Main Article Content

Manuel Fernández Navas
Departamento de Didáctica y Organización Escolar. Facultad de Ciencias de la Educación. Universidad de Málaga
Spain
http://orcid.org/0000-0002-9445-2643
Biography
Ana Yara Postigo Fuentes
Universidad de Málaga
Spain
http://orcid.org/0000-0001-7965-1911
Vol. 1 No. 1 (2020): ¿Hacia dónde va la investigación educativa?, STUDIES AND ESSAYS, pages 45-68
DOI: https://doi.org/10.24310/mgnmar.v1i1.7396
Submitted: Dec 8, 2019 Accepted: Jan 15, 2020 Published: Jan 30, 2020
How to Cite

Abstract

Throughout this essay we show which is the current situation of the research in Education from a critical point of view. The authors describe the events during “the Paradigm Wars” in the last quarter of the 20th Century in order to compare the current situation of the qualitative research in education with the social and academic perception of the meaning of researching and producing a rigorous knowledge. The configuration of the hegemonic thinking about research in education based on the positivism and the appearance of “evidence-based research” support this hegemonic thinking resulting in an almost hidden qualitative research. What can qualitative researchers do to revert this situation?

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Article Details

References

Alcaraz Salarirche, N. (2014). Un viejo trío de conceptos: aprendizaje, currículum y evaluación. Aula De Encuentro, 16(2), 55-86. Recuperado de https://revistaselectronicas.ujaen.es/index.php/ADE/article/view/1771

Alcaraz Salarirche, N. (2015). Evaluación versus calificación. Aula De Encuentro, 17(2), 209-236. Recuperado de https://revistaselectronicas.ujaen.es/index.php/ADE/article/view/2662

Anyon, J. (1983). Intersections of Gender and Class: Accommodation and Resistance by Working-Class and Affluent Females to Contradictory Sex- Role Ideologies. En Walker, S. & Barton, L. (eds.), Gender, Class, and Education. Barcombe. Reino Unido: Falmer.

Apple, M. (1991). Ideología y currículo. Madrid: Akal.

Apple, M. W. (1986). Teachers and texts: A political economy of class and gender relations in education. New York: Routledge & Kegan Paul.

Atkinson, P. & Delamont, S. (2006). In the Roiling Smoke: Qualitative Inquiry and Contested Fields, International Journal of Qualitative Studies in Education, 19(6): 747–55.

Banks, M. (2010). Los datos visuales en investigación cualitativa. Morata: Madrid

Barrow, R. (1984). Giving teaching back to teachers: A critical introduction to curriculum theory. Totowa, NJ: Barnes & Noble.

Baudelot, C. & Establet, R. (1975). La escuela capitalista. Madrid: Siglo XXI.

Biesta, G. (2007), Why “what works” won’t work: evidence?based practice and the democratic deficit in educational research. Educational Theory, 57 (1), 1-22. https://doi:10.1111/j.1741-5446.2006.00241.x

Bourdieu, P. (1998). Practical Reason. Cambridge: Polity

Bourdieu, P. & Passeron, J. C. (1981). La reproducción. Elementos para una teoría del sistema de enseñanza. Barcelona: Laia.

Botella, J., & Zamora, Á. (2017). El meta-análisis: una metodología para la investigación en educación. Educación XX1, 20(2), 17-38. https://doi.org/10.5944/educxx1.19030

Bowles, S. & Gintis, H. (1976). La meritocracia y el coeficiente de inteligencia: una nueva falacia del capitalismo. Barcelona: Anagrama.

Castells, M. (2001). La Galaxia Internet. Barcelona: Areté.

Cazden, C. B. (1983). Can ethnographic research go beyond the status quo? Anthropology & EducationQuarterly,14, 33-41.

Ceglowski, D., Bacigalupa, C., & Peck, E. (2011). Aced Out: Censorship of Qualitative Research in the Age of “Scientifically Based Research.” Qualitative Inquiry, 17(8), 679–686. https://doi.org/10.1177/1077800411415497

Cheek, J., & Koro-Ljungberg, M. (2019). Interfaces between Social Media and Qualitative Inquiry in Neoliberal Contexts: Possibilities and Problems. Qualitative Inquiry, 25(6), 569–570. https://doi.org/10.1177/1077800418806596

Cheek, J., & Øby, E. (2019). “Getting Attention” Creating and Presenting the Visible, Online, Researcher Self. Qualitative Inquiry, 25(6), 571–582. https://doi.org/10.1177/1077800418806593

Connell, R. (1999). Escuelas y justicia social. Madrid: Morata.

