Abstract:
The field of Comparative and International Education (CIE) is characterised by a dynamic interplay between quantitative and qualitative research methodologies, embodying a polarity that has sparked methodological debates and raised questions about epistemological and ontological positioning. This paper delves into the nuances of this polarity, emphasising the significance of understanding historical contexts to illuminate future trajectories.
Quantitative studies often prioritise numerical data analysis, aiming for generalisable findings to address broad educational phenomena across diverse contexts. Conversely, qualitative inquiries delve into the complexities of lived experiences, contextualising educational practices within socio-cultural frameworks. This duality prompts reflections on the epistemological and ontological underpinnings of research paradigms, challenging researchers to articulate their stance on knowledge generation, which includes a diffusion of ideas cross-culturally and cross-generationally, as well as reality construction.
The age-old contestation about the veracity and quality of CIE research remains ill-defined due to the variety, breadth, and depth of approaches or 'orientations'. These may include research approaches that involve inductive scientific observations of educational phenomena, traditional positivist approaches to explain such phenomena, or critical discourse analyses that scrutinises research for faulty assumptions, questionable logic, weaknesses in methodology, inappropriate statistical analyses, and unwarranted conclusions. By exploring positional objectivity and conditionality of CIE research over a 70-year period using Paulston (1996; 2000), the aim of this paper is to consider how CIE research has evolved over time, including the rise of mixed methods worldwide, the unexpected link between CIE practitioners and students, and the use and utility of new innovative comparative education tools.
Quantitative studies often prioritise numerical data analysis, aiming for generalisable findings to address broad educational phenomena across diverse contexts. Conversely, qualitative inquiries delve into the complexities of lived experiences, contextualising educational practices within socio-cultural frameworks. This duality prompts reflections on the epistemological and ontological underpinnings of research paradigms, challenging researchers to articulate their stance on knowledge generation, which includes a diffusion of ideas cross-culturally and cross-generationally, as well as reality construction.
The age-old contestation about the veracity and quality of CIE research remains ill-defined due to the variety, breadth, and depth of approaches or 'orientations'. These may include research approaches that involve inductive scientific observations of educational phenomena, traditional positivist approaches to explain such phenomena, or critical discourse analyses that scrutinises research for faulty assumptions, questionable logic, weaknesses in methodology, inappropriate statistical analyses, and unwarranted conclusions. By exploring positional objectivity and conditionality of CIE research over a 70-year period using Paulston (1996; 2000), the aim of this paper is to consider how CIE research has evolved over time, including the rise of mixed methods worldwide, the unexpected link between CIE practitioners and students, and the use and utility of new innovative comparative education tools.