[Xmca-l] Re: job-CSU Sacramento

Wed Oct 18 11:28:32 PDT 2017

Thanks so much for your willingness to share, Kris. I think the attachment did not come through though,
Alfredo
________________________________________
From: xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu> on behalf of Kris Gutierrez <gutierkd@gmail.com>
Sent: 18 October 2017 20:21
To: eXtended Mind, Culture, Activity
Subject: [Xmca-l] Re: job-CSU Sacramento

Mike/Julian thanks!  Here is the piece, Alfredo.  Agree with the points Julian and Lynda made. I think the 2002 article is still relevant but perhaps old news to this community.  Attaching as requested.

Some context relevant to the article: I had the real pleasure of co-designing and co-teaching the qualitative research courses strand for many years with Fred Erickson, a wise voice in these matters. We were both housed in the Social Research Methodology program at UCLA where the quant/qual discourse/debate was challenged in the overall program, in courses, and in our own training and work—no divisions encouraged or closing of doors, as Julian wrote.

(I’m currently teaching a course in Advanced Qualitative Methods here at Cal and will encourage students to view/engage this conversation.)  Kris

Kris D. Gutiérrez
Carol Liu Professor
Graduate School of Education
Prolepsis Design Collaborative
University of California, Berkeley
5629 Tolman Hall
Berkeley, CA 94720-1670
gutierrkd@berkeley.edu

