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  1. The General in the Particular.Andrés Mejía - 2010 - Journal of Philosophy of Education 44 (1):93-107.
    Traditionally, research has been seen as a process in which particular cases are studied in order to produce generalisations that can later be applied to other situations. This is arguably the case, for instance, of plain statistical generalisation from samples to populations, but also of grounded theory, local theory and democratic theory. Other research approaches, such as case study research and action research, have challenged this conception and have formulated a process in which transfer takes place directly from particular cases (...)
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  • The case for fiction as qualitative research: towards a non-referential ground for meaning.Stijn Mus - 2012 - Ethics and Education 7 (2):137-148.
    In the wake of the crisis of representation, the qualitative approaches have gained momentum within the social sciences. This crisis has lead to a widespread awareness about the need to incorporate the subject's understanding in the research design. Yet, the validity of qualitative accounts is still regarded as a function of its representative accuracy. This, and not its meaningfulness, remains the qualifying property to judge its value. I argue that this can only be overcome by a retreat from realist ontology. (...)
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  • The Reality Principle: Realism as an Ethical Obligation.Chris Beckett - 2007 - Ethics and Social Welfare 1 (3):269-281.
    Although a ?realist? stance is sometimes contrasted with a ?principled? one, this article argues that realism is, of itself, an important ethical principle. Acknowledging the problems that exist in defining ?reality?, and the fact that the nature of reality is contested, the article nevertheless insists on an ?out there? reality. It asserts that the existence of this external reality is, in practice, generally accepted, and indeed must be accepted if we are to make the important distinction between truth and falsehood. (...)
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  • The role of legislation in K-12 school discipline: The silence of action.Mengmeng Bo & Gift Chinemerem Onwubuya - 2022 - Frontiers in Psychology 13.
    Researchers have consistently identified the disparity between teachers’ practical and legal knowledge regarding teachers’ right to discipline students. However, few studies have investigated teachers’ construction processes that form construction outcomes, which would help navigate the role of legislation in school discipline. This study contributes to a holistic picture of the neglected disciplinary rights that teachers construct in teaching practice and their underexplored attitude toward the law, using an interview-based constructionist method on twelve teachers of Lvliang city in a Chinese K-12 (...)
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  • Emotions, interaction and the injured sporting body.Jacquelyn Allen-Collinson - 2005 - International Review for the Sociology of Sport 40 (2):221-240..
    Based upon a collaborative autoethnographic research project, this article explores from a sociological perspective the emotional dimension of the injured sporting body. It takes as its analytic focus the journey, rehabilitative, emotional and narrative, of two middle-aged, non-élite, middle/long-distance runners who encountered serious, long-term knee injuries. The paper examines in particular the interactional and narrative elements of the rehabilitative journey, focussing on dimensions of the emotion management, emotion work, and emotional intersubjectivity of the researcher/author and her training partner as they (...)
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  • The Politics of Military Force: Antimilitarism, Ideational Change, and Post-Cold War German Security Discourse.Frank Stengel - 2020 - Ann Arbor, MI, USA: University of Michigan Press.
    The Politics of Military Force uses discourse theory to examine the dynamics of discursive change that made participation in military operations possible against the background of German antimilitarist culture. Once considered a strict taboo, so-called out-of-area operations have now become widely considered by German policymakers to be without alternative. The book argues that an understanding of how certain policies are made possible (in this case, military operations abroad and force transformation), one needs to focus on processes of discursive change that (...)
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  • Manipulationism, Ceteris Paribus Laws, and the Bugbear of Background Knowledge.Robert Kowalenko - 2017 - International Studies in the Philosophy of Science 31 (3):261-283.
    According to manipulationist accounts of causal explanation, to explain an event is to show how it could be changed by intervening on its cause. The relevant change must be a ‘serious possibility’ claims Woodward 2003, distinct from mere logical or physical possibility—approximating something I call ‘scientific possibility’. This idea creates significant difficulties: background knowledge is necessary for judgments of possibility. Yet the primary vehicles of explanation in manipulationism are ‘invariant’ generalisations, and these are not well adapted to encoding such knowledge, (...)
