{"id":54193,"date":"2020-09-28T08:00:24","date_gmt":"2020-09-28T15:00:24","guid":{"rendered":"https:\/\/world.edu\/?p=54193"},"modified":"2020-09-27T23:38:24","modified_gmt":"2020-09-28T06:38:24","slug":"litreview-defining-its-your-take","status":"publish","type":"post","link":"https:\/\/world.edu\/litreview-defining-its-your-take\/","title":{"rendered":"#litreview. Defining \u2013 It\u2019s your \u2018take\u2019"},"content":{"rendered":"

\"\"<\/p>\n

Most of us work in occupied research territories. Other researchers have been around at least some of the things that we are concerned with. Their work offers particular interpretations and perhaps \u2018evidence\u2019 that may \u2013 or may not \u2013 be useful to us as we work out what we are going to do.<\/p>\n

Other people\u2019s work is really helpful when we are deciding what our key terms will mean. Most of us use terminology in our research question or hypothesis which needs some explanation. One or more key terms. We have to say how\u00a0we\u00a0<\/em>understand the term, and why. We have to say what we will include and exclude. We have to offer our\u00a0take<\/em>, what readers need to know about our particular version of the term. referring to other people\u2019s work to help us make the case.<\/p>\n

I often see people struggling with this kind of definitional work. Their first drafts are often a paragraph which goes \u2013 A understands (key concept) as this, B says it\u2019s that and C has a different version again. But I\u2019m using D which goes like this.<\/p>\n

At this point I \u2013 and I am sure most other supervisors write \u2013\u00a0But why D? What is it about D that is important to you? And what are the implications of using D \u2013 what gets left out and what seems to be taken as important? Who else uses D and how? Does this matter?<\/em>\u00a0My hunch is that many people get a bit stymied about how to answer these kinds of questions.<\/p>\n

I\/the supervisor is actually asking for a little case to be made with some evidence and some interpretation about the term We are asking for\u00a0your take<\/em>. Here is where it is really helpful to read other people\u2019s work to see the way in which they manage this task. How do they establish their take on their key terms?<\/p>\n

Reading for the writing<\/strong><\/p>\n

Here is one example of researchers offering their take \u2013 making a case for the ways in which they are going to interpret a particular term. This example is a small section of the first chapter of a 2020 book called\u00a0Culture is bad for you<\/a>. I am using this example because I think the authors do a great job of explaining their take on a very complex topic in a very clear way. This whole chapter could be a really helpful teaching resource \u2013 and I can\u2019t really do justice to the careful definitional and explanatory work that the authors do in a short blog post.<\/p>\n

In this small section from pages 20 and 21 the authors outline their take on inequality \u2013 a term that has been used by loads of people over a long period of time and in many different ways. They go on to expand on and explain inequality further throughout the book but here, at the start, they are sketching the ground that they are going to cover.<\/p>\n

Here\u2019s the extract. The numbers refer to groups of references that are given in endnotes \u2013 that is, the backing for their take.<\/p>\n

Inequality is now an important subject for academic research. Much of this has been driven by economists and sociologists. (25) That work has tended not to look at cultural and creative industries. Cultural and media studies have done extensive research on the subject. We\u2019re aiming to situate our analysis between these fields.\u00a0<\/em><\/p>\n

There is extensive, and highly politicised, debate about the nature and extent of inequality. (26) This includes the extent of inequality\u00a0<\/em>within\u00a0countries, as well as\u00a0<\/em>between\u00a0countries. (27)\u00a0<\/em><\/p>\n

In the UK, along with countries such as the United States and France, the focus of research has been on inequality between the very \u2018top\u2019 of society and the rest of the population. The core argument here is that wealth inequalities are becoming greater. This is because profits from financial resources are outstripping growth in other areas of the economy, such as wages. This means that those who already have financial assets are getting richer faster than the rest of society. (28)\u00a0<\/em><\/p>\n

The setting for these economic changes is a decade of reduced levels of overall economic growth and reduced levels of government spending following the financial crisis of 2008. Just as the richest at the top of society are getting richer, social support for the poorest has been reduced. (29)\u00a0<\/em><\/p>\n

Economic inequality is only one part of the story. There are various other forms of division reflecting our unequal society. (30) We can see this in research showing the persistence of gender and racial discrimination, along with prejudice against other types of minorities. (31) Inequality is also, in the UK and elsewhere, seen in geographic divides, for example between London and the rest of England. (32)\u00a0<\/em><\/p>\n

We can think of these examples as social inequalities. These social divisions are linked to other sorts of resources beyond financial assets. These can include social networks and social connections. (33) Crucially, they have a cultural dimension. These sorts of inequalities are about what is valued and what is given worth. (34) This is the first part of our connection between inequality and the study of cultural production and consumption.<\/em><\/p>\n

