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Can teacher case study research be participatory? Critical reflections on the approach adopted for an English language teacher expertise study in India
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Anderson, Jason (2022) Can teacher case study research be participatory? Critical reflections on the approach adopted for an English language teacher expertise study in India. TESOL Quarterly . doi:10.1002/tesq.3183 ISSN 0039-8322. (In Press)
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Official URL: http://dx.doi.org/10.1002/tesq.3183
Abstract
Case study research is a well-established, widely recognised methodology that enables us to understand phenomena of interest in social sciences through a range of data collection means, often combined (Flyvbjerg, 2011). As such, it is recognised by scholars working across the paradigm continuum — from interpretivist (e.g., Stake, 2006) to critical realist (Bartlett & Vavrus, 2017) and more positivist-leaning (Gerring, 2007) positions — and is frequently made use of in educational research. Both single and multiple case studies of, for example, institutions and teachers of interest are valued for their high ecological validity (Bartlett & Vavrus, 2017), their “hypothesis-generating” potential (Gerring, 2007) and their practical utility for stakeholders in education (Stake, 2006). However, one of the assumptions underpinning case study research is that it is generally a non-participatory approach, seeking, with varying degrees of critical reflexivity, to document and understand existing phenomena for their intrinsic value (Flyvbjerg, 2011). This article reports on an attempt conducted by the author, within a PhD project, to make a comparative case study participatory (Anderson, 2021). It will also reflect on how, and in what contexts, such an approach may be of use to other educational researchers. In the context of growing calls for research that is both more relevant to teachers and more participatory and/or collaborative (see McKinley [2019] and Rose [2019], both recently in this journal), I argue that, while fully participatory case study research is likely to be challenging for a number of reasons, there is nonetheless justification for making such projects partially participatory, when appropriate, from methodological, practical and ethical perspectives.
| Item Type: | Journal Article | ||||||||
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| Subjects: | H Social Sciences > H Social Sciences (General) L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
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| Divisions: | Faculty of Social Sciences > Centre for Applied Linguistics | ||||||||
| Library of Congress Subject Headings (LCSH): | Case method, Teaching -- India, Effective teaching -- India, English teachers -- Training of -- India -- Case studies, English language -- Study and teaching -- India -- Case studies, Education -- Study and teaching -- India | ||||||||
| Journal or Publication Title: | TESOL Quarterly | ||||||||
| Publisher: | Wiley-Blackwell Publishing, Inc. | ||||||||
| ISSN: | 0039-8322 | ||||||||
| Official Date: | 2022 | ||||||||
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| DOI: | 10.1002/tesq.3183 | ||||||||
| Status: | Peer Reviewed | ||||||||
| Publication Status: | In Press | ||||||||
| Access rights to Published version: | Open Access (Creative Commons) | ||||||||
| Date of first compliant deposit: | 23 September 2022 | ||||||||
| Date of first compliant Open Access: | 23 September 2022 | ||||||||
| RIOXX Funder/Project Grant: |
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