Interpretive frameworks for narrative inquiry studies of English language teaching in Asia: Displacing the research context?

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Power and Education Pub Date : 2022-04-27 DOI:10.1177/17577438221093629
D. Loo, Jariya Sairattanain
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引用次数: 1

Abstract

Interpretive frameworks may be helpful to understand narratives, yet they also risk displacing unique information of the research context. In this paper, we argue that such is the case in narrative inquiry studies of English language teaching set in the Asian context, perhaps due to the pressure to use familiar interpretive frameworks that are sanctioned by scholars. Through meta-ethnography, we examined recent narrative inquiry studies set in Asia. It was observed that the research findings do not offer any critical insights about the context of the study; instead, they add to the prevalence of broad constructs of English language education, such as the components of identity. For future narrative inquiry research, we recommend researchers to consider utilizing local meanings pertinent to the study context as an analytical lens, as a means to Asianize the field.
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亚洲英语教学叙事探究研究的解释框架:取代研究语境?
解释性框架可能有助于理解叙事,但也有可能取代研究背景中的独特信息。在本文中,我们认为,在亚洲背景下的英语教学叙事探究研究中,情况就是这样,可能是因为使用学者认可的熟悉的解释框架的压力。通过元民族志,我们考察了最近以亚洲为背景的叙事探究研究。据观察,研究结果没有提供任何关于研究背景的批判性见解;相反,它们增加了英语教育的广泛结构的流行,例如身份的组成部分。对于未来的叙事探究研究,我们建议研究人员考虑利用与研究背景相关的地方意义作为分析视角,作为将该领域亚洲化的一种手段。
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来源期刊
Power and Education
Power and Education Social Sciences-Sociology and Political Science
CiteScore
1.70
自引率
9.10%
发文量
44
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