Qualitative methodology in Walsh and Crane’s studies

The fist study, ‘AIDS, Expertise, and Rise of American Global Health Science’ by Johanna Tayloe Crane talks about how HIV/AIDS patients in America had become resistant to treatment. The second study, ‘We Are Tax Paying Citizens,’ by Camille Walsh argues that both segregationists and those against it deployed a dialogue on tax payment repeatedly in the years for 40 years (1919-1959). Their descriptive accounts of their phenomena of research led to the production of knowledge through qualitative methods.

Qualitative method of research is a type of scientific research method, which seeks to comprehend a given research phenomena from the perception of the subject under research. Qualitative research method enabled Walsh and Crane to study their various topics through using observation and descriptive techniques. This ensured that their subjects’ gave an actual account of the phenomena under research in its natural setting.

The first study Rise of American Global Health Science by Johanna Taylor Crane employs observation and descriptive qualitative methods. For instance, the author describes concerns by doctors about HIV drugs resistance. “Having witnessed the recent upsurge of MDR-TB, many AIDS doctors feared the development of drug-resistant strains of H I V among their poorly adherent patients, and some went so far as to withhold ARVs from homeless or drug-using patients they believed would be unable to adhere Sontag and (Indeed, Dr. Beale’s initial research among homeless people living with HIV was spurred by his Desire to “prove” that even the homeless could succeed on the new drugs. And, in fact, for every patient in the study who struggled like William did, there were several more who did very well on ARVs). A spirited debate ensued as to whether this practice was a breach of the Hippocratic Oath, or a professional obligation necessary to protect the public’s health” (Crane 31).

The second study ‘We Are Tax Paying Citizens’ by Camille Walsh also employs observation and descriptive qualitative techniques through which the author produces a lot of knowledge. For instance, the author gives a descriptive account of how in 1936 blacks were segregated against accessing quality education as exhibited in the following excerpt. “In 1936, the only schoolhouse for African American children in Bladenboro, North Carolina mysteriously burnt down. A.E. Monroe, a local resident, wrote to the NAACP national Office to ask for help in rebuilding the school. Monroe closed his letter with a simple plea: we are taxpaying citizens. Twenty years after Monroe’s letter, Aura Lee of Harlem wrote to Justice Hugo Black to demand access to white educational privilege for poor white taxpayers. She urged him to agree that poor white taxpayers are entitled to enjoy some all-white places, if they so desire ”(Walsh 1)

The fact that the two authors make use of observation and descriptive techniques in their narration of their detailed accounts of the specific settings shows that their approach is directly connected to qualitative methodology of research. It is through this rich descriptive and observation qualitative techniques that the authors/researchers are able to realize knowledge production. This is because the researchers have the capacity to provide multifaceted textual descriptions of how their subjects experienced the specific phenomenon of research.

After reading their accounts of research, I completely understand how qualitative methods are used.  This is particularly so when it comes to observation and description where the two researchers collect information through observing their subjects in their natural setting and later give a rich description of their subjects in context of their research phenomena. For instance, while describing how HIV positive patients resisted taking their drugs Johanna Tayloe Crane asserts that, “One Denver professor of medicine put it this way: “Say I’m totally drug-resistant and I still like going to movies and I like going to restaurants and I like getting in buses and I like teaching in schools,” he told a New York Times reporter.”If I had a gun and I waved it around in all those places you would lock me up. This is no different than a loaded gun”. This coding of incomplete adherence as a threat to not only one’s own health but to the general public, as well as the public image of the no adherent patient as poor and dark-skinned, would play a significant role in subsequent debates over the threat posed by drug-resistant HIV ” (Crane 32).

Johanna Tayloe Crane uses his subjects own verbal and nonverbal expressions to provide a descriptive account of the phenomena of research. This account descriptive in nature is rich with textual underpinnings to enable the reader understand the nature of his qualitative research. In the end, Johanna Tayloe Crane produces more knowledge about his phenomena of research since the audience is given a rich account of what the subject under research actually does in his natural setting.

Camille Walsh also applies the same tactic in ensuring that his subjects’ natural verbal and nonverbal accounts on the phenomena of study are elucidated. As depicted in this excerpt: ‘He went on to say that, “When the war broke out the other day, you didn’t ask me why I was fighting. We black men fought to defend black as well as white.” The farmer concluded by saying that he didn’t want to see either white children or black children have to walk to school, rather, he wanted to “see ‘ em all ride” (Camille 13). It is through the use of these observation and descriptive techniques of qualitative methodology that the two researchers are able to achieve their objectives. Through rich descriptive accounts of their subjects’ accounts of phenomena of research they are able to realize knowledge production.

Works Cited

Camille Walsh “We Are Tax Paying Citizens:”Race, Taxes and the Right to Education, 1919-1959. (2010): (181-202). Print

Johanna Tayloe Crane AIDS, Expertise, and the Rise of American Global Health Science (2012): (181-202). Print.

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