You can see at once that there is no A says and B says. Instead, there is a position being outlined. The authors explain how they understand inequality, show what they base their interpretation on.\u00a0In doing this, they say what their project and the book are going to cover. And not.<\/p>\n

Let\u2019s look at the extract in a bit more detail.\u00a0\u00a0What appears below is of course my take on their take \u2013 and the authors may explain what they were doing quite differently.\u00a0But you know, my blog, my take. Your research, your take.<\/p>\n

\n\n\n\n\n\n\n\n\n\n\n
Inequality is now an important subject for academic research. Much of this has been driven by economists and sociologists. (25). That work has tended not to look at cultural and creative industries. Cultural and media studies have done extensive research on the subject. We\u2019re aiming to situate our analysis between these fields.<\/em><\/td>\nLOCATING THE RESEARCH. We have an interdisciplinary approach.<\/td>\n<\/tr>\n
There is extensive, and highly politicised, debate about the nature and extent of inequality. (26)<\/em><\/td>\nSIGNIFICANCE\u00a0We\u2019re offering one take on a hot topic.<\/td>\n<\/tr>\n
This includes the extent of inequality\u00a0<\/em>within countries, as well as\u00a0<\/em>between\u00a0countries. (27) In the UK, along with countries such as the United States and France,<\/em><\/td>\nWHAT\u2019S GOING TO BE EXCLUDED.\u00a0Inequality is generally understood as national and international. We agree but we\u2019re looking at the UK only \u2013 but read knowing that there are parallels with other countries.<\/td>\n<\/tr>\n
the focus of research has been on inequality between the very \u2018top\u2019 of society and the rest of the population<\/strong>. The core argument here is that wealth inequalities are becoming greater. This is because profits from financial resources are outstripping growth in other areas of the economy, such as wages. This means that those who already have financial assets are getting richer faster than the rest of society. (28) The setting for these economic changes is a decade of reduced levels of overall economic growth and reduced levels of government spending following the financial crisis of 2008. Just as t<\/strong>he richest at the top of society are getting richer, social support for the poorest has been reduced. (29)<\/em><\/td>\nWHAT\u2019S GOING TO BE INCLUDED.
\nSTEP ONE<\/em>. (What I\u2019ve highlighted in bold is about as close to a simple \u201cdefinition\u201das the authors get.)
\nOther researchers usually look at the most wealthy versus the rest of us, referring to wider economic and social changes. We are going to do this too.<\/td>\n<\/tr>\n
Economic inequality is only one part of the story. There are various other forms of division reflecting our unequal society. (30) We can see this in research showing the persistence of gender and racial discrimination, along with prejudice against other types of minorities. (31) Inequality is also, in the UK and elsewhere, seen in geographic divides, for example between London and the rest of England. (32)\u00a0<\/em>We can think of these examples as social inequalities.\u00a0<\/em><\/td>\nSTEP TWO.\u00a0<\/em>But we also include social inequalities of gender, race and location, these are linked to economic inequalities.<\/td>\n<\/tr>\n
These social divisions are linked to other sorts of resources beyond financial assets. These can include social networks and social connections. (33)<\/em><\/td>\nSTEP THREE<\/em>. And we include social networks and connections.<\/td>\n<\/tr>\n
Crucially, they have a cultural dimension. These sorts of inequalities are about what is valued and what is given worth.<\/em><\/td>\nSTEP FOUR<\/em>. We suggest that economic and social inequalities have a cultural dimension so we are going to discuss cultural value.<\/td>\n<\/tr>\n
This is the first part of our connection between inequality and the study of cultural production and consumption.<\/em><\/td>\nMOVING ON\u00a0<\/em>Having told you how we understand inequality we now need to look at the next key term and concept.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This take is\u00a0one<\/em>\u00a0example of the kind of rhetorical work that you see in book introductions and in some journal articles. It is also the kind of rhetorical work that supervisors and examiners want to see in a thesis. How does the researcher explain their take on their topic?<\/p>\n

So here\u2019s a strategy if you\u2019re doing this kind of laying out the ground and definitional work. Take a bit of time out to see how other researchers in your field do this work.<\/p>\n

You will see that offering your take doesn\u2019t follow a set pattern \u2013 so the extract above doesn\u2019t offer you a template or formula. But you will see something in common across most versions of the definitional take \u2013 the most readable \u2018takes\u2019 are those which don\u2019t focus on the names of other researchers, but instead get to grips with the concept itself as it applies to the specific research project.<\/figure>\n","protected":false},"excerpt":{"rendered":"

Most of us work in occupied research territories. Other researchers have been around at least some of the things that we are concerned with. Their work offers particular interpretations and perhaps \u2018evidence\u2019 that may \u2013 or may not \u2013 be useful to us as we work out what we are going to do. Other people\u2019s […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":54194,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[86115],"tags":[357415],"coauthors":[11733],"class_list":["post-54193","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-research","tag-our-take"],"acf":[],"yoast_head":"\n#litreview. 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