CASE WRITING AS A
COLLABORATIVE RESEARCH METHODOLOGY
by
Helen Stokes and Debra Tyler
University of Melbourne
1. The theory
Case Writing is a research methodology which challenges more conventional qualitative research methodologies. In particular case writing addresses two serious concerns identified in feminist critiques of traditional research methodology.
The first concern is related to the concept of equality, or rather lack of it, that exists between the researcher and the researched in more traditional research methods. Current feminist writing on research methodologies is particularly critical of the nature of this active/passive relationship which was and is still typical of many research strategies employed today. With case writing the traditional relationship of researcher and researched is no longer applicable or appropriate. In this context the researched become participants or agents in the research process. They are active in the collection, interpretation and presentation of data. They have a voice which is deemed legitimate and essential in this new partnership. Case writing depends on and in fact will not work without a commitment from all those involved in the research. As a consequence of this there is less danger of assumptions and generalisations being made about the participants. They have the opportunity to express their own view of the world.
The second concern which case writing addresses is the issue of difference. Built into the process of case writing is an understanding of and expectation of difference in the participantsí responses rather than an unrealistic picture of uniformly shared experiences. Each response is seen as specific to that particular participant. Complexity of experience is also considered beneficial rather than problematic.
Case writing offers valuable insights and reflections on participantsí experiences. Its inclusive nature reduces many of the difficulties associated with inequality and dispossession. It allows the participants the capacity to influence the direction of the research - to be a stakeholder in the research process.
2.1 How Case Writing was used in a Research Project:
Helen Stokes and Debra Tyler were appointed by Language Australia as the Project Research Officers. Their task was to develop a grounded analysis around issues of inter-agency collaboration. The Project report was entitled Rethinking Inter-agency Collaboration and Young People.
The project also had a practical component which was to involve three school communities having access to small grants to pursue issues around developing inter-agency collaboration.
It was decided to use case writing as the collaborative research methodology to document the issues which arose for the participants while being involved in this project. See section 2.2.2 for a fuller discussion of this point.
2.2 Case Writing
2.2.1 What is Case Writing?
The project has used case writing as its research methodology. This is a collaborative method of research (Shulman, J. 1992) in which the participants in the local projects are supported to also become the researchers. They write cases - short descriptions of their work situations - to reflect on different aspects of their practice and on dilemmas they have encountered in their work - in this situation, in developing networks, co-operation and collaboration between the different agencies. See section 3 for examples of case writing for this project.
The central project workers, as participant observers, support the case writing through a process of writing commentaries (responses) on the cases, and through their own reflective writing. They also have a role in analysis and reflection on the overall meaning that emerges from the research process.
The basic guidelines for case writing see cases as being crafted through a series of stages. A discourse about practice is developed.
( practice described)
- look for ways to connect the particulars of a given case to broader research or theory (Shulman, 1992; p 259);
- identify issues;
- be reflective and look at their own experiences (Cherednichenko, 1996).
(practice interpreted)
(practice theorised)
The impact of case writing provides a context for change. This provides the outcome for the action-research.
Through the previous three stages, the initial case is redrafted. It is process that revisits the experience with support from the commentaries to provide a new perspective to reflect on practice.
Another example of the use of case writing is within teacher training in the Education Faculty at the Victoria University of Technology (Melton Campus), facilitated initially through the National Professional Development Program (NPDP). From this partnership between VUT and a number of outer western Melbourne schools, has come a collection of case writing and commentaries from teachers at the schools.
Some of the outcomes of this partnership have been as seen through the eyes of the participants:
Writing about our work gave the opportunity for people's practice to be valued and celebrated.... Impetus for change ... has occurred through the discipline of writing and the analysis of cases and the practices described within the cases.... Staff have developed as writers of professional practice and have documented their experiences to be shared by other practitioners. The theories of teaching which underpin these practices begin to emerge and become more explicit.
