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Contents

Author: The Editors
Year of publication: 2020
Source: Show
Pages: 5-8
DOI Address: -
PDF: kie/128/kie128toc.pdf

TABLE OF CONTENTS

SPIS TREŚCI

Publikacja “Kultura i Edukacja” w języku angielskim, udostępnienie wersji cyfrowej w wolnym dostępie i zabezpieczenie oryginalności publikacji zgodne ze standardem COPE – zadania finansowane w ramach umowy 853/P-DUNdem/2018 ze środków Ministra Nauki i Szkolnictwa Wyższego przeznaczonych na działalność upowszechniającą naukę.

(Qualitative) Researcher and Research Practices

Author: Hanna Kędzierska
Institution: University of Warmia and Mazury in Olsztyn
ORCID: https://orcid.org/0000-0003-4187-2764
Author: Alicja Korzeniecka-Bondar
Institution: University of Białystok
ORCID: https://orcid.org/0000-0003-1145-2996
Year of publication: 2020
Source: Show
Pages: 7-11
DOI Address: https://doi.org/10.15804/kie.2020.02.01
PDF: kie/128/kie12801.pdf

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Retrieving Lost Knowledge: Researcher, “Native Researchers” and Shifts in Participatory Action Research

Author: Rozalia Ligus
Institution: University of Wrocław
ORCID: https://orcid.org/0000-0003-0418-7346
Year of publication: 2020
Source: Show
Pages: 15-37
DOI Address: https://doi.org/10.15804/kie.2020.02.02
PDF: kie/128/kie12802.pdf

This paper was inspired by the debate between Hammersley (1999), Atkinson and Delamont (2009) and Denzin and Lincoln (2009 [2008]) on the dynamics of qualitative methods development and by the unsettling reductionism and fragmentation of analyses within qualitative research revealed by Atkinson. Similar critique of superficiality in biographical methods has also been formulated by scholars from the interpretative sociology tradition in Łódź (Czyżewski, 2016; Kaźmierska, 2012; Konecki, 2019; Piotrowski, 2016; Waniek, 2019), whose work is applied in pedagogy. The biographical research I conduct in small local communities reveals shifts in the positioning of research participants, but also alterations in the dynamics of grassroot inquiry initiatives in line with Participatory Inquiry Paradigm as described by Heron and Reason (1997). This article aims to characterize the “new” type of research participants, who organize and are involved in (non-academic) “research/amateur teams” within local communities, becoming collective agents of social action. Does it mean that the new “social/research awareness” (Heron & Reason, 1997) of both local actors and academic scholars who “join forces”, along with easy access to the sources, transnational links, and higher level of education trigger grassroot potential of pro-social behavior and a multi-level, polyphonic (Clifford, 1983), conscious and subconscious participation in the life of local communities?

lost knowledge migrating biographies native researchers - a biographical perspective

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Institutional Life in Making: Methodological Reflections on the Use of Video Recordings in Qualitative Research

Author: Monika Wilińska
Institution: Jönköping University
ORCID: https://orcid.org/0000-0002-3916-2977
Year of publication: 2020
Source: Show
Pages: 38-55
DOI Address: https://doi.org/10.15804/kie.2020.02.03
PDF: kie/128/kie12803.pdf

Qualitative research is always about some form of intervention into the real world, however that intervention is always mediated by various material practices employed in the research process. This article engages with material practices accompanying research to discuss the ways in which they influence the research process, the observed and the observer. More specifically, this article attends to the use of video technology in qualitative research to reflect upon the material practices that not only make the world visible but also shed light on the research process through which such worlds become known. Reflections from research on institutions and institutional life are used to demonstrate points of interaction that transform the worlds of research and the worlds of everyday life.

video recordings qualitative research institutions methodological reflections

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Conducting Qualitative Research in the Environment of People with Intellectual Disabilities: An Analysis of Adopting the Interpretative Paradigm and the Usefulness of the Grounded Theory Methodology

Author: Jakub Niedbalski
Institution: University of Łódź
ORCID: https://orcid.org/0000-0002-2803-7628
Year of publication: 2020
Source: Show
Pages: 56-78
DOI Address: https://doi.org/10.15804/kie.2020.02.04
PDF: kie/128/kie12804.pdf

The article concerns the methodological and theoretical aspects of research carried out in the environment of intellectually disabled people. The issues of intellectual disability pose a challenge for researchers; individuals with an intellectual disability constitute a specific group, the research of which requires an interpretative approach, that is, open and flexible research methods. Therefore, the main stress in the article is on proving the usefulness of the interpretative perspective, along with the advantages of adopting the grounded theory methodology to research this category of people. These approaches make it possible to adjust the research strategy to the characteristics of the explored research area. They allow for in-depth analysis of empirical data and thus create conditions for an accurate depiction of the researched environment. Making reference to research on the environment of intellectually disabled people, the usefulness of grounded theory methodology procedures was assessed in a broader context of research conducted in the interpretative paradigm.

