Methodology is a
theory and analysis of how research does or should proceed (Harding, 1987).
Feminist methodology appeared as result of the efforts of feminist academics
who claimed that traditional methodologies failed to reflect and explain the
experiences of women. As social sciences were modeled on natural sciences,
positivist and quantitative methods were commonly used in order to achieve
objectivity and value-free science. In natural sciences research is conducted
on natural phenomena and has the aim of taking the processes under the control
of men. Applied to research on society, such methods easily turn into tools of
the prevalent ideology that is sexism in a male dominated society. From this
perspective, “those who do not actively struggle against the exploitation of
women in everyday life are unlikely to produce social science research about
any subject at all that is undistorted by sexism and androcentrism” (Harding,
1987; 12).
This methodology
is political and ideological since it serves the ultimate goal of ending the
social and economic circumstances that subordinate and exploit women. “An
emancipatory social science would provide women with understanding of how their
everyday worlds, their trials and troubles, were and are generated by the
larger social structure” (Acker et. Al.,135). In line with this understanding,
the research poses the questions whose answers will serve women. The researcher
is presented with her subjective positions, such as gender, class, race and
ethnicity in the research to break the authority of the invisible ‘knower’. The
research process entails gaining consciousness both for the researcher and the
participants (Mies, 1995) and it is important that the methods of gaining
knowledge do not oppress the participants (Acker et. Al, 157).
By asking the
question whether prospective elementary school teachers can be the agents of
change for a more gender equal society, this study aims to serve first women
then, the entire society. In order to give voice to the research subjects, it
utilizes qualitative method and uses in-depth interview technique. This
technique has been occupied for three more reasons. First, face-to-face interaction
with the participants serves an opportunity to reach them, clarify the
questions whenever necessary, and to see their immediate responses to the
questions. Second, the form of a dialogue gives a chance to break the hierarchy
between the participant and the researcher and creates a warmer atmosphere in
which the participants become more open. Third, while trying to answer the
questions the participants are engaged in a dialogue with the researcher as
well as themselves. The questions are also written to help them question gender
inequalities in education as well as their own lives. It is probable that the
participants think about some of the issues raised by the questions for the
first time in their lives. The experience is also aimed at leaving question
marks in the minds of the participants. Owing to the dialogue established
during the research process I was able to learn about them and the school
environment through informal conversations, too.