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  • The future of educational research in the context of the social sciences: A special case?Rosemary Deem - 1996 - British Journal of Educational Studies 44 (2):143-158.
    The paper examines the future prospects for educational research as conducted in UK universities and colleges of higher education in the light of current general changes in the organisation, funding and culture of higher education, and in respect of specific changes in the initial and in service training of teachers. It includes a critical examination of the claim made by some educational researchers that their research constitutes a special case, differentiated from other social science and humanities disciplines, both by the (...)
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  • The Child as Co-researcher—Moral and Epistemological Issues in Childhood Research.Elisabeth Willumsen, Jon Vegar Hugaas & Ingunn Studsrød - 2014 - Ethics and Social Welfare 8 (4):332-349.
    This article discusses whether a child can and should be engaged as a co-researcher on moral and epistemological grounds. Selected research literature has been used to illustrate various approaches to the issue of children's participating as co-researchers in social research. By exploring the predicament of childhood and the meaning of the concept ‘research’, we attempt to clarify the necessary conditions for a person to qualify as a researcher and for an activity to qualify as research. We then look at the (...)
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  • Gender Capital and Male Bodybuilders.Tristan S. Bridges - 2009 - Body and Society 15 (1):83-107.
    Cultural capital and hegemonic masculinity are two concepts that have received intense attention. While both have received serious consideration, critique and analysis, the context or field-specificity of each is sometimes ignored. They have been used in a diversity of ways. Using ethnographic and interview data from a US male bodybuilding community, this study highlights one useful employment. Hegemonic masculinity takes different shapes in different fields of interaction, acting as a form of cultural capital: gender capital. Inherent in this discussion are (...)
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  • Case study: a bridge across the paradigms.Lauretta Luck, Debra Jackson & Kim Usher - 2006 - Nursing Inquiry 13 (2):103-109.
    Case study as a teaching and research tool has an extensive history in health and social sciences. Despite its suitability for many of the research questions that face nurses, nurses have not fully embraced case study as a comprehensive approach for research. The vagaries of the real‐life clinical setting can confound methodologically purist researchers. Case study provides a milieu in which nurse researchers can respond to these vagaries and move towards a paradigmatic openness. In this paper, we argue that case (...)
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  • Culture in whales and dolphins.Luke Rendell & Hal Whitehead - 2001 - Behavioral and Brain Sciences 24 (2):309-324.
    Studies of animal culture have not normally included a consideration of cetaceans. However, with several long-term field studies now maturing, this situation should change. Animal culture is generally studied by either investigating transmission mechanisms experimentally, or observing patterns of behavioural variation in wild populations that cannot be explained by either genetic or environmental factors. Taking this second, ethnographic, approach, there is good evidence for cultural transmission in several cetacean species. However, only the bottlenose dolphin (Tursiops) has been shown experimentally to (...)
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  • Understanding the value of arts and culture.Patrycja Kaszynska & Geoffrey Crossick - 2016 - Ahrc.
    Why do the arts and culture matter? What difference do they make and how do we know what difference they make? This report presents the outcomes of the AHRC’s Cultural Value Project which looked at how we think about the value of the arts and culture to individuals and to society.
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  • Creativity, knowledge and curriculum in further education: A Bernsteinian perspective.Ron Thompson - 2009 - British Journal of Educational Studies 57 (1):37-54.
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  • A regrettable oversight or a significant omission?Keith Jones - 2000 - In Helen Simons & Robin Usher (eds.), Situated ethics in educational research. New York: Routledge. pp. 147.
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  • Inside The Primary Classroom: Examples of Dissatisfaction Behind A Veil of Compliance.Helen Fisher - 2011 - British Journal of Educational Studies 59 (2):121-141.
    This study explored over 100 Year 6 children's feelings towards, and behaviour within, literacy lessons across an academic year. This study revealed that the majority of dissatisfied children concealed their feelings from their teacher, defined within this article as 'dissatisfaction behind a veil of compliance'. Through progressive sampling, where children were observed in a range of subjects, the effort placed in this concealment is explored, together with the role of the teacher and external forces in potentially encouraging it. The article (...)
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  • Research Proposal for the Application of Critical Discourse Analysis to the Study of Learning Cultures.Luca Magni - 2011 - Journal of Critical Realism 10 (4):527-542.
