1. The Sociological & Criminological Imagination... Where do we begin?

2. CW Mills 1959 “...you must learn to use your life experience in your intellectual work.” Journal Develop thinking Files Periodical review

3. CW Mills: On Method “One of the very worst things that happens to social scientists is that they feel the need to write of their plans on only one occasion, when they are going to ask for money for a specific....project.” Sect. 1 par. 6 “Now I do not like empirical work if I can possibly avoid it.” Sect. 3 par. 2

4. Tools you will need... Mendeley: to organize your literature (and readings) www.mendeley.comwww.mendeley.com Dropbox: to save your data & work in a secure space www.dropbox.comwww.dropbox.com Google Alert! http://www.google.ca/alerts

5. Imagination “...is often successfully invited by putting together hitherto isolated items, by finding unsuspected connections.” (Sect.2, par.4)

6. Literature Review You will learn about your puzzle... a.By directly re-stating what the main points are of the problem b.To accept refute, by giving reasons & logic c.Inspiration for future research

7. Reflexivity: Imagination Capacity to think from many perspectives Literature Probe to concise meaning Language use (question) Consider extremes to status quo types Skill: creating types of.... Connections...

8. Reality TV

10. Mills will come up again! We will talk more about section 3 in weeks to come (conceptualizin g & coding). We will talk more about section 5 regarding writing & clarity

11. Outstanding in the Field: Knowing Where You Stand Paradigms Epistemology Ontology & Methodology

12. Paradigms Basic belief system or worldview that guides the investigator, not only in the choice of research method, but in ontological and epistemologically fundamental ways (Mason, 2006:17)

13. Paradigms Assumptions that define, for the viewer : “nature” of the world the individual’s place in it The range of possible relationships within the world (and the parts that make it up) ALL theories contain assumptions. Qualitative Research is reflexive about them

14. How do we ‘view’ the body? pp.22

15. Paradigms: Positivism Epistemology Dualist & objective (unchanged by viewer, or countered) Replicable findings are ‘true” Ontology “Natural” laws – concrete reality Temporally & context free reality Non-humanist Methodology Experimental & Manipulative Control, verification and ‘improper influences’ are controlled for *Psychology, Physics, Biology, etc.

16. Qualitative as a response to Positivism... No context Problem of Insider/Outsider Alternative thinking discouraged General data not representative of individual Ignores relationship between theory & method Maintains myth of objectivity and value-free science

17. Origins of Qualitative Research Symbolic Interactionism CW Mills WI Thomas Blumer Mead Hooley Garfinkle The capacity to connect individuals to social context

18. Paradigms: Critical Theory Epistemology Verstehen Subjectivist (investigator/object relationship) Value Mediated (e.g. standpoint epistemology) Ontology Socio-political-cultural factors shape “real” institutions Non-Humanist and Humanist Methodology Dialogic & Dialectical Historical understanding & critique thus inspire social change *Feminism, Marxism, Postmodernism, Poststructuralism, Etc

19. Paradigms: Symbolic Interactionism Ontology Reality is socially constructed and can be altered Language & symbols at the core of meaningful knowing & acting Epistemology Subjectivist (investigator/object relationship) Findings are ‘created’ Note: distinction between ontology, epistemology and methodology are less clear Methodology Dialogic & Dialectical Reflexivity *Symbolic Interactionism, Labelling Theory, Dramatism

20. What voice is heard in your research? Positivism: “Disinterested scientist” Policy makers, agents of change (legitimate) Critical Theory: “Transformative intellectual” Advocate and activist Constructivism: “passionate participant” facilitator or multi-voiced ! Can I use “first person” in my final research paper?

21. Seeking ‘generic social processes’ Acquiring perspectives Achieving identity Doing activity Developing relationships Experiencing emotionality Achieving linguistic fluency

22. The Research Process.. Emergent Theoretical saturation Participation Validity Reflexivity

23. How to Begin… Research should shed light on the ‘everyday’ lived experiences (communication). Acknowledge limitations – You cannot ‘measure’ perceptions… Descriptive or Analytical Research question – NOT prescriptive (cause & effect)

24. Finding your Puzzle Determine the kind of puzzle you want to explain/explore: Developmental: Developmental: How or why did X develop? Mechanical: Mechanical: How does X work? Comparative: Comparative: How can we explain the differences between X and Y?

25. Research Question Research project is DESIGNED to answer this question Device to guide your inquiry (not a hypothesis statement; not ‘prove/disprove’) Literature helps launch our own inquiry