Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8848-2.ch011
S. Austin, Shalanda Stanley
The goal of this chapter is to provide an explanation of qualitative inquiry through the lens of educational criticism and connoisseurship using a case study example. The writers provide a breakdown of educational criticism and connoisseurship with an explanation of how a researcher might use educational criticism and connoisseurship in data collection and communication of findings. Additionally, the chapter will provide options for data collection, management, analysis, and interpretation. The chapter will also include a list of published studies that exemplify qualitative inquiry, including case studies, ethnography, and phenomenology, using educational criticism.
{"title":"Educational Criticism and Connoisseurship","authors":"S. Austin, Shalanda Stanley","doi":"10.4018/978-1-7998-8848-2.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-8848-2.ch011","url":null,"abstract":"The goal of this chapter is to provide an explanation of qualitative inquiry through the lens of educational criticism and connoisseurship using a case study example. The writers provide a breakdown of educational criticism and connoisseurship with an explanation of how a researcher might use educational criticism and connoisseurship in data collection and communication of findings. Additionally, the chapter will provide options for data collection, management, analysis, and interpretation. The chapter will also include a list of published studies that exemplify qualitative inquiry, including case studies, ethnography, and phenomenology, using educational criticism.","PeriodicalId":396852,"journal":{"name":"Conceptual Analyses of Curriculum Inquiry Methodologies","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126319325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8848-2.ch003
Zitong Wei
The world has changed tremendously. Associated with the change is the encounter of diverse ways of thinking, the pursuit for co-existence, and the desire to reduce conflicts. To understand curriculum in an increasingly connected world with both concordance and conflicts, this research starts with a review of globalization, localization, and glocalization. By proposing a change in the unit of analysis, the research follows with reconceptualizations of key terms in curriculum analysis: power, time and place, and distance and speed. The research also discusses the use of technology and language. Given changes in understandings, the research follows with discussions on post-methods and moral considerations and puts forward the term post-glocalization and models on post-glocalization and post-glocalized curriculum analysis. This research concludes with a review on different curriculum practices in accordance with the key terms in curriculum analysis and proposes the importance of incorporating the post-glocalized analytical model into curriculum methodological discussions.
{"title":"Post-Glocalization","authors":"Zitong Wei","doi":"10.4018/978-1-7998-8848-2.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-8848-2.ch003","url":null,"abstract":"The world has changed tremendously. Associated with the change is the encounter of diverse ways of thinking, the pursuit for co-existence, and the desire to reduce conflicts. To understand curriculum in an increasingly connected world with both concordance and conflicts, this research starts with a review of globalization, localization, and glocalization. By proposing a change in the unit of analysis, the research follows with reconceptualizations of key terms in curriculum analysis: power, time and place, and distance and speed. The research also discusses the use of technology and language. Given changes in understandings, the research follows with discussions on post-methods and moral considerations and puts forward the term post-glocalization and models on post-glocalization and post-glocalized curriculum analysis. This research concludes with a review on different curriculum practices in accordance with the key terms in curriculum analysis and proposes the importance of incorporating the post-glocalized analytical model into curriculum methodological discussions.","PeriodicalId":396852,"journal":{"name":"Conceptual Analyses of Curriculum Inquiry Methodologies","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127558542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8848-2.ch012
Sydnie Schoepf, Nicole Klimow
This chapter focuses on collective case study: (1) what it is, (2) what separates it from other case study formats (case study and multiple case study), and (3) how to effectively use collective case study design for research. This chapter walks researchers through the overarching components necessary in conducting research using collective case study design, providing helpful strategies and examples the authors have found useful in their own research. While highly useful in qualitative research, this chapter also notes possible challenges to using collective case study design. This chapter concludes with a list of additional resources for more in-depth explorations of the procedural elements addressed.
