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 (...) routes into educational research and the concerns of those who practise it. It is suggested that the special case argument for the alleged distinctiveness of educational research is largely unjustified, and does not contribute positively to the future prospects of that research or help to ease the relative isolation of educational researchers. Alliances between educational researchers, and those researching in the social sciences are advocated as one strategy which will help both partners. It is also suggested that educational researchers should try to ensure that novel and existing modes of training new researchers such as doctoral programmes, make connections with the training of other beginning researchers, rather than dividing would-be educational researchers from their counterparts in other disciplinary or interdisciplinary areas. (shrink)

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 (...) dismissed as a positivist obsession, and that the concepts of truth and objectivity are unavoidable. However, they constitute only a ‘minimal realism’, which does not necessarily bring a commitment to ‘absolute’ truth, certainty, correspondence, causation, reductionism, or universal laws in its wake. The assumption that it does reflects a misreading of positivism and, ironically, precipitates a ‘crisis of legitimation and representation’, as described by constructivist authors. (shrink)

This paper aims to contribute to current discussions about methods in anthropological (especially ethnographic) research on the cultures of the internet. It does so by considering how technology has been presented in turn as an epistemological boon and bane in methodological discourse around virtual or online ethnography, and cyberanthropology. It maps these discussions with regards to intellectual traditions and ambitions of ethnographic research and social science, and considers how these views of technology relate to modernist discourse about the value of (...) technology for producing a particular kind of objective knowledge. For this article, I have examined a number of monographs and methodological texts in which the internet, as both a new setting and a new technology for doing ethnography, is shown to raise new issues for ethnographic work and for theorising anthropological approaches. In this material, questions of presence, field relations (including trust and confidentiality), and new possibilities for observation are especially prominently discussed. Anxieties about whether the internet can be a field at all are also expressed. In my analysis, I place these issues and dilemmas facing the researcher in the context of the intellectual tradition of ethnography as applied to technology. The main themes found to subtend these discussions of ethnography’s ‘way of knowing’ are the notion of ‘field’, technology, intersubjectivity and capture. The paper ends with a reflection on the kind of knowledge about the internet that ethnography can be expected to produce, given these methodological prescriptions. (shrink)

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 (...) extent to which the concept of ‘child’ fits within these frames. (shrink)

It is not uncommon in educational research and social science in general either to eschew the word truth or to put it in scare quotes in order to signify scepticism about it. After the initial wave of relativism in the philosophy of natural science, a second wave has developed in social science with the rise of postmodernism and poststructuralism. The tendency here is to relativise truth or to bracket out questions of truth. In contradistinction, this paper revindicates the metaphysical nature (...) of truth. Truth is a transcendental precondition of educational inquiry and is best understood as a formal, regulative norm. Realism about truth enjoins a defence of the correspondence theory, which is provided here. At the same time, however, the development of realism in the social sciences has ironically followed the postmodernists in its scepticism about truth and its rejection of the correspondence theory. This paper critically appraises such recent developments, since all research is unintelligible without realism about the social world and whether our substantive knowledge-claims correspond with it. (shrink)

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, (...) and justification. There is a need for an ethical framework within pandemic preparedness plans to resolve and avert these problems. (shrink)

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 (...) an objective description of the field, unaffected by the voice of the researcher. Rather, observational records are to be regarded as text, with characteristics in common with all texts. The ethnographic record is constituted as much by the positionality of the researcher as by the research participants. The nurse researcher can be viewed as participant in the constitution of the field. In unsettling and challenging taken‐for‐granted understandings about nursing practice, I am affirming the centrality of the position of the nurse in nursing research. (shrink)

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 (...) possess sophisticated social learning abilities, including vocal and motor imitation; other species have not been studied. There is observational evidence for imitation and teaching in killer whales. For cetaceans and other large, wide-ranging animals, excessive reliance on experimental data for evidence of culture is not productive; we favour the ethnographic approach. The complex and stable vocal and behavioural cultures of sympatric groups of killer whales (Orcinus orca) appear to have no parallel outside humans, and represent an independent evolution of cultural faculties. The wide movements of cetaceans, the greater variability of the marine environment over large temporal scales relative to that on land, and the stable matrilineal social groups of some species are potentially important factors in the evolution of cetacean culture. There have been suggestions of gene-culture coevolution in cetaceans, and culture may be implicated in some unusual behavioural and life-history traits of whales and dolphins. We hope to stimulate discussion and research on culture in these animals. (shrink)

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 (...) the situation in Western academia—, the last two decades have seen a growth in the numbers of academic institutions dealing with the humanities (and partly with the social sciences), and stagnation in qualitative social research. The author suggests that if the Slovak social sciences aspire is to becoming part of the so-called European academic space, then this will certainly not be possible without much stronger and extensive support for social research based on qualitative approaches and methods. (shrink)

