Moving beyond the enduring dominance of positivism in psychological research: Implications for psychology in Australia

Abstract

Almost since its inception, the dominant narrative of modern psychology has embraced positivism through its insistence that psychological science is objective, generalisable, and value free (or neutral). Consequently, quantitative research and, in particular, experimental designs, are privileged over other forms of enquiry, and other epistemologies, methodologies, and methods remain marginalised within the discipline. We argue that the enduring hegemony of positivism needs to be opposed to enable psychology to genuinely understand the antecedents of, and provide meaningful sustainable solutions for, complex human issues without being constrained by a narrow focus on method. We discuss the ways in which psychology in Australia can move towards embracing a constructionist epistemology that provides the framework for methodological pluralism. We provide a number of suggestions for change across the interrelated areas of accreditation, curriculum, the Australian Psychological Society, and research.

Attitudes toward mixed methods research in psychology: the best of both worlds?

“…Although mixed methods research approaches are not routinely taught in undergraduate and postgraduate psychology degrees, encouraging signs are emerging. For example, in Australia the tradition of conducting quantitative psychological research within a positivist framework is being challenged, with calls made for the inclusion of the full range of methodologies within the undergraduate psychology curriculum (Breen & Darlaston-Jones, 2009). However, despite the growth in psychological research adopting mixed methods approaches, only a minority of published psychological research explicitly use mixed methods designs, ranging from between 1.7% (Lopez-Fernandez & Molina-Azorin, 2011) and 6% (Alise & Teddlie, 2010).…”

The Future of Qualitative Research in Psychology: Accentuating the Positive

“…Positioning qualitative research within Psychology As many commentators have noted, a hegemony of positivism exists in psychology where experimental, quantitative methods are privileged over other epistemologies and methodologies (Breen & Darlaston-Jones, 2010). This is sustained by accreditation requirements throughout Western countries, competitive research funding processes as well as publishing practices.…”

“…Other forms of critical psychology similarly employ qualitative research to promote social justice and challenge the status quo. This challenges the epistemological dominance of positivism, especially when it is applied uncritically to marginalised groups and indigenous communities (Breen & Darlaston-Jones, 2010), and can also open up opportunities to develop and adopt creative, critical and de-colonizing methodologies (Gemignani et al, 2014). Parker (2004b) has eloquently argued for a critical psychology that employs qualitative research as a form of social action; he views qualitative research as being able to open a space "to do something radically different to link human experience with social action" (p.1).…”

“…As Breen and Darlaston-Jones (2010) have noted, psychology students 'tend to be ignorant of the epistemological foundations of their discipline' ( p.73), so educating them about the existence of alternative approaches is essential. This could be achieved by replacing the current focus on methods with an emphasis on the entire research framework (from epistemology, to theoretical position, to methodology, to method (Breen & Darlaston-Jones, 2010;Crotty, 1998).…”

“…Qualitative research methodologies can more fully (and validly) investigate the complexity of human phenomena, including issues such as ethnicity, culture, gender, and sexuality. Increased diversity in the knowledge that psychology produces also provides 9 understandings that may help to address complex social issues, and provide relevant knowledge that has the potential to lead to meaningful social change (Breen & Darlaston-Jones, 2010 Contemporary issues such as racism, climate change, poverty, immigration, ageing and longer life expectancy require a range of perspectives -and dialogue to ensure knowledge from different perspectives is not fragmented but communicated and shared (Zittoun et al, 2009). This dialogue also requires scholars to have an understanding of research produced from different epistemologies, so that the legitimacy of the knowledge produced by alternative epistemologies and qualitative research is not questioned.…”