This book explores the multicultural and non-Western contexts behind the approaches, problems, and issues that arise in research methodologies when used in relation to educational administration and leadership.
This book explores the multicultural and non-Western contexts behind the approaches, problems, and issues that arise in research methodologies when used in relation to educational administration and leadership.
This volume argues that increasing internationalisation and diversity of the field requires research methods that better reflect the values, cultures, political systems, and conditions of non-Western communities and countries. Discussing the research methods, data collection practices, interpretive approaches, and research ethics that produce more accurate and authentic results, the book looks at a number of theoretical frameworks and epistemological approaches that inform the development of such methodologies. Traditional methods like sharing circles and storytelling are explored, as well as an examination of social space in designing methodology aimed at spatial justice and an exploration of methods for Indigenous communities in East Asia.
A valuable resource for researchers, scholars, and students with an interest in multicultural education, the book will also appeal to academics interested in race, ethics, and educational research methods more broadly.
Introduction: exploring culturally sensitive and Indigenous research
methods Part I: Foundational theories and approaches
1. Research traditions
of local populations: towards an Islamic research paradigm for Muslim
communities
2. Exploring the significance of place for culturally sensitive
research
3. Ethical, epistemic, relational, and emotional concerns in
educational administration and leadership research with Indigenous and
minority peoples
4. Meaningful discourse in an undergraduate Spanish capstone
class: using critical race theory as a research frame and a bridge to
graduate school Part II: Researching, teaching, and individual methods
5. An
autoethographic journey into teaching qualitative research methods in the
UAE: experiential, curricular and pedagogic, and societal dimensions
6.
Collaborative autoethnography as a bricolage: an authentic approach to
constructing the eastern-western bridge in educational research Part III:
Contemporary and international issues and cases
7. Interviewing medical
education leaders: methodological considerations for a Saudi Arabian context
8. Culturally sensitive imperatives for educational administration,
leadership, and policy research: for the undocumented in the United States
9.
Kia thonohono i a ttou: Indigenous research methodologies - early childhood
research perspectives and policy initiatives underpinning educational
administration and leadership in Aotearoa New Zealand
10. Conclusion:
decolonising educational administration and leadership research to protect
social institutions, culture, and identity
Eugenie A. Samier is a Reader in the School of Education at University of Strathclyde, Scotland.
Eman S. ElKaleh is the Head of Academic Support at Emirates College for Advanced Education, UAE.
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