Research Methodologies in the 'South'
OUP Pakistan (Publisher)
Published on 26. January 2012
Book
Hardback
350 pages
978-0-19-906356-7 (ISBN)
Description
Are there universal standards for researching education, or should different standards be employed for researching in different contexts? As more and more educational research is conducted through collaborative networks involving partners from different countries, the issue of how research should be conducted is becoming increasingly important. This is especially important in research efforts that bring together researchers from the global 'South'- countries or settings that are economically and technologically less developed, sometimes termed 'developing countries'-and the 'North'. While many of these partnerships have fostered collaborative research networks in which Northern and Southern partners participate on equal terms, including both concrete collaborative research projects and research capacity development, these collaborations have raised thorny issues about how to conduct research when researchers and participants do not speak the same language, and where there are different notions of epistemology and ontology.
This book is the first collection of essays specifically addressing the issue of whether the research methods of the 'North' are appropriate for conducting educational research in the 'South'. It brings together descriptions and critical analyses of research methodologies and methods from a range of contexts, written by experts from a range of geographical and cultural contexts, and will be useful to anyone who is involved in conducting, or supporting those engaged in, social enquiry.
Are there universal standards for researching education, or should different standards be employed for researching in different contexts? As more and more educational research is conducted through collaborative networks involving partners from different countries, the issue of how research should be conducted is becoming increasingly important. This is especially important in research efforts that bring together researchers from the global 'South'- countries or settings that are economically and technologically less developed, sometimes termed 'developing countries'-and the 'North'. While many of these partnerships have fostered collaborative research networks in which Northern and Southern partners participate on equal terms, including both concrete collaborative research projects and research capacity development, these collaborations have raised thorny issues about how to conduct research when researchers and participants do not speak the same language, and where there are different notions of epistemology and ontology.
This book is the first collection of essays specifically addressing the issue of whether the research methods of the 'North' are appropriate for conducting educational research in the 'South'. It brings together descriptions and critical analyses of research methodologies and methods from a range of contexts, written by experts from a range of geographical and cultural contexts, and will be useful to anyone who is involved in conducting, or supporting those engaged in, social enquiry.
This book is the first collection of essays specifically addressing the issue of whether the research methods of the 'North' are appropriate for conducting educational research in the 'South'. It brings together descriptions and critical analyses of research methodologies and methods from a range of contexts, written by experts from a range of geographical and cultural contexts, and will be useful to anyone who is involved in conducting, or supporting those engaged in, social enquiry.
Are there universal standards for researching education, or should different standards be employed for researching in different contexts? As more and more educational research is conducted through collaborative networks involving partners from different countries, the issue of how research should be conducted is becoming increasingly important. This is especially important in research efforts that bring together researchers from the global 'South'- countries or settings that are economically and technologically less developed, sometimes termed 'developing countries'-and the 'North'. While many of these partnerships have fostered collaborative research networks in which Northern and Southern partners participate on equal terms, including both concrete collaborative research projects and research capacity development, these collaborations have raised thorny issues about how to conduct research when researchers and participants do not speak the same language, and where there are different notions of epistemology and ontology.
This book is the first collection of essays specifically addressing the issue of whether the research methods of the 'North' are appropriate for conducting educational research in the 'South'. It brings together descriptions and critical analyses of research methodologies and methods from a range of contexts, written by experts from a range of geographical and cultural contexts, and will be useful to anyone who is involved in conducting, or supporting those engaged in, social enquiry.
More details
Language
English
Place of publication
Oxford
Pakistan
Target group
Professional and scholarly
Dimensions
Height: 216 mm
Width: 138 mm
Thickness: 21 mm
Weight
484 gr
ISBN-13
978-0-19-906356-7 (9780199063567)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Persons
ANJUM HALAI is an Associate Professor and Head Research at Aga Khan University Institute for Educational Development (AKU-IED), Eastern Africa. For her contribution to the development of a research culture at AKU-IED and leading innovative research projects she was awarded the AKU Annual Merit Award, 'Excellence in Scholarship of Discovery' for 2003-04. Her research interest is in multi-lingualism and social justice issues in mathematics. DYLAN WILIAM is Emeritus Professor of Educational Assessment at Institute of Education, University of London. From 1996 to 2001 he was the Dean and Head of the School of Education at King's College London, and from 2001 to 2003, he served as Assistant Principal of the College. In 2003 he moved to the USA, as Senior Research Director at the Educational Testing Service in Princeton, NJ. In 2006 he returned to the UK as Deputy Director of the Institute of Education, University of London.