(Moffat & Cherednichenko, 1996; p 97)
2.2.2 Why Was Case Writing Adopted in This Reearch Project?
It was important to ensure that the collaborative principles outlined within this project are also reflected in the research approaches adopted. That is, as the local projects are concerned with developing collaboration, the method of research should allow researchers and project participants to work together collaboratively.
Specifically, when the project initially contacted the schools, the question of ownership was raised. The schools were concerned that, in much research, the participants were simply the research subjects and had no control over directions or analysis of the research. In terms of our analysis, the participants may be ëconsultedí about the research and may ëcooperateí in it; however they are not ëcollaboratorsí. On the other hand, case writing methodology gives the participants a direct voice and stake in the research: they share decision making on research directions.
2.2.3 How case writing was developed in the two local projects
For case writing to be a useful method of research in this project (where documentation of the processes of establishment of collaborative approaches was at the core of the project), it was necessary for the participants to be writing cases of their experience before the local project started, during the local projectís operation and after the local project had finished. Their case writing, together with the commentaries on their case writing by the central researchers, will be used to comment on the practice of developing inter-agency collaboration within these particular communities. (See section 3: The Camperdown Case Study.)
Professional Development
The first step was professional development including training in case writing for all participants; this was a new concept to all members of the project.
A workshop on case writing was led by a skilled practitioner in the area, Brenda Cherednichenko from VUT. This provided the basic tools for using case writing as a research methodology and participants started writing their first cases during this workshop.
Continuing Process
At this point of the project, the four-step process outlined above is still being developed in the local projects. Case writing is a time intensive process that needs to evolve over a period of time as the relationships and trust develop between the researchers and the project members. It is intended to continue with the process in 1997 if funding allows.
However, the project has been able to observe the beginnings of this process, and, especially in relation to the rural project, much has been achieved by the participants in a short space of time. For example, the two young women involved in setting up the Adolescent Support Network (see section 3: The Camperdown Case Study) have written many drafts of a case in relation to one particular barrier that they came across and identified when trying to set up the Adolescent Support Network.
These cases, together with the commentaries from the researchers and an academic, and cases from other participants in the project, have been used in the Rethinking Inter-agency Collaboration and Young People Report to illustrate some of the assumptions, barriers and processes that were present during working towards the development of inter-agency collaboration.
3. The Camperdown Case Study:
The young women decided (in consultation with the welfare committee members supporting the project) that one of their first tasks in developing an Adolescent Support Network would be the organisation of a site visit to accommodation services for young people within the region. It was decided to go to the closest larger city as there had been prior negative experiences by young people with the services operating in their local area.
The following case writing by the young women provides a description of the barriers and disappointments that they encountered in trying to organise this first activity for the students at the school.
This is the first draft of their writing.
For the last week and a half we have been organising and preparing a trip to an agency in South Western Victoria. All of the letters, phone calls and verbal agreements had been made. We were at the stage of finalising the trip. Most of the donations had been collected and the thank you notes had been distributed.
Until yesterday everything was going well and according to plan, then the worker rang us with the news that we would be unable to take all 17 students. This news was very devastating to us both, as it made us feel as though all the effort and hard work we had put in was nothing but a waste of time. We couldn't believe that one phone call could make us both feel the way it did. Several of our emotions were anger, frustration, sad, pissed off, confused, hurt, betrayed and disappointed.
We were more confused and upset that she had given us the impression that everything was okay by her and then she turned around and shit in our face.
We were still angry and upset but we decided that the problem was not going to fix itself, so we sat down and jotted down a few ideas that might help us in deciding what other ways we could overcome this problem.
In their second draft they expand on their feelings of not being treated as responsible people.
We had made many phone calls to the worker during the organising period and she was either unavailable to talk or not there. On 90% of these occasions we would leave a message and these calls were never returned. Only on one occasion did the worker contact the school and that was to inform us that the plans for the trip were unable to go ahead. This made us feel like we were being treated as though we were little kids instead of being treated as mature adults.
In their third draft they begin to feel that this one example is apparently representative of assumptions and barriers they were facing generally.
