Critical race theory–social constructivist bricolage: A health-promoting schools research methodology

Abstract

While the current literature recognises the capacity of diverse methodologies to provide informative understandings of health-promoting schools (HPS), there is a paucity of examples to show how different research strategies can be used. We address this knowledge gap by examining the significance of a critical race theory–social constructivist bricolage or hybrid methodology for advancing understanding of the HPS frameworks. A critical race theory–social constructivist bricolage can provide a credible stance from which to study HPS, particularly in relation to people of colour. However, because the framework only weakly addresses the more practical aspects of the research process, we conclude by considering the role of action research as a complementary research approach.

Bricolage in Scientific Research Practice: An Attempt at Grasping the Meaning of the Concept

“…The experience of the fall of previous meta-narratives, fragmentation of knowledge, pluralization of truths, as well as functioning in hyper-reality in which "illusion and simulation are valued more than the underlying objects" (Valliere & Gegenhuber, 2014, p. 7) have been posing a challenge for contemporary academia and the research methods that it recommends (see : Bush & Silk, 2010;Papson, 2014). The limitations perceived by researchers due to the dominance of "orthodox positivist approaches" (Turnbull, 2002, p. 11;Nyika & Murray-Orr, 2017), along with the conviction that the development of research methods is too slow in relation to the rapid changes of the objects studied using these methods has triggered the need to search for "multitheoretical, multimethodological and multidisciplinary informed approaches to methodological decisions making" (McMillan, 2015, p. 1). Thus, the bricolage that stems from the assumptions of postmodernism is understood as "a functional response to both the increasing velocities of information and the breakdown of cultural hierarchies" (Papson, 2014, p. 377).…”

“…Therefore, the authors of the articles shared their experiences gathered on the "methodological and ontological journeys" (Turnbull, 2002, p. 111) they took on the occasion of pursuing a specific research project. Detailed characteristics of the results of the studies give way here to in-depth, sometimes autobiographical descriptions of the research procedures followed, the methods of data collection and analysis used within its framework, the positions taken by the researcher and the possibilities of producing socially engaged knowledge, resulting in changes in current social policies, education (Kawecki, 2006;Sadoń-Osowiecka, 2009;McMillan, 2015;Earl, 2017;Nyika & Murray-Orr, 2017), and selected areas of science (Turnbull, 2002).…”

Methodological reflections on the use of photovoice in school health research

“…Given that HPS are cultural institutions developed to attain health and educational goals (Nyika and Murray-Orr, 2017), participation within them is likely to be contested, especially for African immigrant students, who may bring different, even contrasting, understandings of what schooling and health should be. As a health and education professional of African descent, on relocation to Canada, I had interest in the health and well-being of African students who were participating in Canadian HPS.…”

African immigrant students’ participation in Canadian health-promoting schools

“…The research question explored was as follows: how do African immigrant secondary school students perceive their participation in HPS in Nova Scotia? This article reports on a study whose methodology has been published (Nyika and Murray-Orr, 2017) together with a literature review (Nyika et al, 2017). As an African health and education professional, I had considerable interest in the health and well-being of immigrant students of African descent who were participating in HPS in Nova Scotia.…”