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 (...) dismissed as a positivist obsession, and that the concepts of truth and objectivity are unavoidable. However, they constitute only a ‘minimal realism’, which does not necessarily bring a commitment to ‘absolute’ truth, certainty, correspondence, causation, reductionism, or universal laws in its wake. The assumption that it does reflects a misreading of positivism and, ironically, precipitates a ‘crisis of legitimation and representation’, as described by constructivist authors. (shrink)

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. (...) The challenge that emerges is how to build an understanding of qualitative research, which is not referential but retains its ?worldly involvement?. This can be achieved by reversing the logical order: the value of the researcher's reconstruction does not reside in its representational accuracy of reality, but in the value, it has for our comprehension of reality. Thus, a place can be found for the active role of the researcher and the reader in the actualisation of meaning. (shrink)

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 (...) to the explore how participants' talk is responsively oriented to foreclosing the same sort of critique implicitly made available in new racism research as a way for speakers to account for their own and others' activities within the controversy which that same body of research seeks to settle. More specifically, we examine how the rhetorical context of controversy surrounding race and racism is imminent to the situated activities whereby speakers provide for its relevance and not, as assumed in new racism research, some independent factor affecting that interaction. Finally, we conclude with an analysis of an episode of talk recorded in a social science interview having as its topic the nature of cross-cultural contact in which the participants take up the issue of racism as a way of managing the conflicting demands with which they are confronted in accounting for their involvement as Western expatriates living in the Middle East. Throughout our analysis of these materials, the issue of racism is approached for how it features as a participant concern, raised by speakers in the course of attending to the immediate situated interactional business in which they are engaged. (shrink)

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.

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 (...) study offers, as yet, under‐explored and under‐utilised potential as a bridge across the traditional research paradigms. We argue that case study has broad research application and epistemological, ontological and methodological flexibility. When used as a research approach, case study is both the process and end product of research. It provides a delineated boundary for inquiry, and a structural process within which any methods appropriate to investigating a research area can be applied. (shrink)

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 (...) on patterns adopted from other, more permanent institutional milieus. While analysing Convention's institutional reality by means of extensive fieldwork and ethnography, the article looks at the discursive construction of institutional cultures and identities by means of institutional practices as well as through discourses of officials involved in the work of the European institutions. (shrink)

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, (...) especially in the social sciences, as some of it is non-causal. Ceteris paribus (CP) laws or generalisations labour under no such difficulty. A survey of research methods such as case and comparative studies, randomised control trials, ethnography, and structural equation modeling, suggests that it would be more difficult and in some instances impossible to try to represent the output of each method in invariant generalisations; and that this is because in each method causal and non-causal background knowledge mesh in a way that cannot easily be accounted for in manipulationist terms. Ceteris paribus-generalisations being superior in this regard, a theory of explanation based on the latter is a better fit for social science. (shrink)

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 (...) beneficial, ethical standards will weigh against the study, on the presumption that the omission of informed consent should be counterbalanced by the scientific rewards of the research. An attempt to open the results to greater peer investigation might place subjects at risk of unwanted notoriety or even danger. There does not seem to be a way that covert research can meet ethical guidelines unless we adjust our conceptions of research, ethics, or both. Key Words: fieldwork • ethnography • research ethics • informed consent. (shrink)

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 (...) concludes by discussing the possibility of applying the implications of the findings to practice, especially in terms of providing a more open environment, where teachers and pupils can express their views, openly and constructively. (shrink)

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 (...) routes into educational research and the concerns of those who practise it. It is suggested that the special case argument for the alleged distinctiveness of educational research is largely unjustified, and does not contribute positively to the future prospects of that research or help to ease the relative isolation of educational researchers. Alliances between educational researchers, and those researching in the social sciences are advocated as one strategy which will help both partners. It is also suggested that educational researchers should try to ensure that novel and existing modes of training new researchers such as doctoral programmes, make connections with the training of other beginning researchers, rather than dividing would-be educational researchers from their counterparts in other disciplinary or interdisciplinary areas. (shrink)

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 (...) the cultural contradictions apparent among individuals striving for either physical or ideological embodiments of gender capital. Individuals can attempt to embody hegemonic idealizations, but bodies are not only inscribed with gender, inscriptions are read, and read differently by different social actors and in different settings. The capacity of gender capital to remain elusive is precisely what enables gender practices and projects like bodybuilding to retain passionate participation. (shrink)