On the 4th of November we started working for Camperdown College running an adolescent support program. We were told that we had to organise everything and that we would be treated like staff not children, and that they would respect our decisions and trust us to organise the program. The only time they would give us support was if we asked for it.
We are not trying to say that all the people that have been involved in the group have treated us with a lack of respect, but some have.
There have been many occasions when the people in and outside our organisations have butted in and we didn't feel that we needed it. There were times when it felt like no one believed in us or trusted us enough to make our own decisions. We always felt that we could succeed with the project as long as we worked hard and put our minds to it.
Maybe a lot of the time it was just in our imagination. But, because of the friction we felt, we both started to disagree, (so) we chose to do something about it.
It wasn't just the people that were helping us run the project, but it was other organisations that showed us a lack of respect. For eg: We would contact other services and leave our names and telephone numbers, asking them to contact us, and they would always ask to speak to the welfare worker or another adult.
We felt as though we were being treated like children not like responsible adults. Because of this we both felt as though we were being betrayed and put aside because of our ages.
The strange thing about this was that the organisations we had contacted are meant to help and support youth
The facilitator in the group has written a case showing how she reacted initially to the responsibilities being taken by the young women but then, through the processes in place, was able to learn and change her initial responses:
I always knew that Katrina and Lee were strong, capable and vibrant young women even though their life experiences have not always been easy or joyful. I consider myself fortunate to have a strong friendship with them both. But when I consider how over-protective I became when they commenced the project, I shudder. All my professional and personal principles about trust and allowing freedom and space in which to operate, flew out the window in my fear (of) Katrina and Lee not being able to cope with the enormity of the project task. Well at least I have learnt something salient through all this - let go and just trust the process.
It was probably important that the communication between our sub group was open and respectful because at least the older adults could be told to ëback offí. This openness also enabled us to do just that. When Katrina and Lee were allowed the space to do things their way, make their own mistakes if necessary, it seemed as if the real gains were realised. In our weekly meeting the sense of trust and respect is clearly felt.
Through the commentaries that have been written by the researchers and an academic involved with the project, the experiences of the young women are then interpreted and theorised to the role of young people today.
Commentary 1
These cases raise a number of questions about respect for young people in general. It seems to be asking about the requirements to reach adulthood and be treated as an adult as distinct from someone who hasn't passed the test yet.
For me I detect a level of frustration and disappointment, a sense of mystery surrounding the gap between adolescence and adulthood and how you breach this gap in the minds of other people.
Part of the dilemma is the fact that you two have made a commitment to doing the project with a thoroughly competent and mature approach and yet others don't appear to trust that you can do it; this is possibly confounded by the fact that they don't know how responsibly and effectively you have been working. You could be wondering what is necessary to convince them to at least give you a go, to at least talk to one of you first before asking for the welfare worker or another more ëseniorí person.
The situation reminds me of difficulties around one's ërites of passageí from youth to adulthood; how do you agree to take this journey if no one lets you get in the boat?
Perhaps the case is also highlighting the difficulties adults have in responding to change, especially change which has them interacting with people they would normally have dismissed. Unfortunately our culture is built on a hierarchy of seniority and gender. I am sure you have heard the saying ëchildren should be seen and not heardí; well some how or other there is no used by date for this attitude to change. That is, are you given certain rights when you are 12, or do you have to wait until you are 16 or 25 before you are seen to be worthy of full consideration? And who determines this magical figure?
The situation you have presented in this case indicates the care that must be taken when dealing with people who do not have a bottom line respect or understanding for you or the excellent work you have been doing. It would be good to have a follow up discussion with the agencies to establish new ways of working in the future, while expressing how you felt about the way you were treated. The worker there may not even be aware she caused so many problems for you, or that her manner or attitude was so upsetting for you.
Real change on this level may be slow but you are both presently such positive role models to all in the community that they cannot help but notice. You can also help this process along with your willingness to reflect on situations like this one and think about how you would handle other situations.