{"title":"Collective Case Study","authors":"Sydnie Schoepf, Nicole Klimow","doi":"10.4018/978-1-7998-8848-2.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-8848-2.ch012","url":null,"abstract":"This chapter focuses on collective case study: (1) what it is, (2) what separates it from other case study formats (case study and multiple case study), and (3) how to effectively use collective case study design for research. This chapter walks researchers through the overarching components necessary in conducting research using collective case study design, providing helpful strategies and examples the authors have found useful in their own research. While highly useful in qualitative research, this chapter also notes possible challenges to using collective case study design. This chapter concludes with a list of additional resources for more in-depth explorations of the procedural elements addressed.","PeriodicalId":396852,"journal":{"name":"Conceptual Analyses of Curriculum Inquiry Methodologies","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116687018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8848-2.ch002
C. Hayes, Y. Graham
This chapter provides an insight into the origins and traditions of phenomenology as both philosophy and methodology. Emphasis is placed in the earlier parts of the chapter on the delineation between Husserl and Heidegger, the forefathers of the discipline, whose work into epistemology and ontology have fundamentally shaped contemporary qualitative research. Understanding the key concepts of epoché and the implications of the ‘self' within phenomenological research are explicated so that the reader can consider the practicalities of whether it is possible to suspend presupposition and epistemic bias, or whether the ‘self' is something that has simply to be acknowledged as having a fundamental relevance to what and how interpretation is undertaken and how this has a consequent and tangible impact on research findings. The latter part of the chapter gives an insight into interpretive phenomenological analysis (IPA) as one contemporary approach to the integration of phenomenological research methods.
{"title":"Phenomenology","authors":"C. Hayes, Y. Graham","doi":"10.4018/978-1-7998-8848-2.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-8848-2.ch002","url":null,"abstract":"This chapter provides an insight into the origins and traditions of phenomenology as both philosophy and methodology. Emphasis is placed in the earlier parts of the chapter on the delineation between Husserl and Heidegger, the forefathers of the discipline, whose work into epistemology and ontology have fundamentally shaped contemporary qualitative research. Understanding the key concepts of epoché and the implications of the ‘self' within phenomenological research are explicated so that the reader can consider the practicalities of whether it is possible to suspend presupposition and epistemic bias, or whether the ‘self' is something that has simply to be acknowledged as having a fundamental relevance to what and how interpretation is undertaken and how this has a consequent and tangible impact on research findings. The latter part of the chapter gives an insight into interpretive phenomenological analysis (IPA) as one contemporary approach to the integration of phenomenological research methods.","PeriodicalId":396852,"journal":{"name":"Conceptual Analyses of Curriculum Inquiry Methodologies","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129859719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8848-2.ch001
Vicki G. Mokuria, Alankrita Chhikara
The authors present an overview of narrative research and focus primarily on narrative inquiry, highlighting what distinguishes this approach from other research methods. Narrative inquiry allows scholars to go beyond positivism and explore how research can be conducted based on participants' stories, rather than using a purely scientific methodological approach. This research method acknowledges and honors narrative truths and provides a scholarly framework that makes space for voices often marginalized or excluded when dominant narratives and/or data hold a prominent place in a research agenda. As such, narrative inquiry can be used in academic research to challenge the status quo, thus harnessing research to stretch beyond hegemonic ways of being and knowing. The authors provide a robust overview and conceptualization of this approach, along with foundational concepts and exemplars that comprise this method of research.
{"title":"Narrative Inquiry as a Relational Methodology","authors":"Vicki G. Mokuria, Alankrita Chhikara","doi":"10.4018/978-1-7998-8848-2.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-8848-2.ch001","url":null,"abstract":"The authors present an overview of narrative research and focus primarily on narrative inquiry, highlighting what distinguishes this approach from other research methods. Narrative inquiry allows scholars to go beyond positivism and explore how research can be conducted based on participants' stories, rather than using a purely scientific methodological approach. This research method acknowledges and honors narrative truths and provides a scholarly framework that makes space for voices often marginalized or excluded when dominant narratives and/or data hold a prominent place in a research agenda. As such, narrative inquiry can be used in academic research to challenge the status quo, thus harnessing research to stretch beyond hegemonic ways of being and knowing. The authors provide a robust overview and conceptualization of this approach, along with foundational concepts and exemplars that comprise this method of research.","PeriodicalId":396852,"journal":{"name":"Conceptual Analyses of Curriculum Inquiry Methodologies","volume":"364 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122567028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8848-2.ch008
Arthur James Cooper, G. Curtis
Self-study is a research methodology focused on improvement of teacher education practice and exploring personal, practical, and professional transformation by the practitioner. Utilizing many qualitative methods, this interactive and often collaborative form of inquiry is well suited to study curriculum, considered broadly, as both the written and enacted, and all impacts of this curriculum. This chapter discusses the use of self-study in teachers' inquiries into curriculum. It presents the background and theoretical underpinnings of self-study research showing how this research genre emerged out of teacher practice and is rooted in the notion of teacher as curriculum maker. Guidance for forming research design is outlined, as well as various questions and topics for which self-study of curricula is well suited. Specific examples are expanded to include rationales for methodological choices and demonstrate how this research has been carried out in real-life practical situations.
