Comparative case studies are an effective qualitative tool for researching the impact of policy and practice in various fields of social research, including education. Developed in response to the inadequacy of traditional case study approaches, comparative case studies are highly effective because of their ability to synthesize information across time and space. In Rethinking Case Study Research: A Comparative Approach, the authors describe, explain, and illustrate the horizontal, vertical, and transversal axes of comparative case studies in order to help readers develop their own comparative case study research designs. In six concise chapters, two experts employ geographically-distinct case studies-from Tanzania to Guatemala to the U.S.-to show how this innovative approach applies to the operation of policy and practice across multiple social fields. With examples and activities from anthropology, development studies, and policy studies, this volume is written for researchers, especially graduate students, in the fields of education and the interpretive social sciences.
In the second edition of Doing Educational Research, we explore a variety of critical issues and methodologies. Authors include some of the most influential voices selected from across the spectrum of career disciplines. The scholars provide detailed insights into dimensions of the research process that engage both students and experienced researchers with key concepts and recent innovations in the art of doing research. The contributors adopt a stance that is practical as it introduces beginning scholars to social inquiry, and innovative as it transforms the boundaries of conversations about educational research. Doing Educational Research appears at a critical moment in which educational researchers are pushed to align with a pervasive scientism that embraces tenets of crypto-positivism. The book addresses logics of inquiry, underpinning cutting-edge approaches to educational research that extend far beyond limited visions that are presented through the lenses of positivism. The chapters explore a variety of methodologies including action research, bricolage, ethnography, hermeneutics, historiography, media-based research, psychoanalysis, and conversation analysis, in a matrix of social theory, authentic inquiry, critical pedagogy, and differences in epistemology, ontology, and axiology. A diverse array of complex topics are presented in accessible forms and will compel both scholars and students.
Methodology is the ?eld which is indisputably complex. In the academic world, it is often said to be important, yet in everyday academic practice, it is not always treated accordingly. In teaching, methodology is often a mandatory course. Usually, it consists of learning how to adopt several common approaches when doing research, and how to conceive a research design (often leading to a survey). This usually leads to collecting data on a modest scale and - when the opportunity arises - analysing the data with the help of some statistics. Ask the students of their opinion at the end of such a course and they tend to heave a deep sigh of relief and say, "I have got through it. " Then their real courses start again, in which methodology often does not play a role at all. We are of the opinion that writing-off methodology in this way is a real pity. It ignores the valuable role that methodology should play in academic teaching as a whole. Here, methodology is presented as a form of thinking and acting that, while obviously entailing research work, can also include the design and change of organisations. This broad approach has been purposefully chosen, as it is almost obvious from research and graduation projects that the students do not really have a clue what methodology involves and, therefore, wasting their time by producing work that has a little quality.