I've spent the last few months using the "Play Talking Stick" ethnographic research tool I created for my doctoral and post doc field research into Fair Trade to see how it works in other settings: non profit, academic and private industry. The research findings from my original study of indigenous women are published in my book,
The cultural and political intersection of fair trade and justice (Palgrave, 2013).
Play Talking Stick is presented as an interactive 2 hour workshop where 8-20 participants sit in a circle and, in native American style, pass around a stick that gives permission for the holder to speak their mind about a particular topic while everyone else listens without interruption or comment. Afterwards, I facilitate participants in processing what was heard and make a list of benefits and challenges the particular topic brings. I later quantify and analyze the original talking stick data using a
TAMS analyzer. The results are interpreted in context with the facilitated discussion that had followed the talking stick and a report is created. Play Talking Stick is helpful in identifying needs and successes, building a common language, supporting organizational development and team-building and creating places where synergy, celebration and improvement can happen.
The following is result of Play Talking Stick being used to understand 40 freshman students' experience with a required Quantitative Literacy course they take at Keene State College. In the next few blogs I will post results of graduate students, faculty and administration talking about their experience with their international graduate school program; association members talking about their membership experience; and private corporation administration talk about challenges of silo-ed operations. Some of the names of the organizations have been omitted to protect their privacy.
Assessing IQL 101 – Measuring Fair Trade,
Sparing 2014
The 41
active students in the spring 2014 IQL Measuring Fair Trade class spoke openly
about their semester-long classroom experience in April 2014. The theme was, “what IQL means to
me.” Students each took a turn
speaking about their IQL experience and ideas while others listened. This monologue was recorded and later
coded based on content and emerging themes. Following the speaking and listening exercise, an
interactive discussion of challenges and benefits that students felt from the
IQL experience ensued. Data was
recorded and coded for content and context using the Talking Stick method and
the TAMS analyzer software. The
Talking Stick method is an ethnographic research tool I developed to identify
values and challenges in different cultures/situations. It enables people to speak openly about
their experiences in an empowering, non-threatening way using their own voices
and lenses. This gives legitimacy
to their feelings, perspectives and creates a platform upon which further
meaning and understanding can be developed. The following is a quantitative report of the results.
Fig. 1 shows
a wordl of the words used and how often.
(Fig. 1) Wordl
Fig. 2 shows
the main categories which emerged through the Talking Stick activity and the
relative frequency in which they were spoken.
(Fig. 2)
The
category, knowledge included new
learning (mostly in the context of Fair Trade), a greater understanding (in the
context of previously known statistical concepts which were revisited and
further developed) and the application of knowledge to real world situations or
in other classes. Within the
knowledge category, 58% of respondents referenced the new learning aspect of it
while 27% referenced the building of understanding of already known
concepts. This would be expected
in a multi-disciplinary approach towards statistics where there is knowledge
building taking place on several levels.
The next
category, statistics, referenced in
18% of the monologues, had a positive and negative aspect to it. Half of respondents felt the
interdisciplinary approach of the class diluted the statistical focus of the
material and hindered its application elsewhere. “I am afraid that I do not know enough
statistics now, and now there are other classes I have to take, so what do I
do?” asked one concerned student.
These students felt that a course more directed towards general
statistics would be more effective.
“I feel I could have better spent my time maybe taking a stats class or
just a general math course,” explained another student. On the other hand, half of respondents
felt the interdisciplinary approach towards statistics was beneficial. “I think that I learned a degree of
math and how to do real life problems and that it is more enjoyable to learn
math because it is applied to something in real life,” explained on
student. Several students
mentioned the benefits of learning to make excel graphs and write
quantitatively. As a student
stated, “I learned that I could write a quantitative paper.”