disability qualitative research

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Failures of Crystallization: On the Possibility of Existence of the Methodology of the History of Education

Author: Łukasz M. Michalski
Institution: University of Silesia in Katowice
ORCID: https://orcid.org/0000-0002-2863-289X
Year of publication: 2020
Source: Show
Pages: 79-97
DOI Address: https://doi.org/10.15804/kie.2020.02.05
PDF: kie/128/kie12805.pdf

The starting point for this paper is a general interest in the faint presence of methodologically oriented analyses within the history of education. The methodology of history of education is a rare term on the map of scientific categories (likewise the theory of history of education). One can multiply reasons for such situation, pointing institutional deficiencies of science or stressing the fact that this term is for some researchers unwelcome and should be criticized. Although such statements are worth tackling, the present considerations focus on different research trail, being an analysis of obstacles for crystallization of the methodology reflection within history of education. These are, e.g., the lack of paradigmatic clarity and also definitional instability of contemporary methodology of history as such. Nevertheless, one should not treat this situation as disadvantage, rather as a need of different historical imagination. Responses to this need should be developed and potential contexts of such historical imagination are presented in the final part of this paper.

history of education methodology of history of education methodology of history

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Research Practices in Critical Discourse Analysis: Constraints and Challenges

Author: Monika Grochalska
Institution: University of Warmia and Mazury in Olsztyn
ORCID: https://orcid.org/0000-0003-2942-3309
Year of publication: 2020
Source: Show
Pages: 98-112
DOI Address: https://doi.org/10.15804/kie.2020.02.06
PDF: kie/128/kie12806.pdf

The paper is an in-depth analysis of the constraints and challenges that the researcher of Critical Discourse Analysis (CDA) faces in practices connected to the research processes. To fully understand where that trouble derives from, we need to examine the notion of discourse and the process of CDA itself. Then the major issues will be exemplified by particular experiences gained in the process of conducting the research project “Women in Intimate Relationships: The Empirical and Critical Study” financed by the Polish National Science Centre (NCN no 2011/01/D/HS6/02470). On one side, the text is an attempt to structure and systematize the knowledge about difficulties caused by the CDA processes, but on the other, it can be read as a kind of “warning notice” that can save very young researchers from making significant mistakes before they start their CDA investigations.

Critical Discourse Analysis research practices project design common difficulties researcher’s constraints

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Bricolage in Scientific Research Practice: An Attempt at Grasping the Meaning of the Concept

Author: Justyna Spychalska-Stasiak
Institution: Kazimierz Wielki University in Bydgoszcz
ORCID: https://orcid.org/0000-0001-7870-7469
Year of publication: 2020
Source: Show
Pages: 113-136
DOI Address: https://doi.org/10.15804/kie.2020.02.07
PDF: kie/128/kie12807.pdf

The article presents the results of analyses aimed at capturing the significance of bricolage emerging from its uses in scientific research practice. The main point of my interest are scientific conceptualizations of the concept of bricolage relating to the practice of defining, characterizing and embedding its meaning in existing theoretical approaches. The empirical basis of the analysis is confined to a set of 47 scientific articles which contain the concept of bricolage in their titles, abstracts, and keywords. Collecting these articles involved searching through such bibliographic databases as Web of Science, Scopus, Wiley, and the Polish National Library Catalogue. The direction of the analysis was inductive and emergent, subordinated to such research issues as: 1. what meanings of bricolage emerge from its use in scientific research practice? 2. how researchers justify the possibility of using bricolage in the practice of social and humanistic research? 3. what theoretical concepts are responsible for creating its meaning? Answering these questions has led me to a reconstruction of three conceptions of bricolage: epistemological bricolage, methodological bricolage, and hybrid bricolage.

bricolage bricoleur scientific research practice

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A Processual Approach to the Study of Transitions of Middle School (Gymnasium) Teachers

Author: Hanna Kędzierska
Institution: University of Warmia and Mazury in Olsztyn
ORCID: https://orcid.org/0000-0003-4187-2764
Year of publication: 2020
Source: Show
Pages: 139-155
DOI Address: https://doi.org/10.15804/kie.2020.02.08
PDF: kie/128/kie12808.pdf

This paper presents the results of research carried out during the first stage of the Polish education system transition process initiated by the education reform of 2017. The study was conducted with teachers of schools to be dissolved, who decided to transform their institutions into a new type of school – general education secondary school (lyceum), while retaining staff and organizational resources of the hitherto middle schools (gymnasium). A processual approach adopted in this project allowed me to capture the changes as they were happening and the analysis of the conditions of transition trajectories.