> On Oct 18, 2017, at 9:00 AM, mike cole <mcole@ucsd.edu> wrote:
>
> Not my pint, Kris... Julian’s.
> Why not send around your paper?
> Mike
>
> On Wed, Oct 18, 2017 at 8:40 AM Kris Gutierrez <gutierkd@gmail.com> wrote:
>
>> Apropos your comment Mike,  Fred Erickson and I wrote a relevant piece
>> entitled “Culture and Rigor” (Ed Researcher, 2002) that aligns with your
>> point.
>>
>> Sent from my iPhone
>>
>>> On Oct 18, 2017, at 8:22 AM, mike cole <mcole@ucsd.edu> wrote:
>>>
>>> Hi Julian & Huw-
>>>
>>> This seems just right to me:
>>>
>>> Every quantitative analysis/result demands a qualitative
>>> framework/interpretation; and almost all, or anyway more than we think
>>> qualitative research opens the possibility of quantitative models.
>>>
>>> And its interesting to think of quality as a "measure" of systems
>>> properties. Sounds positively quantitative!
>>>
>>> mike
>>>
>>>
>>>
>>> On Wed, Oct 18, 2017 at 12:59 AM, Julian Williams <
>>> julian.williams@manchester.ac.uk> wrote:
>>>
>>>> Lynda
>>>>
>>>> Just to say for the list that I appreciate your need for qualitative
>>>> expertise, especially in a culture where perhaps 'quantitative
>> researchers'
>>>> dominate (here its the opposite: we have a struggle to keep some
>>>> quantitative courses on our training programmes).
>>>>
>>>> Innumerate/illiterate may sound unkind and if so I apologise: no offence
>>>> meant.
>>>>
>>>> I still sigh at the term 'qualitative researcher' and even more
>>>> 'quantitative researcher', which seems often to imply a specialism and
>> even
>>>> a closing of doors to new work. Every quantitative analysis/result
>> demands
>>>> a qualitative framework/interpretation; and almost all, or anyway more
>> than
>>>> we think qualitative research opens the possibility of quantitative
>> models.
>>>> If a research identity is bound up with the division we close doors.
>>>>
>>>> Julian
>>>>
>>>> ________________________________________
>>>> From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu]
>>>> on behalf of Kris Gutierrez [gutierkd@gmail.com]
>>>> Sent: 18 October 2017 04:53
>>>> To: eXtended Mind, Culture, Activity
>>>> Subject: [Xmca-l] Re: job-CSU Sacramento
>>>>
>>>> Well said, Lynda!
>>>>
>>>> Kris D. Gutiérrez
>>>> Carol Liu Professor
>>>> Graduate School of Education
>>>> Prolepsis Design Collaborative
>>>> University of California, Berkeley
>>>> 5629 Tolman Hall
>>>> Berkeley, CA 94720-1670
>>>> gutierrkd@berkeley.edu
>>>>
>>>>
>>>>
>>>>
>>>>> On Oct 17, 2017, at 8:30 PM, Stone, Lynda <lstone@skymail.csus.edu>
>>>> wrote:
>>>>>
>>>>> Hi again Julian‹just saw this response.
>>>>>
>>>>> There was a reason for the qualitative emphasis and it had more to do
>>>> with
>>>>> competencies with
>>>>> qualitative rather than lack of quantitative methodological knowledge‹I
>>>> am
>>>>> assuming folks would have both.
>>>>> However, I have discovered that those who attain there PhD¹s here in
>>>>> traditional human development programs (at least those who
>>>>> apply for our positions) often have only a superficial knowledge of
>>>>> qualitative research and no experience with it, as this is the case
>>>>> with many of our faculty who are well trained to do laboratory
>> research‹-
>>>>> The best approach, of course, is to generate an interesting research
>>>>> question and then utilize whatever methods are appropriate for this
>>>>> question. So the emphasis in the job call was to meet programmatic
>> needs.
>>>>> I hope this helps you understand why ³qualitative² was placed in the
>>>>> requirement‹ My guess is that degrees in human development in your
>>>>> setting might offer course work and practical experience in both
>> methods,
>>>>> as did my training.
>>>>>
>>>>> Sincerely,
>>>>> -lynda
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>> Lynda Stone, Ph.D.
>>>>> Professor
>>>>> Child Development
>>>>> CSUS/UC-Links After-school Program Director
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>> On 10/17/17, 2:35 PM, "xmca-l-bounces@mailman.ucsd.edu on behalf of
>>>> Julian
>>>>> Williams" <xmca-l-bounces@mailman.ucsd.edu on behalf of
>>>>> julian.williams@manchester.ac.uk> wrote:
>>>>>
>>>>>> Lynda
>>>>>>
>>>>>> Always depressed to see researchers described as 'qualitative'
>>>> presumably
>>>>>> as opposed to 'quantitative' and therefore presumed to be innumerate,
>>>>>> instead perhaps of being illiterate.
>>>>>>
>>>>>> Sigh.
>>>>>>
>>>>>> Julian
>>>>>>
>>>>>>> On 17 Oct 2017, at 21:06, Stone, Lynda <lstone@skymail.csus.edu>
>>>> wrote:
>>>>>>>
>>>>>>>
>>>>>>> Hello All!
>>>>>>>
>>>>>>> Here is a description of job opening for a qualitative researcher
>>>>>>> grounded in human development and interested in educational settings‹
>>>>>>>
>>>>>>>
>>>>>>> Responsibilities include:
>>>>>>> € Teaching undergraduate and graduate courses in Child/Human
>>>>>>> Development, specifically courses related to qualitative research
>>>>>>> methodology and areas of interest;
>>>>>>> € Maintaining a rigorous program of research related to school-
>> and/or
>>>>>>> community-based qualitative research;
>>>>>>> € Supervising and sponsoring student scholarship; assisting with
>>>>>>> advising and curriculum development/assessment;
>>>>>>> € Working collegially with other faculty; and
>>>>>>> € Contributing to service in the department, college, university, and
>>>>>>> profession.
>>>>>>>
>>>>>>>
>>>>>>> Required Qualifications
>>>>>>>
>>>>>>> € An earned Ph.D. in Child/Human Development, Applied Developmental
>>>>>>> Psychology, Developmental Psychology, Developmental Science,
>> Education,
>>>>>>> and
>>>>>>> Psychology, or an equivalent program. ABD candidates will be
>>>>>>> considered. If ABD, all degree requirements must be completed by
>> August
>>>>>>> 2018
>>>>>>> € Specialization in qualitative research methods with a strong
>> emphasis
>>>>>>> in developmental theory.
>>>>>>>
>>>>>>>
>>>>>>> Preferred Qualifications
>>>>>>>
>>>>>>> € Demonstrated leadership potential;
>>>>>>> € Interpersonal skills;
>>>>>>> € Ability to work with children, students, families, and communities
>>>>>>> representing diverse populations from diverse backgrounds;
>>>>>>> € Demonstrated experience and effectiveness in college level,
>>>>>>> undergraduate, and/or graduate level teaching;
>>>>>>> € Clearly defined interdisciplinary program of qualitative research
>> and
>>>>>>> publication focusing on children, adolescents, and/or young adults,
>> or
>>>>>>> demonstrated potential for establishing such a record;
>>>>>>> € Experience in educational settings and/or curriculum development.
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>> Lynda Stone, Ph.D.
>>>>>>> Professor
>>>>>>> Child Development
>>>>>>> CSUS/UC-Links After-school Program Director
>>>>>>>
>>>>>>
>>>>>
>>>>>
>>>>
>>>>
>>
>>