Intercultural comparative research: rethinking insider and outsider perspectives
dc.contributor.author | Kelly, Peter | |
dc.date.accessioned | 2018-11-30T13:39:13Z | |
dc.date.available | 2018-11-30T13:39:13Z | |
dc.date.issued | 2014-03-04 | |
dc.identifier.issn | 0305-4985 | |
dc.identifier.issn | 1465-3915 | |
dc.identifier.uri | http://hdl.handle.net/10026.1/12958 | |
dc.description.abstract |
A commonsense problematic positions comparative researchers as either inside or outside cultures, or their situation is considered so as to acknowledge cultural fluidity and fragmentation. This article rejects the objectivism of these positions to provide a relational account. Using the lens of social practice theory, comparative pedagogy is analysed and a case study provided, where pedagogy is described as a socially situated phenomenon and research on pedagogy as a contested field. Three relations are examined: researchers to pedagogy in processes of data generation; researchers to theories of and empirical research about pedagogy in processes of analysis; and theories of and empirical research about pedagogy to pedagogy in processes of validation. Methodological insights into the status, legitimacy and limitations of research findings are discussed, and a view of comparative pedagogy as craft apprenticeship is presented. © 2014 Taylor & Francis. | |
dc.format.extent | 246-265 | |
dc.language | en | |
dc.language.iso | en | |
dc.publisher | Informa UK Limited | |
dc.subject | comparative pedagogy | |
dc.subject | relational problematic | |
dc.subject | researcher positionality | |
dc.subject | social practice theory | |
dc.title | Intercultural comparative research: rethinking insider and outsider perspectives | |
dc.type | journal-article | |
dc.type | Journal Article | |
plymouth.author-url | https://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000334334000006&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=11bb513d99f797142bcfeffcc58ea008 | |
plymouth.issue | 2 | |
plymouth.volume | 40 | |
plymouth.publication-status | Published | |
plymouth.journal | Oxford Review of Education | |
dc.identifier.doi | 10.1080/03054985.2014.900484 | |
plymouth.organisational-group | /Plymouth | |
plymouth.organisational-group | /Plymouth/Faculty of Arts, Humanities and Business | |
plymouth.organisational-group | /Plymouth/REF 2021 Researchers by UoA | |
plymouth.organisational-group | /Plymouth/REF 2021 Researchers by UoA/UoA23 Education | |
plymouth.organisational-group | /Plymouth/Research Groups | |
plymouth.organisational-group | /Plymouth/Research Groups/Institute of Health and Community | |
plymouth.organisational-group | /Plymouth/Users by role | |
plymouth.organisational-group | /Plymouth/Users by role/Academics | |
dc.identifier.eissn | 1465-3915 | |
dc.rights.embargoperiod | Not known | |
rioxxterms.versionofrecord | 10.1080/03054985.2014.900484 | |
rioxxterms.licenseref.uri | http://www.rioxx.net/licenses/all-rights-reserved | |
rioxxterms.type | Journal Article/Review |