The integral inquiry approach is a term which emanates from social psychology and was coined by Braud and Anderson (1998; 2011). It provides the opportunity of gaining rich descriptions and insights into experiences and events, whilst acknowledging the complexity present in people’s lives. Braud and Anderson (1998) summarise it as:
“a complete an answer as possible ….. using all relevant methods, approaches, information and means of knowing, understanding and expressing what has
been learned.” (Braud and Anderson, 1998, p.58).
In her study of Church schools within a diocese in the South West of England, Jelfs (2008) used an integral inquiry approach fusing both quantitative and qualitative research techniques as she investigated the extent to which Church schools embrace their confessional vision in terms of teaching, learning and curriculum.
Braud and Anderson (1998) distinguish between two types of science. There is a ‘separateness
science’ and a ‘wholeness science’. They argue that the latter is better suited when researching
the complex phenomena associated with human experience. They advocate an expanded role of research which seeks to integrate both the research and the researcher. In my role of researcher, and headteacher of a Church of England secondary school, I acknowledge that I will observe human activity through the lens of my experience and understanding. This has already been documented, in part, in chapter 3. The integral inquiry approach seeks to build this into the research process:
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“Characteristics such as the researcher’s background, training, skills sensitivities, biases, expectations, judgements and temperament can affect, and potentially distort, any and all phases of a research project.” (ibid., p.16). The value of the integral inquiry approach is that it uses and balances a variety of lenses through which to view the subject matter. Therefore, it will combine both quantitative and qualitative research methods in order to understand the data and be able to make recommendations. Braud and Anderson hold the view that human experience is multileveled and complex and therefore the way that research is carried out must be correspondingly multifaceted and pluralistic. As I have noted above, the integral inquiry approach also invites the researcher to participate in the experience. This is a “bold step: knowing through becoming – to know what is being studied as subject rather than object.” (Braud and Anderson,1998, p.51).
In the integral inquiry, the researcher plays an extremely important role as the chief ‘instrument’ of the investigation. This departs from the narrow view of positivism which treats the researcher as neutral. In selecting, interpreting and presenting data under the integral inquiry approach, the researcher is guided not only by formally published theories and findings but also by relevant anecdotal evidence and by his or her own personal experiences related to the topic in question. This is a very liberating and potentially powerful approach to research of a topic about which the researcher is highly experienced. The advantage is that it draws on a whole wealth of experience and critical reflection. Every return journey from Bishop Pritchard School to my own school took approximately 2 hours. During this time, I was able to reflect on the research of that day and add my own layers of understanding to it. In addition, when reading the transcribed notes from the biographical interviews and conversations I was able to not only understand the position of Bishop Pritchard School more clearly but also my own school. The following transcript from one of the interviews with the deputy headteacher, Michael Thatcher (a pseudonym), highlights this symbiotic and transformational dimension to the interaction:
MT: We are trying to move teaching from good to outstanding
SG: Like all schools
MT: I guess so. For us it is about training the teachers not to always play it safe. When Ofsted arrive the default position is to play it safe and teaching can never be judged as outstanding when that happens
SG: Yeah, I like that. I remember been shown around one school where every other
classroom seemed to have the children at the front of the room as opposed to the teacher. The children were giving presentations using their powerpoint™ presentation homeworks and leading discussions. Needless to say teaching at this school was judged as outstanding
MT: Great. I think that it also important for teachers to relax. I remember when I used to run for my old school and then got through to the county semis. The harder I tried to run quickly the slower I would become. My coach said to me: just relax! I relaxed my running style and ended up running quicker. I would
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like the teachers in this school to do the same. To realise they don’t have to strive to fit in three worksheets every lesson but rather to take risks and trust that we have systems in place to support them if it goes wrong. That, for me, is the vehicle to outstanding teaching
SG: I really like what you have said. I’ve never really thought about it in that way. I
will share that running story with my senior leadership team. (Interview transcript, Deputy Head MT, 31/1/2012)