    This desk-based-study explores, on the basis of a Critical Realist perspective, the possibility to integrate the concept of Learning Cultures within the scope of Critical Discourse Analysis. It proposes a theoretical framework to support and guide the use of textual analysis in the study of Learning Cultures and highlights new opportunities to study technology enhanced learning communities and communities of practice, leveraging on Corpora Analysis and Metaphor Individuation Procedures.
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  • Physical education cooperating teachers in a community of practice in Ireland: participatory action learning action research.Eimear Holland - 2021 - Dissertation, University of Birmingham
    The reconceptualisation of school placement (Teaching Council, 2013) poses a challenge to initial teacher education in Ireland. Some criticised the timing (Mulcahy and McSharry, 2013). Others considered it to be too great a professional leap (O’Grady, 2017). This study sought to explore if and how cooperating teachers could develop as mentors in the Irish context, through engagement in a ‘participatory action learning action research’ (PALAR) ‘mentoring community of practice’ (M-CoP). Qualitative data collection methods included: questionnaires with stimulus recall, pre-workshop questions, (...)
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  • The man becomes Adam‎.Mony Almalech - 2018 - In Audroné Daubariené, Simona Stano & Ulrika Varankaité (eds.), Cross-Inter-Multi-Trans Proceedings of the 13th World Congress of the International Association for Semiotic Studies (IASS/AIS).
    The paper is focused on Genesis 1 – 3 where the primordial man [adàm] is created ‎and he was given the proper name Adam [adàm]. ‎ In Hebrew man and Adam are the same word, spelled the same way – [adàm]. ‎Different translations of Genesis 1-3 use for the first time the proper name Adam in ‎different places versions Gen 2:25; The German Luther ‎Bible Gen 3:8; Some English Protestant versions Gen 3:17; Bulgarian Protestant and many ‎English Protestant versions Gen (...)
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  • Participant Observation as Ethnography or Ethnography as Participant Observation in Organizational Research.P. J. Sandiford - unknown
    There is a strong tradition of observational research in most areas of the social sciences, especially in Anthropology and Sociology. However, in business and management research observation is often seen as a poor relative to questionnaire surveys and qualitative interviewing. This chapter discusses the use of observational techniques especially for less experienced researchers planning their first major investigation, exploring the difference between participant and non-participant approaches, different techniques of data collection, recording and analysis. Rather than seeking to provide a full (...)
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  • Qualitative research and scientific knowledge: Social science in post-totalitarian academia.Juraj Podoba - 2012 - Human Affairs 22 (4):591-602.
    The paper presents a critical analysis of the current state of qualitative research approaches in the social sciences and humanities within Slovak academic institutions. The author has been inspired by the metaphor of academic “barbaricum”. This analytical category is based on a model of the relationship between core and periphery, which has no clear function or organisational logic. From the scientific point of view, the core/centre should produce and innovate the theory, whereas the periphery should apply it. In Slovakia—contrary to (...)
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  • Error and objectivity: Cognitive illusions and qualitative research.M. A. Paley - 2005 - Nursing Philosophy 6 (3):196–209.
    Psychological research has shown that cognitive illusions, of which visual illusions are just a special case, are systematic and pervasive, raising epistemological questions about how error in all forms of research can be identified and eliminated. The quantitative sciences make use of statistical techniques for this purpose, but it is not clear what the qualitative equivalent is, particularly in view of widespread scepticism about validity and objectivity. I argue that, in the light of cognitive psychology, the ‘error question’ cannot be (...)
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  • Negotiating the flow: an ethnographic study of the way two URC congregations shape and are shaped by members.Jean Marion Russell - unknown
    This study was conducted with two congregations from two different joining denominations within the United Reformed Church in two post-industrial towns. I spent two years with each congregation as a participant observer, taking part in congregational life and interviewing members for a total of four years. My interest is in the activity that members of these congregations undertake to sustain and change their congregation’s identity. What particularly interested me was how a Reformed cultural identity was sustained, as there is no (...)
