The Subjectivity Problem: Improving Triangulation Approaches in Metaphor Analysis Studies

Armstrong, Sonya L.; Davis, Hope Smith; Paulson, Eric J.

doi:10.1177/160940691101000204

Cited by 63 publications

(43 citation statements)

References 15 publications

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“…Görüşmelerle elde edilen mecazlar ve mecazlara yüklenen anlamlar aracılığıyla bireylerin olayları nasıl algıladıkları hakkında derinlemesine bilgiler elde edilmektedir (Armstrong, Davis ve Paulson;2011;Jensen, 2006;Yıldırım ve Şimşek, 2005). Bu araştırmada, araştırmacılara şu sorular yöneltilerek mecaz verisi toplanmıştır: "OSB ……………….…”

Section: Veri Toplama Ve Analizunclassified

Oti̇zm Spektrum Bozukluğu Tanili Çocuk Sahi̇bi̇ Anneleri̇n Deneyi̇mleri̇

Aslan¹,

Cihan²,

Altin³

2014

Elektronik Sosyal Bilimler Dergisi

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ÖzOtizm spektrum bozukluğu (OSB) tanılı bireylerin aileleri, özellikle de anneleri bir takım olumsuz duygular ve deneyimler yaşayabilmektedirler. OSB'li bireylerin ailelerinin deneyimlerinin incelendiği araştırmalar, ailelere yönelik hizmetlerin planlanmasında ve etkili bir şekilde uygulanmasında yol gösterici bir rol oynamaktadır. Bu araştırmada, OSB'li çocuk sahibi annelerin deneyimleri ve OSB hakkındaki algıları fenomenolojik (olgubilimsel) desenle incelenmiştir. Veriler, mecazlarla (metafor) toplanıp, betimsel olarak analiz edilmiştir. Annelerin OSB'ye ilişkin mecazlarını ve bu mecazların anlamlarını içeren bulgular, ilgili alanyazın bağlamında tartışılarak, uygulama ve ileri araştırmalar doğrultusunda öneriler sunulmuştur.Anahtar Kelimeler: Annelerin Deneyimleri, Fenomenolojik Desen, Otizm Spektrum Bozukluğu, Özel Eğitim, Stresle Başa Çıkma AbstractThe research about the experiences of mothers provides unique findings concerning their support. The goal of this study is to understand the experiences of 20 Turkish mothers of children with autism spectrum disorders (ASD). This study has been conducted by utilizing a phenomenological approach, which is a type of qualitative methodology that aims to explore an individual's personal experiences. Data were collected using metaphors, which are a valuable data collection tool for gathering deep and new insights into educational studies. This data will then be analyzed via descriptive analysis. The results discussed in terms of implications for future research and practices. We are expecting this study to provide new knowledge about the perspectives of mothers in different countries like Turkey.

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Section: Veri Toplama Ve Analizunclassified

Oti̇zm Spektrum Bozukluğu Tanili Çocuk Sahi̇bi̇ Anneleri̇n Deneyi̇mleri̇

Aslan¹,

Cihan²,

Altin³

2014

Elektronik Sosyal Bilimler Dergisi

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“…In particular, this case study is limited by the small size of the data set and the lack of data set triangulation with classroom observations. The possibility of interpretive bias, or what Armstrong, Davis, and Paulson (2011) call "the subjectivity problem" (p. 153), is also a study limitation. Because metaphors are "formed through various social and cultural networks" (p. 152) and, thus, function variously across these contexts dependent on an individual's use of the metaphor, Armstrong, Davis, and Paulson stress the importance of having an "intentional plan" for data verification built into the study design to support the researcher's interpretations and reduce bias (p. 153).…”

Section: Methodsmentioning

confidence: 99%

“…Metaphor analysis involves collecting and examining the actual spoken or written metaphors used by the participants, known as metaphorical linguistic expressions, in order to identify conceptual metaphors, or the underlying analogic conceptualizations, that can provide insight into participants' understandings of a particular topic (Cameron & Low, 1999;Kovesces, 2002;. While procedures may vary, Armstrong, Davis, and Paulson (2011) reported these steps common to metaphor analysis studies:…”

Section: Data Sources and Analysismentioning

confidence: 99%

Metaphors We Teach By: Examining Teacher Conceptualizations of Literacy in the English Language Arts Classroom

Theado

2013

L & L

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This case study used metaphor analysis to gain insight on the conceptualizations of literacy informing six English Language Arts educators' understanding of the meaning and goals of U.S. literacy education today. While findings indicated literacy's functional aspect as the most prominent metaphoric conceptualization employed, the teachers' use of alternate metaphors to highlight the value of literacy learning beyond its pragmatic outcomes suggests that U.S. literacy education reform may be out of step with the pedagogical goals teachers have for their students. The article concludes with a discussion of the pedagogical implications suggested by the study findings.It is important to see that we don't just talk about arguments in terms of war. We can actually win or lose arguments. We see the person we are arguing with as an opponent. We attack his positions and we defend our own. … Though there is no physical battle, there is a verbal battle, and the structure of an argument reflects this. It is in this sense that the ARGUMENT IS WAR metaphor is one that we live by in this culture: it structures the actions we perform in arguing. Lakoff & Johnson (1980, Metaphors We Live By, p. 4) This investigation into the metaphorical language use of six literacy educators begins by calling to mind Lakoff and Johnson's (1980) famous example, the ARGUMENT IS WAR metaphor. In the passage above, the authors not only dispense with the idea that metaphors are mere figures of speech, but also posit the unconventional standpoint that metaphorical expressions organize the way people think, talk, and act. "The concept of ARGUMENT," they explain, "is partially structured, understood, performed, and talked about in terms of WAR" (p. 5, emphasis in original). Implicit in Lakoff and Johnson's contention that the ARGUMENT IS WAR metaphor is one we "live by" in Western culture is their suggestion that an identifiable relationship exists between an individual's use of metaphorical language and his/her apprehension of and participation in social reality. Plainly put, metaphorical expressions do not simply reflect reality, but instead partially constitute that reality. And while Lakoff and Johnson are careful to avoid the argument that words alone can radically or permanently alter reality, their theory is clearly

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“…This study attempted to determine the pre-service music teachers' perceptions of the concept of a "music teaching program" with the use of metaphors. The analysis and interpretation of the metaphorical expressions written by pre-service teachers were conducted in the five-stage process described by Saban (2008): (1) naming, (2) organization (elimination and refinement), (3) category development, (4) establishing validity and reliability, (5) digitization of the data (Armstrong, Davis, & Paulson, 2011;Saban et al, 2006;Saban, 2008). 1) Naming: In this stage, the participants' metaphors were listed, giving a code to each metaphor as well (e.g., computer, grandmother, lighthouse, compass).…”

Section: Discussionmentioning

confidence: 99%