Positioning place: polylogic approaches to research methodology

Anderson, Jonathan Mark; Adey, Peter; Bevan, Paul

doi:10.1177/1468794110375796

Cited by 64 publications

(48 citation statements)

References 33 publications

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“…7, No. 5, May 2017 Research experts are of the view that studies purely based on literature review are useful in identifying problems and establishing foundation for future studies in the field [42]. Such studies are exploratory in essence and therefore, lay the theoretical foundation for further scientific studies including quantitative and qualitative analyses.…”

Section: B Recommendationsmentioning

confidence: 99%

Achieving an Appropriate Balance between Teaching and Research in Institutions of Higher Education: An Exploratory Study

Khan¹

2017

IJIET

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Abstract-Achieving an appropriate combination of teaching and research as the two key elements of education offered by the institutions of higher education in the world has been and is a challenging task for the educational leadership and policy makers. Therefore, this paper is dedicated to analyze the existing theories of teaching and research integration with a purpose of: diagnosing the pros and cons of teaching and research integration; identifying implications associated with the education model based on teaching and research integration for the institutions of higher education; and finally, presenting certain specific recommendations for the institutions of higher education to achieve a better combination between teaching and research activities. The paper"s findings suggest that a balanced combination of teaching and research activities affects positively the overall education quality and standards. Nonetheless, in order to create optimal conditions for such a balanced and strategic integration between these two different but interdependent educational activities the institutions of higher education must demonstrate a strong academic and research leadership, commit all the required resources, show operational flexibility, and last but not least, build supportive institutional culture.Index Terms-Balance between research and teaching, Benefits of research and teaching integration, pedagogy, research and teaching integration models.

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Section: B Recommendationsmentioning

confidence: 99%

Achieving an Appropriate Balance between Teaching and Research in Institutions of Higher Education: An Exploratory Study

Khan¹

2017

IJIET

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“…As Anderson, Adey, and Bevan (2010) remark in their discussion of the 'where of method', place cannot be separated from what 'takes place' within and beyond it. In other words, place is an active agent in the research encounter and the home is more than just the place where we choose to conduct interviews or observe children at play: it is enmeshed in the everyday, and constitutes the very subject of interest.…”

Section: The 'Where Of Method'mentioning

confidence: 99%

Rethinking context: Digital technologies and children's everyday lives

Plowman

2015

Children's Geographies

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The paper considers different ways of conceptualising the settings in which research takes place into children's everyday uses of digital technologies at home. The terms 'ecology' and 'context' are widely used to describe such settings but may be less appropriate as the boundaries between 'home' and 'technology' become less distinct. The paper traces associations between 'ecology', 'culture' and 'context' and outlines some of the ways in which the increasing omnipresence and invisibility of technologies in the home prompt different ways of both thinking about the research setting and suitable methods for exploring children's everyday lives. Using the Internet of Things as an illustration, it contests default understandings of context and discusses the need to reconsider our use of terminology so that it takes account of the methodological implications and its theoretical provenance.Keywords: children; context; culture; digital technology; ecocultural; home 1. Introduction: children's everyday lives and digital media at home This paper starts from the premise that understanding more about young children's encounters with digital media necessitates an explicit consideration of the research setting. It draws attention to the ways in which two key terms, 'ecology' and 'context', are often used by default when discussing the cultures of children's everyday lives, especially in the home, by drawing on several research projects which have focused on young children, their families and digital media. It examines the theoretical positioning of these terms and how this shapes methodological choices, and goes on to suggest that we may need to rethink context now that the boundaries between 'home' and 'technology' are less distinct than they were just a few years ago.A consideration of different ways of conceptualising the settings in which research into the everyday lives of children takes place starts by looking at the widespread use of the term 'ecology' and its derivation from Bronfenbrenner's ecological model. This leads to a discussion of ecocultural theory, which draws on this model and is described by its proponents as contextualist in orientation. These theorisations were not designed to focus on uses of digital media and their value for conducting research into uses of technology in the home may be partly compromised by the ubiquity, mobility and invisibility of current and emerging domestic and leisure technologies. Common usage implies that context pre-exists as a factor available to take into account when investigating technological practices but I suggest that recent changes in the visibility and omnipresence of technology mean that we need to rethink ecology and context as concepts that are used to describe research settings. Moving beyond the 'flat' representation of ecology which

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“…As a field, children's geographies acknowledge the importance of place in children's experiences and development and sees place as being a fusion of built and natural elements and socially and culturally constructed elements (Anderson, Adey, and Bevan 2010;Clark and Uzzell 2006;Holloway and Valentine 2000). In contrast to the traditional articulation of physical spaces as being either built or natural, we see natural areas as being affected by a continuum of anthropogenic modifications, those with few impacts such as an unmaintained woodlot in the far corner of a botanic garden, and others where social and cultural effects are in evidence such as a highly manicured Japanese garden.…”

Section: Naturementioning

confidence: 97%