ANJUM HALAI is an Associate Professor and Head Research at Aga Khan University Institute for Educational Development (AKU-IED), Eastern Africa. For her contribution to the development of a research culture at AKU-IED and leading innovative research projects she was awarded the AKU Annual Merit Award, 'Excellence in Scholarship of Discovery' for 2003-04. Her research interest is in multi-lingualism and social justice issues in mathematics. DYLAN WILIAM is Emeritus Professor of Educational Assessment at Institute of Education, University of London. From 1996 to 2001 he was the Dean and Head of the School of Education at King's College London, and from 2001 to 2003, he served as Assistant Principal of the College. In 2003 he moved to the USA, as Senior Research Director at the Educational Testing Service in Princeton, NJ. In 2006 he returned to the UK as Deputy Director of the Institute of Education, University of London.
ANJUM HALAI is an Associate Professor and Head Research at Aga Khan University Institute for Educational Development (AKU-IED), Eastern Africa. For her contribution to the development of a research culture at AKU-IED and leading innovative research projects she was awarded the AKU Annual Merit Award, 'Excellence in Scholarship of Discovery' for 2003-04. Her research interest is in multi-lingualism and social justice issues in mathematics. DYLAN WILIAM is Emeritus Professor of Educational Assessment at Institute of Education, University of London. From 1996 to 2001 he was the Dean and Head of the School of Education at King's College London, and from 2001 to 2003, he served as Assistant Principal of the College. In 2003 he moved to the USA, as Senior Research Director at the Educational Testing Service in Princeton, NJ. In 2006 he returned to the UK as Deputy Director of the Institute of Education, University of London.
Content
ACKNOWLEDGEMENTS ; 1. RESEARCHING EDUCATION RESEARCH METHODOLOGIES IN THE SOUTH: AN INTRODCUTORY DISCUSSION ; ANJUM HALAI ; 2. RESEARCH, RESEARCHERS AND RESEARCHING IN THE "SOUTH" ; RENUKA VITHAL ; 3. DISRUPTIONS AND DATA: THE POLITICS OF DOING MATHEMATICS EDUCATION RESEARCH IN SOUTH AFRICA ; RENUKA VITHAL ; 4. EDUCATION FOR WHAT? DISCOURSES AND RESEARCH IN THE SOUTH ; ANIL KHAMIS ; 5. RESEARCHING VERY DIFFERENT SOCIETIES: AN IMPOSSIBLE TASK? ; RICHARD PRING ; 6. WHO PAYS THE PRICE? THE ETHICS OF VULNERABILITY IN RESEARCH ; RASHIDA QURESHI ; 7. ETHNOGRAPHIC FIELD METHODS IN RESEARCH WITH WOMEN: FIELD EXPERIENCES FROM PAKISTAN ; ALMINA PARDHAN ; 8. AUTO/BIOGRAPHICAL RESEARCH IN THE SOUTH: A LIVED EXPERIENCE ; AYESHA BASHIRUDDIN ; 9. MATHEMATICS EDUCATION BETWEEN UTOPIA AND REALITY: EXAMINING RESEARCH IN CONTEXTS OF CONFLICT, POVERTY AND VIOLENCE ; PAOLA VALERO AND ALEXANDRE PAIS ; 10. POLITICS AND PRACTICE OF ACTION RESEARCH ; RANA HUSSAIN AND ANJUM HALAI ; 11. UNDERTAKING RESEARCH ON EARLY CHILDHOOD IN KWAZULU-NATAL, SOUTH AFRICA ; HASINA BANU EBRAHIM AND HELEN PENN ; 12. THE POWER AND POLITICS OF STUDYING IMPACT OF EDUCATIONAL REFORMS IN SOUTH ; ROSHNI KUMARI, RAZIA FAKIR MOHAMMAD, AND NILOFAR VAZIR ; 13. LOGIC, OBSERVATION, REPRESENTATION, DIALECTIC AND ETHICAL VALUES: WHAT COUNTS AS EVIDENCE IN EDUCATIONAL RESEARCH? ; DYLAN WILIAM ; 14. GLOBAL SOUTH AFTERWARD- ; MICHAEL NETTLES ; CONTRIBUTORS ; INDEX