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  • Navigating Bioethical Waters: Two Pilot Projects in Problem-Based Learning for Future Bioscience and Biotechnology Professionals.Roberta M. Berry, Aaron D. Levine, Robert Kirkman, Laura Palucki Blake & Matthew Drake - 2016 - Science and Engineering Ethics 22 (6):1649-1667.
    We believe that the professional responsibility of bioscience and biotechnology professionals includes a social responsibility to contribute to the resolution of ethically fraught policy problems generated by their work. It follows that educators have a professional responsibility to prepare future professionals to discharge this responsibility. This essay discusses two pilot projects in ethics pedagogy focused on particularly challenging policy problems, which we call “fractious problems”. The projects aimed to advance future professionals’ acquisition of “fractious problem navigational” skills, a set of (...)
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  • Error and objectivity: cognitive illusions and qualitative research.John Paley - 2005 - Nursing Philosophy 6 (3):196-209.
    Psychological research has shown that cognitive illusions, of which visual illusions are just a special case, are systematic and pervasive, raising epistemological questions about how error in all forms of research can be identified and eliminated. The quantitative sciences make use of statistical techniques for this purpose, but it is not clear what the qualitative equivalent is, particularly in view of widespread scepticism about validity and objectivity. I argue that, in the light of cognitive psychology, the ‘error question’ cannot be (...)
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  • Ethical Problems in Planning for and Responses to Pandemic Influenza in Ghana and Malawi.Evanson Z. Sambala & Lenore Manderson - 2018 - Ethics and Behavior 28 (3):199-217.
    Ethical problems are addressed in various ways within countries in planning for and response to pandemic influenza. Here we report on a qualitative study, in which 46 policymakers in Malawi and Ghana were interviewed on how they identified and resolved ethical problems. The study results revealed that ethical problems involving conflicts of values and choices were raised in reference to the extent and role of resources and nature of public health interventions, including the extent and processes of decision making, reasoning, (...)
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  • (Re)writing ethnography: the unsettling questions for nursing research raised by post‐structural approaches to ‘the field’.Trudy Rudge - 1996 - Nursing Inquiry 3 (3):146-152.
    Positivist ethnographic research situates the participant observer in an objectivist position towards the field. Using poststructural perspectives to analyse the field challenges and unsettles objectivist assumptions underpinning ethnography. Neither is merging of the two approaches completely unproblematic. A crucial element in a coherent amalgam centres around resolution of potential contradictions emanating from the place of field notes in ethnographic research, and the position of the researcher (author) vis‐a‐vis such notes. Contemporary approaches to field notes maintain that such notes are not (...)
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  • A clash of methodology and ethics in `undercover' social science.C. D. Herrera - 2003 - Philosophy of the Social Sciences 33 (3):351-362.
    A focus of criticism on methodological and ethical grounds, the undercover or `covert' approach to fieldwork persists as a useful technique in certain settings. Questions remain about the credibility of the published findings from such work. Covert researchers nearly always protect the anonymity of their subjects and locations. Other researchers cannot validate the covert researcher's claims, yet ethical guidelines often insist that researchers demonstrate the benefits that derive from a covert study. If researchers cannot show that their studies will prove (...)
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  • Discursive psychology and the “new racism”.Kevin McKenzie - 2003 - Human Studies 26 (4):461-491.
    This paper addresses a range of theoretical issues which are the topic of recent social psychological and related research concerned with the “new racism.” We critically examine examples of such research in order to explore how analyst concerns with anti-racist political activism are surreptitiously privileged in explanations of social interaction, often at the expense of and in preference to the work of examining participants' own formulations of those same activities. Such work is contrasted with an ethnomethodologically-informed, discursive psychology which seeks (...)
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  • Political communication, institutional cultures and linearities of organisational practice: a discourse-ethnographic approach to institutional change in the European Union.Michał Krzyżanowski - 2011 - Critical Discourse Studies 8 (4):281-296.
    The aim of this article is to present an approach to analysing organisational practices and identities in complex institutional spaces of the European Union. On the example of the 2002–2003 European Convention, the article targets new types of institutional organisms enacted in the EU in recent years. It does so in order to analyse to what extent such new, short-lived institutional bodies have the ability to develop their own, distinct institutional practices and inasmuch their everyday doings are in fact based (...)
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