A Social Cartographic Mapping of Research Paradigms: Opening up Space for New Directions

P. Kwok
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Abstract

Since the early 1970s, there have been ongoing debates between realist / postpositivist (quantitative) and interpretivist / naturalist (qualitative) research paradigms in the epistemological and ontological aspects of research methodology. Each camp has its advantages and defects in educational / social research (Howe, 1985; Stallings, 1995). Afterwards, some pragmatic researchers take mixed-methods approach by striking a happy medium between the two paradigms, and others look for emancipatory / transformative research paradigms by paying close attention to indigenous knowledge systems and disadvantaged people. The methodological debate continues onwards due to changing nature and landscape of educational and social phenomena. Notably, this paper endeavors to use Rolland Paulston (1997, 1999) ’s social cartography to map four research paradigms and to open up some new space for further development by ‘decentering’ them. Based on social cartograph, four dimensions are formulated, and some implications are drawn for future methodological development in Asian contexts.
研究范式的社会制图:为新方向开辟空间
自20世纪70年代初以来,在研究方法论的认识论和本体论方面,现实主义/后实证主义(定量)和解释主义/自然主义(定性)研究范式之间一直存在着争论。每个阵营在教育/社会研究中都有其优势和缺陷(Howe, 1985;切除,1995)。随后,一些实用主义研究者在两种研究范式之间寻求折衷,采取混合研究方法;另一些则通过密切关注本土知识体系和弱势群体,寻找解放/变革的研究范式。由于教育和社会现象的性质和格局不断变化,关于方法的辩论仍在继续。值得注意的是,本文试图使用罗兰·保罗斯顿(1997,1999)的社会制图法来绘制四种研究范式,并通过“去中心化”来开辟一些进一步发展的新空间。在社会地图的基础上,提出了四个维度,并对未来在亚洲背景下的方法发展提出了一些启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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