Jeffrey, Bob and Troman, Geoff
Due to copyright restrictions, this file is not available for public download
|Google Scholar:||Look up in Google Scholar|
Osborn (2004) argues for the identification and utilisation of innovative research methodologies which are required to develop the 'contextual sensitivity' of comparative studies and which aim to link systems, schools and individual learners through comparative study. This is important because the forms of teaching and learning described and analysed will, inevitably, be a 'function of the national cultural contexts and national educational traditions' in which they occur in specific localities. These studies, therefore, have a focus on 'individuals and groups of learners situated within a larger cultural context' (p.269). Cross-cultural; collaborative research within the 'new' tradition aims to 'contribute to a collective understanding of the inter-relatedness of the various cultural factors concerned and the danger of crude policy borrowing' (p.268).
We are left with the problem, then, of how to operationalise comparative research with many cross-cultural partners, include the full range of qualitative research methods, and conduct data analysis during and at the end of the project while still maintaining cultural sensitivity? We turn to the case of the CLASP research and how we dealt with some of these issues, in particular, the focus will be on data analysis in the final stages of the project, though, as will be discerned from the discussion, data-analysis in ethnography is an ongoing process.
|Item Type:||Book Chapter|
|Copyright Holders:||2010 Padova, Imprimitur Editrice|
|Keywords:||ethnographic; cross-cultural; methodology|
|Academic Unit/Department:||Education and Language Studies
Education and Language Studies > Education
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Robert Jeffrey|
|Date Deposited:||21 Jan 2011 13:50|
|Last Modified:||06 Mar 2016 11:37|
|Share this page:|