Research in a cold climate: towards a political economy of British international and comparative education

In this paper, I consider not only issues associated with the positionality of the researcher in international and comparative education fieldwork, but also how the researcher’s gender intercedes and intersects with position. Using heuristic research methods, specifically (self-)dialogue and the collection of research manuscripts, I explored how women researchers describe their experiences conducting international fieldwork and how they position their work as insiders/outsiders. Findings suggest that women struggled less with their insider/outsider stance than they did with a researcher/practitioner stance. Additionally, women spoke of gender as being associated with their bodies, perceptions of their bodies by participants and others, and how this positioned them in the field. Important, challenging questions emerged related to how we train women researchers, the homogeneity of the field of international and comparative education, and using gender norms to gain access to participants.

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Stromquist, N., & Samoff, J. (2000). Knowledge management systems: On the promise and actual forms of information technologies. British Association for International and Comparative Education, 30(3), 323-332.

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie ◽

10.21432/t2788z ◽

2003 ◽

Vol 29 (2) ◽

Author(s):

Catherine Gramlich

Keyword(s):

Knowledge Management ◽

Comparative Education ◽

Information Technologies ◽

British Association ◽

Management Systems ◽

Knowledge Management Systems ◽

International And Comparative Education

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Whose Reality? A Meta-Analysis of Qualitative Research in International and Comparative Education

The Qualitative Report ◽

10.46743/2160-3715/2016.2252 ◽

2016 ◽

Author(s):

Romina da Costa ◽

Stephanie Hall ◽

Anne Spear

Keyword(s):

Qualitative Research ◽

Comparative Education ◽

Meta Analysis ◽

Data Driven ◽

The Past ◽

Qualitative Work ◽

International And Comparative Education

This meta-analysis seeks to critically examine the qualitative research being published in influential journals in the field of international and comparative education in order to determine whether qualitative research has remained true to the constructivist paradigm and its theoretical and philosophical underpinnings. Decades after the heated paradigmatic debates within the field of education in the 1980’s, we seek to examine whether predictions that the constructivist paradigm would be pushed out by the call for post-positivist, quantifiable, data-driven research have come to fruition. Based on a review of all qualitative research published in the past three volumes of five influential journals in the field, we conclude that while qualitative articles are represented in approximately equal numbers as quantitative articles, there are key elements of the constructivist paradigm that are largely absent from these qualitative articles. In particular, our conclusion attempts to address the concern that qualitative researchers are failing to address the issue of researcher positionality in their qualitative work.

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