work with one another

4.  Redesigned original research proposal to reflect mixed-methods approach

1.  Used a qualitative sequential mixed method design

5. Provided new model of research design and program

4/2014 Nepal 34

Transforma;ve Mixed Methods Design: Trenton Obesity Study

4/2014 Nepal 35

Stage 4 Concurrent

Stage 3 Quant

Stage 2 Qual

Stage 1 Qual

Identify world view of

stakeholders and evaluators

Identify community partners and process to

work together

Surveys with Students

Quantitative Site Mapping

Discussion Groups with Students

Surveys with : Parents; qualitative student food diaries; physical measurements; community gatherings

Ques;ons about transforma;ve research • Do we have a responsibility to try to change things when we bear witness to racism, ableism, audism, sexism or other isms? • How can we incorporate plans for use into the design of the research to facilitate social change? • How can we address power differentials in use?

QI IL May 2012 Mertens Ethics of Use 15-‐06-‐26

Solu;ons • Power in the hands of members of marginalized communities • Formation of teams of researchers that represent diversity • Capacity building of research teams by community members re: cultural issues • Capacity building of community members re: research strategies • Use of transformative cyclical designs that allow for use of information throughout the research

QI IL May 2012 Mertens Ethics of Use 15-‐06-‐26

• “You cannot be afraid if you want to accomplish anything. You got to have the willin', the spirit and, above all, you got to have the get-‐up.” (NPR, Hidden Kitchens, March 4, 2005); • Georgia Gillmore, who was 3ired after speaking against the white bus driver who kicked her off his bus in 1956 in AL; she opened her own “kitchen”, sold food to raise funds for the Civil Rights Movement, & died 25 years later -‐ still cooking

January 2012 AfrEARights & Responsibilites Keynote -‐ Mertens

How easy is it?

Conclusions • Courage • Mixed Methods: Capture complexity, address social justice, and ethics • Teams • Capacity development

Mertens Minneapolis MN March 2015 39

Resources •  Mertens, D. M. & Wilson, A. (2012). Program Evaluation Theory and Practice: A Comprehensive Guide. NY: Guilford.

•  Mertens, D. M. (2015). Research and evaluation in education and psychology: Integrating diversity with qual, quant and mixed methods. 4th ed. Thousand Oaks, CA: Sage.

•  Mertens, D. M. (2009). Transformative research & evaluation. NY: Guilford.

•  Mertens, D. M. & Ginsberg, P. (2009).(Eds.) Handbook of Social Research Ethics. Thousand Oaks, CA: Sage.

•  Mertens, D.M., Cram, F., & Chilisa, B. (Eds.) (2013). Indigenous pathways. Walnut Creek, CA: Left Coast Press.

Halifax Resilience Mertens Plenary

40 June 2015

Contact informa;on

Donna M. Mertens, PhD Independent Consultant [email protected]


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