middle schools teachers transitions managing transitions strategy processual approach

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International Qualitative Research on Teacher Education: Benefits, Challenges, and Future Directions

Author: James Underwood
Institution: University of Northampton
ORCID: https://orcid.org/0000-0001-9351-2408
Author: Marta Kowalczuk-Walędziak
Institution: University of Białystok
ORCID: https://orcid.org/0000-0001-7531-2947
Author: Joanne Barrow
Institution: University of Northampton
Year of publication: 2020
Source: Show
Pages: 156-173
DOI Address: https://doi.org/10.15804/kie.2020.02.09
PDF: kie/128/kie12809.pdf

In this article we explore and discuss the benefits of and the challenges that arise when using qualitative methods to conduct research internationally. We firstly discuss the relationship that writers of qualitative studies have with their readers and the implications of this for writing style. This is then followed by an overview of different aspects of data collection design. Within this section we discuss research that we have conducted, as part of a variety of international projects, using two qualitative approaches: systematic documentary research and interview. We then focus on using interview as a research method. This discussion regarding using interviews is divided into two chapters. Firstly, we discuss issues of access and sampling, then the interview itself and the analysis of interview data. The final sections involve a discussion of ways in which validity and reliability can be contextualised within qualitative studies, and also a discussion on generalisability and the possibility of theory generation. We conclude with sections on ethics and possible future directions for international qualitative studies into teacher education.

research on teacher education and professional development comparative studies international qualitative research teacher education interviews

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Teaching and Research: Implications for Active Learning in Higher Education

Author: Alicja Korzeniecka-Bondar
Institution: University of Białystok
ORCID: https://orcid.org/0000-0003-1145-2996
Author: Beata Kunat
Institution: University of Białystok
ORCID: https://orcid.org/0000-0002-5205-1366
Year of publication: 2020
Source: Show
Pages: 174-193
DOI Address: https://doi.org/10.15804/kie.2020.02.10
PDF: kie/128/kie12810.pdf

The paper presents practical execution of a course The Qualitative Research Methods at the two-year master’s programs 3+2 (MA) in pedagogy at the Faculty of Education of University of Białystok, conducted according to premises of research-based learning (RBL). The aim of The Qualitative Research Methods is to develop research competence of students in the area of designing, conducting and reporting qualitative research. During classes the students prepare team projects of qualitative research dealing with their everyday life. The paper presents the results of analysis of 161 projects of qualitative research done over three-year period (2017–2020). Methodological premises done by the students at the stage of research planning were reconstructed: 1) the topic of research; 2) the subject and the goals of research; 3) motivation of a subject choice; 4) research problems. The analysis allowed to establish that linking research with teaching enables students to gain knowledge of: 1) conducting scientific research; 2) the scientific field they study as well as the fields related to it; 3) team work (including one dealing with executing and presenting the scientific research); 4) themselves as researchers.

students research-based learning qualitative research methods

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Towards Inner-Directedness: Biographical Narratives of Early Adulthood

Author: Krzysztof Czykier
Institution: University of Białystok
ORCID: https://orcid.org/0000-0002-9310-6415
Year of publication: 2020
Source: Show
Pages: 194-209
DOI Address: https://doi.org/10.15804/kie.2020.02.11
PDF: kie/128/kie12811.pdf

The article is an example of research done with the biographical method within the framework of educational biography. In the text I present the key elements and stages of the applied research procedure (biographical workshops for young adults) and an example of using it in practice (i.e., obtaining qualitative data from written self-narratives, supplementary techniques and the analysis and interpretation carried out by the narrator). The research conclusions highlight the significance of using tasks of this kind in work with young adults. They show the opportunities but also limitations of using the biographical method, which result from the subjects’ young age. They describe a number of functions (including auto-therapy) that help them formulate their own judgements, gain autonomy in making decisions, and the sense of control of their own lives.

qualitative research written (self-)narrative early adulthood educational biography inner-directedness

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Academic Reflective Practice: Tools Supporting the Self-Evaluation Approach

Author: Lidia Bielinis
Institution: University of Warmia and Mazury in Olsztyn
ORCID: https://orcid.org/0000-0002-7727-6385
Year of publication: 2020
Source: Show
Pages: 210-227
DOI Address: https://doi.org/10.15804/kie.2020.02.12
PDF: kie/128/kie12812.pdf

The aim of the text is to analyse author’s own reflective research practice and to give an account of a few exemplifications of tools supporting the self-evaluation process of own academic work, carried out under a case study strategy. Contemporarily, the process of empirical material collection and analysis can be supported by various computer-assisted technologies. The article attempts to present their employment in the self-evaluation approach and the value they have when they are used in qualitative inquires.

case study data collection tools evaluation self-evaluation reflective practice

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