The ‘interpretive turn’ has gained traction as a research approach in
recent decades in the empirical social sciences. While the contributions
of interpretive research and interpretive research methods are
clear, we wonder: Does an interpretive perspective lend itself to – or
even demand – a particular style of teaching? This question was at the
heart of a roundtable discussion we organised at the 2014 Interpretive
Policy Analysis (IPA) International Conference. This essay reports
on the contours of the discussion, with a focus on our reflections
upon what it might mean to teach ‘interpretively’. Prior to outlining
these, we introduce the defining characteristics of an interpretive
perspective and describe our respective experiences and interests in
this conversation. In the hope that this essay might constitute the
beginning of a wider conversation, we close it with an invitation for
others to respond.
Using Interpretive Policy Analysis To Uncover Meanings About Disability Employment and Income Policy Regarding Young Adults and Education–Employment Pathways