The Fair Trade category referenced the topic which the IQL was focused
upon. Fair Trade IQL was
approached from the disciplines of economics, sociology and psychology. It included grounded theory and models contained
in the course book, The Cultural and Political
Intersection of Fair Trade and Justice (Stenn, 2013). Students dissected this intersection,
using statistics to prove and/or question common beliefs. All 18 respondents reported a positive experience
with learning about Fair Trade, with comments such as “It was very interesting
learning about Fair Trade.” “I
really liked learning about Fair Trade, I think it's really important.” “The fact that we had to learn about Fair
Trade was great.” However, as noted in the previous category, some felt it
detracted from the statistical nature of the course as seen in the following statement, “…the integration with
the statistics and FT - it was good, but I think it was too much too soon.”
The course pedagogy figured
prominently in the Talking Stick results with two tools that students most
often spoke of. One was the use of
teachbacks, where three to five member student teams research and present a
statistical concept to the class with an interactive presentation that
demonstrates the use of the tool (for example calculating the correlation
between the distance of each student’s home from campus and their number of
trips back home per semester). For
a teachback, each student chooses two statistical topics to present and are
grouped with other students also interested in that topic. The two teachbacks are a shared group
grade, based on a rubric, which makes up 20% of the student’s semester
average.
Similar to the split in participant
feedback regarding the preference for a pure statistics class versus an
interdisciplinary approach as seen in the statistics category, the teachback category was equally
split. Half of the students
mentioning teachbacks found them empowering and useful. “I like the teachbacks because if I can
teach something to someone else that's when I know I really have learned how to
do it so with my teachbacks I felt better,” explained a student. Another half found them confusing and
hard to follow. “I thought he
teachbacks were not beneficial,” explained a student. The main point of contention came from the lack of
experience that students had in presenting their statistics topic, and the
speed (too fast) and lack of detail in some presentations.
The other tool was a portfolio
where students presented accumulated assignments in a portfolio for a grade
three times per semester. The
portfolio assignments had all been previously reviewed and presented by student
teams prior to being put into the portfolio, making the portfolios a
presentation of corrected and re-done work. Each portfolio was worth 10% of the students’ grade. In addition students were able to continue
to re-do portfolios that received poor grades or had incomplete work. All students liked the portfolio,
especially the multiple levels of review.
“I liked the portfolios and I liked that we went over it. Four percent of students mentioned
the use of the KSC online text, Making
Fair Comparisons, as being helpful.
To better understand the data
shared in the talking stick exercise, a discussion about the challenges and
benefits of IQL ensued. One
challenge included creating more support and structure around the teachbacks. A solution was to use the teachbacks as
a review tool rather than a teaching tool. Another challenge was seen in concerns about the statistics
not being general or thorough enough for use in other disciplines. The resulting solution was the use of
worksheets for solving multiple, generic equations and building fluency before
engaging in more critical thinking Fair Trade work. A third challenge related to the way Canvas appeared to
students making finding assignments and files confusing. There were suggestions for better ways
to label files and assignment sin Canvas too so they would be easier to find.
The successes students felt IQL
brought include the their new knowledge about economics, how businesses
operate, Fair Trade, power structures and complexities of trade and its global
aspect. Some said these were
topics they would never have pursued on their own to learn and see the extra
knowledge as a bonus to also learning stats. They report feeling confident in how to identify and
understand Fair Trade and also to recognize bias and misleading information. Students reported
being able to use critical thinking skills, recognize and balance bias, and
build context in which data can be better understood.
In conclusion, using the Talking
Stick to understand what IQL means to students enables a deeper understanding
of the IQL experience to arise. This
study shows that students are concerned about being successful in college and
relay on the IQL course to build the stats groundwork they need at KSC. While there
are many benefits to an interdisciplinary approach to statistics, the data here
shows there also needs to be certain structures put in place to make it work
effectively. Made up of largely
freshman students, it seems a more traditional structure of learning would work
best for IQL students, where lessons are presented in a lecture format with a
text and worksheets with enough repetition to enable fluency to develop first. Then a case study approach that explores
and applies stats to an interdisciplinary topic builds the critical thinking
and applied learning aspect while also growing students’ knowledge of other
subject areas (the “bonus”). The
use of portfolios and multiple reviews seems a good learning tool as are
teachbacks, but used as a topic review rather than an introduction.
For further questions on this
report, data, findings or other uses.
Please contact Dr. Tamara Stenn tstenn@keene.edu.