{"title":"Employing Self-Study Research Across the Curriculum","authors":"Arthur James Cooper, G. Curtis","doi":"10.4018/978-1-7998-8848-2.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-8848-2.ch008","url":null,"abstract":"Self-study is a research methodology focused on improvement of teacher education practice and exploring personal, practical, and professional transformation by the practitioner. Utilizing many qualitative methods, this interactive and often collaborative form of inquiry is well suited to study curriculum, considered broadly, as both the written and enacted, and all impacts of this curriculum. This chapter discusses the use of self-study in teachers' inquiries into curriculum. It presents the background and theoretical underpinnings of self-study research showing how this research genre emerged out of teacher practice and is rooted in the notion of teacher as curriculum maker. Guidance for forming research design is outlined, as well as various questions and topics for which self-study of curricula is well suited. Specific examples are expanded to include rationales for methodological choices and demonstrate how this research has been carried out in real-life practical situations.","PeriodicalId":396852,"journal":{"name":"Conceptual Analyses of Curriculum Inquiry Methodologies","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115028369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8848-2.ch009
M. Bradford
In this chapter, the author uses a first-person narrative to describe her dissertation journey as she shifted from deductively hunting for the “right” methodology in order to follow an inductive process as she developed the “Melissa Methodology” of value-creative dialogue inspired by Ikeda's philosophical perspectives and practice. She illustrates one way that non-Western ways of knowing, being, and doing might inform curriculum studies student researchers. In addition, she highlights the importance of having supportive advisors and colleagues who pose and answer questions that push one's thoughts in new directions. Finally, she discusses implications for doctoral students based on her observations as an instructor of doctoral research methods courses. By sharing her journey, she hopes to provide an example of how doctoral students can be guided by their pursuit of what is worth knowing in creating their own research methodology.
{"title":"Creating the [Insert Name Here] Methodology","authors":"M. Bradford","doi":"10.4018/978-1-7998-8848-2.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-8848-2.ch009","url":null,"abstract":"In this chapter, the author uses a first-person narrative to describe her dissertation journey as she shifted from deductively hunting for the “right” methodology in order to follow an inductive process as she developed the “Melissa Methodology” of value-creative dialogue inspired by Ikeda's philosophical perspectives and practice. She illustrates one way that non-Western ways of knowing, being, and doing might inform curriculum studies student researchers. In addition, she highlights the importance of having supportive advisors and colleagues who pose and answer questions that push one's thoughts in new directions. Finally, she discusses implications for doctoral students based on her observations as an instructor of doctoral research methods courses. By sharing her journey, she hopes to provide an example of how doctoral students can be guided by their pursuit of what is worth knowing in creating their own research methodology.","PeriodicalId":396852,"journal":{"name":"Conceptual Analyses of Curriculum Inquiry Methodologies","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116505589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8848-2.ch007
C. Hayes
It is the situational specificity or context of qualitative research that ensures the case study remains a methodological approach, inherently valuable in practice-based research. Since this is inherently complex and multifaceted by nature, being able to provide a means of systematically analysing and framing research investigations is pivotal to the credibility of research that can highlight and illuminate these specific contextual issues. This chapter provides a means by which researchers can begin to frame the complexity of phenomena they wish to investigate by deliberately determining its parameter or scope and then framing or binding this. Beyond these processes, an insight into the collection, analysis, and interpretation of data will be provided so that theoretical outcomes can be framed and posited as part of an active contribution to knowledge. The fact that case study can be posited as both methodology and method ensures its capacity to address the need of being able to undertake context-specific evaluatory research or the overall complexity.
