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Received:  by CIOS Mailer; Friday 12 Jun 2009 10:44:56
Date:         Fri, 12 Jun 2009 14:13:54 +0100
From:         "W.Stainton-Rogers" 
Subject: Re: Bakhtin (was: cool cars)
To:           Q-METHOD@LISTSERV.KENT.EDU
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Interesting.... Ivana was my external examiner for my PhD in 1987, chosen=
 as it was expected she'd understand Q and be positive about it. Right on=
 both counts - indeed we spent most of the viva talking about Q as a diol=
ogic method! It was fun. She's still teaching, as far as I know, in Cambr=
idge and in Paris.
Wendy

________________________________

From: Q Methodology Network on behalf of Gourlay, Stephen N  at 
Sent: Fri 12/06/2009 10:29
To: Q-METHOD@LISTSERV.KENT.EDU
Subject: Re: Bakhtin (was: cool cars)



There's some interesting stuff on 'dialogism' drawing partly from
Bakhtin, partly from Rommetveit, who independently arrived at some
apparently similar ideas through interest in conversation and language
use. It's often struck me that q-method is dialogistic in so far as it
people doing the sorts are explicitly invited/required to interrogate
themselves (i.e. engage in dialogistic, meaning-making behaviour) via
the stimuli provided on the cards. I've not pursued this aspect of
trying to understand what's going on in a q-sort more fully.

See:
Linell, P. 2001 Approaching dialogue, Amsterdam/Philadelphia: John
Benjamins Publishing. (A Google Scholar search for: author:linell
dialogism will provide some useful materials)

Markova, I., 2003, Dialogicality and social representations, Cambridge
UP (the last 'a' in Markova has acute accent)

Not exactly in the same area, but potentially related - a critique of
rating scales that explores the idea of 'meaning making' involved in
such processes. Valsiner has written much on methods that is critical of
mainstream approaches (he's not aware of q-method so far as I know).
Wagoner & Valsiner also propose that "the mental construction processes"
involved in rating are dialogical.

Wagoner, B & Valsiner, J., 2005, Rating tasks in psychology: from static
ontology to dialogical synthesis of meaning, in Gulerce, A et al 2005,
Contemporary theorizing in psychology, Concord, Ontario: Captus Press
(the 'u' in Gulerce should have an umlaut) At:
http://brady.wagoner.googlepages.com/WAGONERVALSINER2006.pdf).

Stephen

If a scholar "permits the perspectives and communicative signs of the
participants in the ... social process, which are part of the data ...
to dominate his [sic] own perspectives and instruments of inquiry and
communication, the consequences can only be intellectual confusion,
distortion in perception and report, and loss of ... enlightenment ..."
Lasswell & McDougal 1971, p.380.

> -----Original Message-----
> From: Q Methodology Network [mailto:Q-METHOD  at LISTSERV.KENT.EDU] On
Behalf
> Of Tim Deignan
> Sent: 12 June 2009 09:40
> To: Q-METHOD@LISTSERV.KENT.EDU
> Subject: Re: Bakhtin (was: cool cars)
>
> ...John - done...six pages winging their way... Tim
>
> ----- Start Original Message -----
> Sent: Thu, 11 Jun 2009 15:02:20 +0100
> From: John Bradley 
> To: Q-METHOD@LISTSERV.KENT.EDU
> Subject: Bakhtin (was: cool cars)
>
> >
> > Tim,
>
> That is fascinating - I only wish I had known to talk to you about
> Bakhtin when I was trying to think this through myself.
>
> I'm afraid the link you kindly gave gives me access denied - is there
any
> chance you might email me, off list, the section of your thesis where
you
> talk about Bakhtin ?
>
> Thanks
>
> John
>
>
>
>
> Dr John Bradley
> Head of Inclusion Services
> and Principal Educational Psychologist
> Children & Young People's Services
> Nottinghamshire County Council
>
>
> Tim Deignan 
> Sent by: Q Methodology Network 
>
> 11/06/2009 14:38
>
> Please respond to
> Q Methodology Network 
>
>
> To
>
> Q-METHOD@LISTSERV.KENT.EDU
>
> cc
>
> Subject
>
> Re: cool cars!
>
>
>
>
>
>
> .......hi John and Martin.....re Q and Bakhtin, there is a short
section
> in my PhD thesis where I consider Q methodology in relation to
Bakhtin's
> work on polyphony in literature. I draw an analogy with the approach
of Q
> methodology in relation to the struggle between, and the
representation
> of, different voices. The analogy is part of an argument I make in the
> thesis for a more polyphonic approach to the design of education
systems
> and policies:
>
> Deignan, T. (2006) Transferable People: Reframing the Object in UK
Post
> Compulsory Education and Training,
>
> PhD thesis, University of Manchester. Abstract available from:  at 
>
http://www.theses.com/idx/scripts/it.asp?xml=3DF:\index\idx\docs\all\56\i=
t
> 00511678.htm&subfolder=3D/search
>
> best wishes
>
> Tim Deignan
> Q user
> West Yorkshire
> England
>
> ----- Start Original Message -----
> Sent: Thu, 11 Jun 2009 12:03:53 +0100
> From: M Hughes 
> To: Q-METHOD@LISTSERV.KENT.EDU
> Subject: Re: cool cars!
>
> > Can't help with the Bakhtin John, but I think there is much to gain
> from a
> > social constructionist perspective and would recommend Nightingale
and
> > Crombie's (1999) Social Constructionist Psychology: A Critical
Analysis
> of
> > Theory and Practice-lots of ideas from discursive psychology which,
I
> think
> > covers similar terrain.
> > Martin
> >
> > Quoting John Bradley :
> >
> > > Our discussion of the cool wall, group sorts and supposed
consensus
> made
> > > me remember a time a few years ago when I tried to understand the
> work of
> > > Bakhtin, who as I understand it, talked about the monologic ?
where a
> > > single voice claims to speak for all, the dialogic, where we hear
> debating
> > > voices and heteroglossia - the richness of different voices and
> > > viewpoints. It seemed to me that Q was a technique to take us
beyond
> the
> > > monologic and dialogic to a better understanding of the
> heteroglossia. I
> > > was limited in my access to Bakhtin by only finding one source in
> English.
> > > Does anyone in the group know more about Bakhtin, or has anyone
> thought
> > > about his ideas in relation to Q?
> > >
> > > Holquist, M. (Ed) (1981). The dialogic imagination: four essays by
M.
> M.
> > > Bakhtin. (1934-1935) Austin: University of Texas Press.
> > >
> > > John
> > >
> > > Dr John Bradley
> > > Head of Inclusion Services
> > > and Principal Educational Psychologist
> > > Children & Young People's Services
> > > Nottinghamshire County Council
> > >
> > > Helen Coombs wrote:
> > >
> > > Not wishing to sound like I have some affinity with Jeremy
Clarkson I
> > > do want to respond to John about group Q sorts.  I teaching Q
method
> > > at Staffs uni to DClinPsy students and when I recently did some
> > > teaching where I asked to trainees to take a position on the use
of
> > > restraint in services ie I am an OT and I think that adapting
> > > drinking utensils is the least restrictive alternative with the
> > > opposite end being most restrictive (... and so on across
> > > professions) they said to me 'oh no  not another Q sort, every
time
> > > you teach us you get us to consider our position and place
ourselves
> > > as if we are a statement!'.  Interesting - I never realised (until
> > > then) that I was quite so immersed in Q.  Like Clarkson I often
found
> > > myself wanting to say no, no, no that is the most restrictive, not
> > > the least.  Unlike Clarkson I resisted the urge.
> > >
> > > Helen
> > >
> > >
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