The+POEs

Qualitative and Quantitative - two melodies
Ladies and gentleman, we welcome you to tonight’s discussion. The rules for this dialogue are quite simple: Each side will be given ten seconds to state its position as clearly and succinctly as possible, followed immediately by the other side’s rejoinder. No time will be given to debate of these points of view. Rather we will trust that elucidation of these respective positions will help to frame our broader discussion regarding the Politics of Evidence. With the help of this musical metaphor for the potential harmony of quanitative and qualitative research, side one, if you would please begin…(Click the small > at bottom left to begin the video) media type="youtube" key="GdzThgveHwQ" type="youtube" key="GdzThgveHwQ"
 * Researcher || Researcher ||
 * This researcher believes that research is a valuable academic tool that can be used to study and present the truth. || I believe that research can help portray the broad array of truths that shape our lives. ||
 * This researcher loves the precision that research applies to the study of complex issues. || I love the window that research allows me to have in exploring the messiness of life. ||
 * This researcher uses statistical significance as a benchmark for determining which variables and relationships are important to the outcome of the study. || I hope to tell a compelling story. ||
 * This researcher is careful to follow sound research principles that protect the subjects who are being studied. || I follow principles that promote ethical practice and help me to engage with the participants in my study. ||
 * This researcher is careful to maintain objectivity throughout the course of the study. || I believe that I am always in the midst of that which I am studying. ||
 * This researcher strives to eliminate bias in studies that are undertaken. || I strive to be aware of the multiple subjectivities that affect my ability, both to hear and to tell a story honestly. ||
 * This researcher engages in sound practices that assure validity in studies that are conducted. || I am careful to engage in scholarly practices that increase the rigor of my work. ||
 * This researcher is careful to measure results that are accurate. || I gather information via many sources in order to enhance my interpretation of that data. ||
 * This researcher conducts studies in a manner that will make them generalizable to the larger public. || I strive to capture stories that might translate into other peoples' experience. ||
 * This researcher is careful to design studies that will minimize the effects of confounding variables. || I try to find the narrative turn that introduces texture and complexity to the story I am trying to tell. ||
 * This researcher develops evidence that helps to prove and disprove theories. || I try to tell stories that give a voice to those who often are unheard. ||
 * This researcher strives to eliminate bias in studies that are undertaken. || I strive to be aware of the multiple subjectivities that affect my ability, both to hear and to tell a story honestly. ||
 * This researcher engages in sound practices that assure validity in studies that are conducted. || I am careful to engage in scholarly practices that increase the rigor of my work. ||
 * This researcher is careful to measure results that are accurate. || I gather information via many sources in order to enhance my interpretation of that data. ||
 * This researcher conducts studies in a manner that will make them generalizable to the larger public. || I strive to capture stories that might translate into other peoples' experience. ||
 * This researcher is careful to design studies that will minimize the effects of confounding variables. || I try to find the narrative turn that introduces texture and complexity to the story I am trying to tell. ||
 * This researcher develops evidence that helps to prove and disprove theories. || I try to tell stories that give a voice to those who often are unheard. ||
 * This researcher conducts studies in a manner that will make them generalizable to the larger public. || I strive to capture stories that might translate into other peoples' experience. ||
 * This researcher is careful to design studies that will minimize the effects of confounding variables. || I try to find the narrative turn that introduces texture and complexity to the story I am trying to tell. ||
 * This researcher develops evidence that helps to prove and disprove theories. || I try to tell stories that give a voice to those who often are unheard. ||
 * This researcher develops evidence that helps to prove and disprove theories. || I try to tell stories that give a voice to those who often are unheard. ||
 * This researcher develops evidence that helps to prove and disprove theories. || I try to tell stories that give a voice to those who often are unheard. ||

Our Politics of Evidence wiki group sits together during a break in class. "So what do we need to do to finish our 'language of evidence page?" "That video is great." "Yeah, I had forgotten that scene." "I don't know where we need to go from here to finalize our entry." Karen returns from the coke machine. Yes its a coke machine with pepsi in it. Lament! Gary motions for her to join the group. "What should we do to finish the wiki entry?" "Oh." "The video is interesting. The banjo player starts the dialogue, or is it the guitar player?" The banjo player may be autistic, or even blind. The guitar player is thoroughly enjoying the music even though he gets lost toward the end when the banjo player plays faster. The guitar player's friends circulate during the video revealing their prejudices and subjectivities concerning the indigenous people. At one point the Burt Reynolds character asks the service station attendant if he can help him find "two drivers." The reply from the attendant is, "Driver brothers live down the road." Burt replies "I don't think you understand...I need two drivers for these vehicles!" "Driver brothers live down the road." The Ned Beatty character makes a remark about inbreeding directed at the banjo player. Only the guitar player is willing to engage the indigenous folks as potentials. The "conversation" between the guitar and banjo is at first tentative, measured, and stilted. But quickly the two worlds begin to respond to each other and harmonize into a joyful tune. After the final strum the guitar player reaches out to shake the hand of his banjo playing brother, but the language barrier has gone back up between the two of them. Banjo boy jerks his face sideways as if to deny his guitar man colleague. No malice, simply no way to understand, relate, converse, communicate save the banjo. For a few moments the two worlds became transparent to one another, but without the medium of the instruments, the communication has stopped.