Davidson, J., Paulus, T., & Jackson, K. (2016). Speculating on the Future of Digital Tools for Qualitative Research. Qualitative Inquiry, 22(7), 606–610. https://doi.org/10.1177/1077800415622505

De Cambra Bassols, J. (1982). La teoría crítica y el problema del método en las ciencias sociales. Reis, (17), 53-64. https://doi.org/10.2307/40182852

Denzin, N. K. (2017). Critical Qualitative Inquiry. Qualitative Inquiry, 23(1), 8-16. https://doi.org/10.1177/1077800416681864

Denzin, N. K. (2009). The elephant in the living room: or extending the conversation about the politics of evidence. Qualitative Research, 9(2), 139–160. https://doi.org/10.1177/1468794108098034

Denzin, N. (2013). “The Death of Data?” Cultural Studies ? Critical Methodologies, 13(4), 353–356. https://doi.org/10.1177/1532708613487882

Denzin, N. K. (2017). Critical Qualitative Inquiry. Qualitative Inquiry, 23(1), 8-16. https://doi.org/10.1177/1077800416681864

Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 119-161). New York: Macmillan.

Fernández Navas, M. (2015). Internet, organización en red y educ@ción Estudio de un caso de buenas prácticas en enseñanza superior. Tesis Doctoral. Málaga: editorial UMA. Recuperado de: https://riuma.uma.es/xmlui/bitstream/handle/10630/9925/TD_Fernandez_Navas.pdf?sequence=1

Fernández Navas, M., Alcaraz Salarirche, N. y Pérez Granados, L. (2020). Estado y problemas de la investigación cualitativa en Educación: Divulgación, investigación y acceso del profesorado universitario (en revisión)

Fielding, N. G. (2014). Qualitative Research and Our Digital Futures. Qualitative Inquiry, 20(9), 1064–1073. https://doi.org/10.1177/1077800414545237

Flick, U. (2015). Qualitative Inquiry—2.0 at 20? Developments, Trends, and Challenges for the Politics of Research. Qualitative Inquiry, 21(7), 599–608. https://doi.org/10.1177/1077800415583296

Flick, U. (2018). The Concepts of Qualitative Data: Challenges in Neoliberal Times for Qualitative Inquiry. Qualitative Inquiry. https://doi.org/10.1177/1077800418809132

Flyvbjerg, B. (2006). Five Misunderstandings About Case-Study Research. Qualitative Inquiry, 2(12), 219–245. https://doi.org/10.1177/1077800405284363

Flyvbjerg, B. (2004). Cinco malentendidos acerca de la investigación mediante los estudios de caso. Reis: Revista española de investigaciones sociológicas. 4 (106), 33-62.

Freeman, M., deMarrais, K., Preissle, J., Roulston, K., & St. Pierre, E. A. (2007). Standards of Evidence in Qualitative Research: An Incitement to Discourse. Educational Researcher, 36(1), 25–32. https://doi.org/10.3102/0013189X06298009

Gage, N. (1989). The Paradigm Wars and Their Aftermath A “Historical” Sketch of Research on Teaching Since 1989. Educational Researcher, 18(7), 4–10. https://doi.org/10.3102/0013189X018007004

Giroux, H. (2001). Theory and Resistance in Education: Towards a Pedagogy for the Opposition. South Hadley (Massachusetts): Bergin & Garvey

Given, L. M. (2017). It’s a New Year…So Let’s Stop the Paradigm Wars. International Journal of Qualitative Methods. https://doi.org/10.1177/1609406917692647

Habermas, J. (1972). Knowledge and Human Interests (2nd Edition). London: Heinemann.

Hammersley, M. (1992). The Paradigm Wars: Reports from the Front. British Journal of Sociology of Education, 13(1), 131-143.

Hammersley, M. (2005). Close Encounters of a Political Kind: The Threat from the Evidence-Based Policy-Making and practice Movement, Qualitative Researcher 1, 2–4.

Hargreaves, D. H. (1996). Teaching as a research-based profession: possibilities end prospects. The Teacher Training Agency, Anual Lecture.

