Although after the invitation was sent I received 5 student sign-ups to the event in the end only 1 came (3 emailed with apologies that other matters had arisen, including 2 that were viewing a new residence).
As the interview became a more individual qualitative interview – rather than group dynamic – meant there was more time. Time to become acquainted and comfortable, to open the themes of discussion with care and no haste, ultimately leading to fruitful conversations with ‘space’ to reflect, articulate and express (using dialogue and drawing).
I was able to stick to the timings and outline of questions/conversations to hold. The student was enthusiastic about the theme and was able to trace an overlap with my research and their Unit 9 research into spiritual spaces – cultivating agency.
I felt the student was confident and calm. The student listened intently to the information and narratives I used, responding with content/materials that I had not necessarily expected or reflected on – as they were about her own view (from the student perspective). Ideas how, for instance, the course can best ‘deschool’ and support students to embrace more challenging and risk-taking approaches and that their lived-experiences matter. This, the student described, was very different throughout their earlier education. The student was able to demonstrate their ideas using examples and also participated in brain-storming possible ‘solutions’.
Critical reflections on intervention:
On reflection, I still believe doing the event as a group would generate valuable information, testimonies and ideas, I can still organize this at a later date beyond the ARP Assessment deadline. This can be part of my planning for the next phase.
I also believe having data input from more than one source (in this instance students) can further support the research scope. The challenges and opportunities would be bias (eg economic background, gender, sexuality, racial & (dis)abilities) limited to that one particular student experience (a student could have missed important briefings or lectures due to lost time regarding health matters, for. instance, creating a different experience from other students journeys).
UPDATE: To add more numbers to the data regarding UAL Design Principles, I have asked further students from my tutorial groups if they were acquainted with the UAL Design Principles. I showed them the PDF file via the UAL website and asked them if they had seen this before and if they were aware of the 5 principles. In total I asked 10 more students and none had seen the document or knew anything about the UAL Design Principles.
Research ‘Language’
I aimed to use different ‘languages’ in the session (not only talking). So, I invited the student if they wanted to explore the themes of our conversation in the form of drawing using the Microsoft Teams WhiteBaord function. They were excited to use a different methodology, but although they continued to use words to describe ideas and experiences, when I asked them to draw them they were hesitant and did not seem to be as confident. So we left the drawing and continued using words.
Upon on reflect, bringing different methodologies into the research space can signal there are different ways to reflect, think and express around questions or themes, however it may have been better to suggest the student reflect on what alternate language they would like to use.