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Generative Divergent Analysis – a Creative Approach to Analysis within Educational Research

Barnett, Anthony (2012) Generative Divergent Analysis – a Creative Approach to Analysis within Educational Research. In: Postgraduate Student Conference, 15th June 2012, University of Worcester.

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Abstract

The approach to analysis within educational research needs to be matched to the purpose. The presentation will outline and exemplify a customised approach to analysis identified as generative divergent analysis (GDA). The GDA model was conceived as a parameter for the Creative Analytic Paradigm (CAP) in order to allow for the paradigm’s more open format. Within the CAP the purpose of analysis is to identify points of contact with the phenomena of experience which generate and have the potential to generate reflection. The analytical process also involves elaboration of the associated themes. Analysis begins with and includes differentiating the perceptual field by noticing naturally occurring objects of interest/actively evocative objects and/or by actively focusing attention (re latent evocative objects). As a constitutive and creative process, analysis within the GDA model includes looking away from the object evoking the initial response and following the generated ideas, rather than being specifically concerned with deconstructing the object itself. This more creative and imaginative way of thinking relates well to the concept of divergent thinking and to ideas of fluency, flexibility and originality. Divergent analysis within the GDA model is generated in experience and relates to a contemplative process model of research as ‘relationship’.

Item Type: Conference or Workshop Item (Paper)
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Uncontrolled Keywords: educational research, analysis, Generative Divergent Analysis, Creative Analytical Paradigm
Subjects: H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
Divisions: Academic Departments > Institute of Education
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Depositing User: Anthony Barnett
Date Deposited: 02 Jul 2015 12:51
Last Modified: 02 Jul 2015 12:51
URI: https://eprints.worc.ac.uk/id/eprint/3780

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