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 (...) context. The findings suggest that the participants prefer to acquire discipline knowledge by interacting with multiple power relations in their local environment and that their knowledge is historically and culturally specific. Although the disciplinary right they construct is never static, balanced, or essentialised, the participants’ constructions are commonly not in line with legal provisions or the aims of the law. Furthermore, school discipline legislation plays a silent role in empowering teachers to discipline students, but it is more visible in holding back teachers’ use of corporal punishment. These findings illustrate the complexity of implementing school disciplinary law as a universal national policy. (shrink)

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 (...) skills designed to enable broad and deep understanding of fractious problems and the design of good policy resolutions for them. A secondary objective was to enhance future professionals’ motivation to apply these skills to help their communities resolve these problems. The projects employed “problem based learning” courses to advance these learning objectives. A new assessment instrument, “Skills for Science/Engineering Ethics Test”, was designed and administered to measure the success of the courses in doing so. This essay first discusses the rationale for the pilot projects, and then describes the design of the pilot courses and presents the results of our assessment using SkillSET in the first pilot project and the revised SkillSET 2.0 in the second pilot project. The essay concludes with discussion of observations and results. (shrink)

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. (...) The article proposes that discourse which is not grounded in the concrete reality of the specific situations in which social work is practised is potentially harmful because it results in a decoupling of language from what it is supposed to represent and creates a potential for language to be used to deceive. The article then discusses ?Realism about Outcomes? and ?Realism about Context? as two out of a number of different areas in which realism is important in practice and policy making. It concludes that genuinely ethical social work practice and policy making require that we attempt to engage with the world as it actually is. (shrink)

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 (...) result in different policy options appearing rational, appropriate, feasible, or even self-evident. Drawing on Essex School discourse theory, the book develops a theoretical framework to understand how discursive change works, and elaborates on how discursive change makes once unthinkable policy options not only acceptable but even without alternative. Based on a detailed discourse analysis of more than 25 years of German parliamentary debates, The Politics of Military Force provides an explanation for: (1) the emergence of a new hegemonic discourse in German security policy after the end of the Cold War (discursive change), (2) the rearticulation of German antimilitarism in the process (ideational change/norm erosion) and (3) the resulting making-possible of military operations and force transformation (policy change). In doing so, the book also demonstrates the added value of a poststructuralist approach compared to the naive realism and linear conceptions of norm change so prominent in the study of German foreign policy and International Relations more generally. (shrink)

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.

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, (...) workshop observation, workshop artefacts, reflective journals, learning journey plans, and extended focus group discussions. Data were analysed via constant comparison of codes and categories. CTs reported that their transformed practice as a mentor and a leader was achieved due to the multi-process, meta-pedagogical, meta-model design of the PALAR M-CoP. They indicated that the meta-model enhanced their fluency in the ‘language of critique’ enabling them to identify and become exercised about a range of complex barriers to growth. It also developed their fluency in the languages of ‘possibility’ and ‘leadership for change and empowerment’, which aided them to cope with, and overcome barriers to growth, resulting in the empowerment of themselves and other school placement partners. (shrink)

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 (...) struggled to contend with the liminality of the injured athletic role, and to maintain positive identities in the face of serious threat to their running selves. (shrink)

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 (...) 3:20-21). The paper decodes the phenomenon by ‎studying the Hebrew original and several semiotic views on common and proper names ‎‎. Through these opinions the ‎important question “Who wrote the Bible?” is discussed. The analysis interfaces the new ‎linguistic relativity theory.‎ Four layers of symbolism are decoded: 1. The man became Adam; 2. The two men in ‎Gen 1:27 and in Gen 2:7 man [adàm] ‎is made by earth, ground [adamà]; 3. The two men in the New Testament ; 4. Edom, Adam and cultural discourses in both Testaments.‎. (shrink)

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 (...) guide to conducting participant observation, an impractical task in a single chapter, this offering discusses some of the key issues facing researchers in Business and Management who choose to conduct this sort of research, exploring different approaches to participant observation and some of the ethical and practical challenges associated with the collection and analysis of observational data. The chapter draws on the author’s experience of conducting participant observation in organizations with examples of both employee and customer perspectives. It will also draw from ‘classic’ observational studies such as Mars and Nicod and more recent examples such as Watson and Watson. (shrink)

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 (...) central body preserving the tradition. In tackling these issues, I explore the interplay of identity with location, community and worship. The recurring tensions drew my attention to the ways identity is renegotiated, which I explore further by engaging with the dynamic metaphor of flow and turbulence. I formulate a concept of belonging by modifying Foucault’s understanding of technology. I go on to explore the way that this technology of belonging is a driver of members’ interaction with the congregational identity. I therefore argue that congregational identity is a recapitulatory process, which engages the members’ understanding of themselves as belonging to the congregation. In doing this I demonstrate the unsettled, contraplex nature of members’ engagement with the congregation’s identity. (shrink)