Commentary 2
What we say and what we do and expect others to do are constantly in conflict for older people especially. Interestingly the strength and honesty of youth to do what they say often concerns older adults. Young people do what they say and say what they mean. Sometimes they live out perceived reckless ideas but in the main their honesty and straightforwardness is disappointingly unusual in the adult world.
The honesty is also there in the way the young women have written their cases. This honesty was acknowledged by the other group members who were writing cases and has, in fact, taught the older members of the group about case writing.
This fear from adults perhaps explains but does not excuse the dilemma illuminated in your cases. It highlights succinctly for me some of the greatest problems facing younger and older people today. The lives of young people are dominated by responsibility for their action, but little accompanying authority to control and direct their lives. "Don't be idle, stay at school, don't take drugs or the consequences will be severe". Yet there are so few opportunities for students to have real input into the nature of work and school, the organisation of society. Most are still financially dependent on a generation who had their financial independence at 16-18 and who never experienced the kind of disenfranchising world that young people today experience.
The welfare worker from Camperdown College writes from a different perspective, noting that it takes time to try, learn and then modify networking and communication techniques. She develops this in her writing:
Over the time of the project (as short as it was ) I saw Katrina and Lee very quickly transform from two unsure young girls with a lack of confidence in themselves, into two young, mature, independent workers with a strong sense of purpose and an emerging confidence and belief in their own ability.
While this in itself doesn't sound like a barrier to working with others, early on in the project it was. It takes time for any person starting a new job to learn the best strategies to achieve the desired results. Katrina and Lee by the end of the project were confidently explaining their role and needs to the different agencies, but early on they were understandably nervous talking to the other workers on the phone. They were not 100% sure of what they wanted and did not see themselves as equal to the other workers. As a result their phone conversations were short and sometimes sharp and demanding. By the end of the project the phone conversations were longer, more detailed and compromising.
Yet another perspective is gained from the worker at an agency the young women initially contacted with the purpose of conducting a site visit.
She writes:
On first contact with Lee, I was impressed with her directness and enthusiasm to meet with myself and the agency as a whole, to find out more about the services offered to the youth sector in the South West Region. Unfortunately the request to bring a large group of students into the agency was not encouraged due to the nature of issues such as confidentiality. I offered a visit to the school by myself as a suggestion, however it seemed the girls were adamant on an agency visit and I believe were somewhat disappointed.
On further speaking with the welfare worker at the College I explained my situation and suggested that I represent my agency at an information day. Lee contacted me again and between myself, the welfare worker, and Lee, we were able to organise a time and date for me to visit the school (to clarify issues arising from previous conversations).
As it turned out, the arranged time at the school was cancelled at short notice by myself due to a crisis at work, and I left a message that I could not attend. I was disappointed about this, as I felt I may have let the girls down, however circumstances arose beyond my control which could not have been avoided. To this date I have not organized another time and date.
I believe it is imperative to meet with the girls and the other students to explain my role within the agency and the nature of the work that is carried out and would hope that both the girls would have a better understanding of the different types of crisis that need to be responded to immediately.
These differing perceptions of the same situation illustrate the complexity of working with a number of different agencies. As the Adolescent Support Network was 'networking' rather than 'collaborating' with this agency, there were not the formal processes and protocols in place to work through these differences in the understanding of the nature of the workplaces. There were no shared values and goals as a basis to work from, and each agency responded to the needs of its own agenda: the young women needed a place to visit and the worker needed to respond a crisis at her workplace.
It also raises the point that young people need to go through a stage of empowerment to work towards developing collaboration and that from this will come a change in the perceptions of all the participants in the different agencies to move towards developing successful collaboration.
Bibliography
Cherednichenko, B. 1996, Case Writing Workshop, University of Melbourne, November.
Cherednichenko, B., Hooley, N., Kruger, T. and Mulraney, R. 1996, Describing the Readiness to Teach, Paper presented at Australian Teacher Education Conference, Launceston, Tasmania, July.
Shulman, J. 1992 Case Methods in Teacher Education, Teachers College Press, New York.
