Constructing Methodology for Qualitative Research: Researching Education and Social Practices PDF
Preview Constructing Methodology for Qualitative Research: Researching Education and Social Practices
PALGRAVE STUDIES IN EDUCATION RESEARCH METHODS Edited by Bobby Harreveld, Mike Danaher, Celeste Lawson, Bruce Allan Knight and Gillian Busch CONSTRUCTING METHODOLOGY FOR QUALITATIVE RESEARCH Researching Education and Social Practices Palgrave Studies in Education Research Methods Series Editors Patrick Danaher University of Southern Queensland Toowoomba , Queensland, Australia Fred Dervin Th e University of Helsinki Helsinki , Finland Caroline Dyer School of Politics and International Studies University of Leeds Leeds , United Kingdom Máirín Kenny Wexford , Ireland Bobby Harreveld School of Education and the Arts Central Queensland University Rockhampton , Australia Michael Singh University of Western Sydney Penrith , New South Wales, Australia Bobby Harreveld • M ike D anaher • C eleste L awson Bruce A llen Knight • Gillian B usch Editors Constructing Methodology for Qualitative Research Researching Education and Social Practices Editors Bobby Harreveld Bruce A llen Knight School of Education and the Arts Central Queensland University Central Queensland University Townsville, Queensland, Australia Rockhampton, Australia Mike Danaher Gillian Busch School of Education and the Arts Central Queensland University Central Queensland University Rockhampton North, Queensland, Rockhampton, Queensland, Australia Australia Celeste Lawson North Rockhampton Campus Central Queensland University North Rockhampton, Queensland, Australia Palgrave Studies in Education Research Methods ISBN 978-1-137-59942-1 ISBN 978-1-137-59943-8 (eBook) DOI 10.1057/978-1-137-59943-8 Library of Congress Control Number: 2016941616 © The Editor(s) (if applicable) and The Author(s) 2 016 The author(s) has/have asserted their right(s) to be identifi ed as the author(s) of this work in accordance with the Copyright, Designs and Patents Act 1988. This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the pub- lisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Cover illustration: © Jennifer Borton / Getty Images Printed on acid-free paper This Palgrave Macmillan imprint is published by Springer Nature The registered company is Macmillan Publishers Ltd. London A CKNOWLEDGEMENTS The editors and authors are very grateful to the following individuals, without whom this book would not have been published. • Mr Andrew James and Ms Eleanor Christie and their colleagues at Palgrave Macmillan for the warm, professionally considerate and effi - cient manner in which our proposal was considered as well as the continued courteous effi ciency with which the production process has been managed. • The anonymous reviewer of the book proposal who provided such insightful feedback to us via Palgrave Macmillan. • The Offi ce of Research and the School of Education and the Arts at Central Queensland University provided the funding support for the research symposium from which this edited collection has been constructed. • Ms Jodie Gunders has provided truly exemplary project manage- ment at all stages of the book’s production. Her knowledge, skills and commitment have been integral to bringing this collaboration to fruition. • The scholars who provided double-blind peer reviews of one or more submitted chapters in this book: – Dr Lindy-Anne Abawi, University of Southern Queensland, Toowoomba, Australia – Dr Amy Antonio, University of Southern Queensland, Springfi eld, Australia v vi ACKNOWLEDGEMENTS – Professor Josie Arnold, Swinburne University of Technology, Melbourne, Australia – Associate Professor Jon Austin, University of Southern Queensland, Toowoomba, Australia – Dr Wendi Beamish, Griffi th University, Brisbane, Australia – Dr Jane Bone, Monash University, Frankston, Australia – Mrs Phyllida Coombes, independent scholar, Bundaberg, Australia – Dr Geoff Danaher, independent scholar, Yeppoon, Australia – Dr Christina Davidson, Charles Sturt University, Wagga Wagga, Australia – Dr Mark Dawson, University of Southern Queensland, Toowoomba, Australia – Dr Sue Elliot, University of New England, Armidale, Australia – Ms Yvonne Findlay, University of Southern Queensland, Toowoomba, Australia – Dr Nicole Green, University of Southern Queensland, Toowoomba, Australia – Dr Hanna Guttorm, University of Helsinki, Helsinki, Finland – Dr Barbara Harmes, University of Southern Queensland, Toowoomba, Australia – Dr Marcus Harmes, University of Southern Queensland, Toowoomba, Australia – Dr Linda Henderson, Australian Catholic University, Melbourne, Australia – Dr Henk Huijser, Xi’an Jiaotong-Liverpool University, Suzhou, People’s Republic of China – Dr Candace Kuby, University of Missouri, Columbia, USA – Associate Professor Jennifer Lock, University of Calgary, Calgary, Canada – Associate Professor Nana Osei-Kofi , Oregon State University, Corvallis, USA – Dr Rebecca Scollen, University of Southern Queensland, Toowoomba, Australia – Dr Sarah Shear, Pennsylvania State University, Altoona, USA – M s Lyn Sherrington, Griffi th University, Brisbane, Australia – Professor Margaret Sims, University of New England, Armidale, Australia – Dr Jill Smith, University of Auckland, Auckland, New Zealand ACKNOWLEDGEMENTS vii – Dr Maryanne Theobold, Queensland University of Technology, Brisbane, Australia – Dr Beth Thomas, State University of New York, New Paltz, USA – Dr Donna M. Velliaris, Eynesbury Institute of Business and Technology, Adelaide, Australia – Associate Professor Susan Walsh, Mount Saint Vincent University, Halifax, Canada – Ms Amber Ward, University of Missouri, Columbia, USA C ONTENTS 1 Introduction 1 Bobby Harreveld , Mike Danaher , Celeste Lawson , Bruce Allen Knight , and Gillian Busch 2 A Non-binary Methodological Manoeuvre: Expert Quantitative and Novice Qualitative Researcher 1 5 Gemma Mann 3 Dipping Qualitative Toes into a Quantitative Worldview: Methodological Manoeuvres in a Multicultural Context 31 Cynthia Cowling and C eleste Lawson 4 Navigating the Path Between Positivism and Interpretivism for the Technology Academic Completing Education Research 45 Michael A. Cowling 5 A Bricoleur Approach to Navigating the Methodological Maze 5 9 Reyna Zipf ix
The list of books you might like