{"title":"Methodology and Method in Case Study Research","authors":"C. Hayes","doi":"10.4018/978-1-7998-8848-2.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-8848-2.ch007","url":null,"abstract":"It is the situational specificity or context of qualitative research that ensures the case study remains a methodological approach, inherently valuable in practice-based research. Since this is inherently complex and multifaceted by nature, being able to provide a means of systematically analysing and framing research investigations is pivotal to the credibility of research that can highlight and illuminate these specific contextual issues. This chapter provides a means by which researchers can begin to frame the complexity of phenomena they wish to investigate by deliberately determining its parameter or scope and then framing or binding this. Beyond these processes, an insight into the collection, analysis, and interpretation of data will be provided so that theoretical outcomes can be framed and posited as part of an active contribution to knowledge. The fact that case study can be posited as both methodology and method ensures its capacity to address the need of being able to undertake context-specific evaluatory research or the overall complexity.","PeriodicalId":396852,"journal":{"name":"Conceptual Analyses of Curriculum Inquiry Methodologies","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116126792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8848-2.ch005
Delores D. Liston, R. Rahimi
SoTL provides a foundation for democratizing the teacher-student relationship through its fertile ground for establishing more equalitarian roles among teachers and students. This chapter draws attention to the overlap between the values and essential characteristics of SoTL and the field of curriculum studies, which serves to study and examine social dynamics through curriculum inquiry. Through an exploration of forms of inquiry and research that unites curriculum studies (with its emphasis on transgressive education) and SoTL (with a focus on engagement of teachers and learners as educational community), this chapter highlights how research that dovetails SoTL and curriculum studies can provide powerful opportunity for emphasizing social justice.
{"title":"SoTL and Social Justice","authors":"Delores D. Liston, R. Rahimi","doi":"10.4018/978-1-7998-8848-2.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-8848-2.ch005","url":null,"abstract":"SoTL provides a foundation for democratizing the teacher-student relationship through its fertile ground for establishing more equalitarian roles among teachers and students. This chapter draws attention to the overlap between the values and essential characteristics of SoTL and the field of curriculum studies, which serves to study and examine social dynamics through curriculum inquiry. Through an exploration of forms of inquiry and research that unites curriculum studies (with its emphasis on transgressive education) and SoTL (with a focus on engagement of teachers and learners as educational community), this chapter highlights how research that dovetails SoTL and curriculum studies can provide powerful opportunity for emphasizing social justice.","PeriodicalId":396852,"journal":{"name":"Conceptual Analyses of Curriculum Inquiry Methodologies","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133404912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8848-2.ch006
A. C. Greene
Historical research in the area of curriculum studies has tended to hew quite closely to traditional understandings of history as a matter of individuals, events, and causes and effects. Foucauldian discourse analysis (FDA) offers an alternative perspective on the past and present, one that sees history as erratic, discontinuous, and the result of operations of power and knowledge that exceed the level of the individual. This chapter begins with a brief overview of some of the theoretical underpinnings of FDA which make it unique among research methodologies in the field of educational research. The chapter then goes on to explore the types of questions that an FDA might pursue, the methodological tasks of FDA (including “archaeology” and “genealogy”), and closes with a discussion of two examples of FDA in curriculum studies.
{"title":"Writing Histories of the Present","authors":"A. C. Greene","doi":"10.4018/978-1-7998-8848-2.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-8848-2.ch006","url":null,"abstract":"Historical research in the area of curriculum studies has tended to hew quite closely to traditional understandings of history as a matter of individuals, events, and causes and effects. Foucauldian discourse analysis (FDA) offers an alternative perspective on the past and present, one that sees history as erratic, discontinuous, and the result of operations of power and knowledge that exceed the level of the individual. This chapter begins with a brief overview of some of the theoretical underpinnings of FDA which make it unique among research methodologies in the field of educational research. The chapter then goes on to explore the types of questions that an FDA might pursue, the methodological tasks of FDA (including “archaeology” and “genealogy”), and closes with a discussion of two examples of FDA in curriculum studies.","PeriodicalId":396852,"journal":{"name":"Conceptual Analyses of Curriculum Inquiry Methodologies","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133860509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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