Post-Qualitative Inquiry and CHAT's Formative Interventions: Epistemological Legitimacy beyond Methodological Concerns

Autor/inn/en	Marcelli, Andrea Mattia; Morselli, Daniele
Titel	Post-Qualitative Inquiry and CHAT's Formative Interventions: Epistemological Legitimacy beyond Methodological Concerns
Quelle	20 (2022) 2, S.211-226 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Marcelli, Andrea Mattia) ORCID (Morselli, Daniele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Social Theories; Formative Evaluation; Intervention; Qualitative Research; Inquiry; Epistemology; Educational Research; Research Methodology; Research Design + Suchen Sie Ihr Suchwort? Gesellschaftstheorie; Qualitative Forschung; Erkenntnistheorie; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Forschungsdesign
Abstract	Cultural-historical activity theory (CHAT) appears to match the tenets of post-qualitative inquiry. However, post-qualitative inquiry is credited with being averse to method and to adopt post-modernist stances that are not consistent with CHAT's structured reading of social reality. Notwithstanding this, it is possible to propose an interpretation of post-qualitative inquiry that overcomes such conceptual challenges. This article tackles the issue both theoretically and with reference to the way current CHAT research is undertaken. First, we propose post-qualitative research should be understood as compliant with post-Gettier epistemological standpoints. Second, we show that CHAT-inspired formative interventions are both educational in nature and, given their approach to learning processes, display the core features of post-qualitative research. Given CHAT's distinction between immanent aspects of social reality and methods tailored to tackle local issues, post-qualitative inquiry is justified in retaining its flexible--almost anarchic--methodology while, at the same time, enjoying epistemological soundness. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01