Hederich, C., Martínez Bernal, J., & Rincón Camacho, L. (2014). Hacia una educación basada en la evidencia. Revista Colombiana De Educación, (66), 19.54. https://doi.org/10.17227/01203916.66rce19.54

Huston, A. C. (2005). Mixed methods in studies of social experiments for parents in poverty. In T. S. Weisner (Ed.), Discovering successful pathways in children’s development: Mixed methods in the study of childhood and family life. Chicago: University of Chicago Press.

Korstjens, I., & Moser, A. (2017). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 1(24), 120-124. https://doi.org/10.1080/13814788.2017.1375092

Lather, P. (2006). Foucauldian Scientificity: Rethinking the Nexus of Qualitative Research and Educational Policy Analysis, International Journal of Qualitative Studies in Education, 19(6), 783–92.

Lincoln, Y.S., & Guba, E. G. (1985). Naturalistic inquiry. California: Sage Publications.

Lincoln, Y. S., & Tierney, W. G. (2004). Qualitative Research and Institutional Review Boards. Qualitative Inquiry, 10(2), 219–234. https://doi.org/10.1177/1077800403262361

Maxwell, J. A. (2010). Using Numbers in Qualitative Research. Qualitative Inquiry, 16(6), 475–482. https://doi.org/10.1177/1077800410364740

Maxwell, J. A. (2012). Qualitative Research Design. An Interactive Approach. London: Sage.

Maxwell, J. A. (2019). Evidence for what? How mixed methods expands the evidence for causation in educational research. Qualitative inquiry. (En prensa)

Mills, K. A. (2018). What are the threats and potentials of big data for qualitative research? Qualitative Research, 18(6), 591–603. https://doi.org/10.1177/1468794117743465

Mohr, L. B. (1982). Explaining organizational behavior. San Francisco: Jossey-Bass.

Morse, J. M. (2006) ‘Reconceptualizing Qualitative Inquiry’, Qualitative Health Research 16(3), 415–22.

Pérez Gómez, Á. (2019). Ser docente en tiempos de incertidumbre y perplejidad. Márgenes Revista de Educación de la Universidad de Málaga, 0, 3-17. https://dx.doi.org/10.24310/mgnmar.v0i0.6497

Roca, G. (2012). La sociedad digital. TedxGalicia. Recuperado de: http://www.tedxgalicia.com/?p=2192

Stake, R. E. (2005). Investigación con estudio de casos. Madrid: Morata.

St. Pierre, E. A. & Roulston, K. (2006). The State of Qualitative Inquiry: A Contested Science, International Journal of Qualitative Studies in Education, 19(6): 673–84. https://doi.org/10.1080/09518390600975644

Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research. Review of Educational Research, 88(4), 479–507. https://doi.org/10.3102/0034654317751919

Taylor, S. J. & Bogdan, R. (2000). Introducción a los métodos cualitativos de investigación. La búsqueda de significados. Barcelona: Paidós. (Tercera edición)

Thomas, G. (2004) Introduction: Evidence and practice, in: G. Thomas & R. Pring (Eds) Evidence-

based practice in education (Maidenhead, Open University Press).

Tracy, S. J. (2010). Qualitative Quality: Eight “Big-Tent” Criteria for Excellent Qualitative Research. Qualitative Inquiry, 10(16), 837–851. https://doi.org/10.1177/1077800410383121

Walker, R. (1983). La realización de estudios de casos en educación: ética, teoría y procedimientos, pp. 42-82 en Dockrell, W. B. y Hamilton, D. (Coords.), Nuevas reflexiones sobre la investigación educativa. Madrid: Narcea

Weinstein, M. (2004). Randomized Design and the Myth of Certain Knowledge: Guinea Pig Narratives and Cultural Critique. Qualitative Inquiry, 10(2), 246–260. https://doi.org/10.1177/1077800403262362

Willis, P. (1988). Aprendiendo a trabajar: cómo los chicos de clase obrera consiguen trabajos de clase obrera. Madrid: Akal.

Wrigley, T. (2018), The power of ‘evidence’: Reliable science or a set of blunt tools?. British Educational Research Journal, 44(3), 359-376. doi:10.1002/berj.3338

Most read articles by the same author(s)

> >>