The Viability of Comparative Research Concept as a Paradigm for Decolonising Educational Leadership Theory and Practice

Yıl 2021, Cilt: 6 Sayı: 3, 554 - 584, 30.09.2021

Jean Pierre Elonga Mboyo

https://doi.org/10.30828/real/2021.3.2

Öz

The dominance of Western research methodologies and epistemologies has come under intense scrutiny. However, the recognition that knowledge is produced and packaged differently cannot override its fluid, unbounded and comparative nature. That said, researchers are yet to outline the case for a decolonising comparative educational leadership knowledge base. This first linked article, therefore, introduces ‘comparative research concept’ (CRC) as a viable paradigm to navigate ontological, epistemological, and cultural messiness when carrying out cross-context (educational leadership) research. In particular, the article discusses and provides a repertoire of arguments on how CRC can be operationalised through a narrative research approach that cultivates difference out of amalgamation and vice versa through given research methods, constituencies and analytical perspectives.

Anahtar Kelimeler

Comparative research concept, educational leadership, Decolonisation, Narrative approach

Kaynakça

• Allen, C. (2006). Narrative research. Nurse Researcher, 13(3), 4-6.
• Andreotti, V., Ahenakew, C. & Cooper, G. (2011) Epistemological pluralism: Ethical and pedagogical challenges in higher education. AlterNative: An International Journal of Indigenous Scholarship 7(1), 40–50.
• Begley, P. (2000) Cultural isomorphs of educational administration: reflections on Western-centric approaches to values and leadership. Asia Pacific Journal of Education, 20(2), 23-33.
• Bhaskar, R. (1989). Reclaiming reality. London: Verso.