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On writing about, thinking and teaching research methods.

I wrote a thread in Spanish last night on puzzles and how to craft research questions. I’ve written about this topic several times in English, and in Spanish, but not on the actual topic of “puzzles”. This blog post is NOT about “puzzles” (I am preparing another one, in English, on this very topic). But the amount of reading I did to just feel BARELY that I had mastered the notion of why we teach students to write research questions based on puzzles was unreal. I had to read a heck of a lot.

Home office (Aguascalientes)

There are multiple things I think about ALL THE FREAKING TIME: generalizability, reliability, reproducibility, transparency, research design, concept formation, theorization, ethics of research, fieldwork. I am a methodologist, after all.

This thinking and writing and reflecting on multiple elements of research methods, has to occur in addition to the reading, thinking, writing and researching I do in my substantive areas (comparative public policy, environmental politics, water governance, waste and discards, homelessness, elder care policy, public administration and comparative politics, transnational environmental activism).

Yes, of course thinking about research methods all the time makes me a better researcher. And yes, reading (and writing) about writing DOES make me a better writer. No regrets.

But this entire process of thinking, pondering, reading, researching and crafting processes, models, frameworks that people can use in their own research, TAKES A LOT OF TIME AND BRAIN POWER.

I don’t feel it’s a waste of my time to come up with frameworks, models, techniques, strategies and processes that make my readers’ research, teaching and learning easier. But it IS an investment, and this weekend I’m just tired.

Rewarding activity, for sure. But consuming too!

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Posted in academia, fieldwork, research, research methods, teaching, writing.

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