Access to new forms, conduct and practices of educational research remain elusive
providing researchers stay within the narrow theoretical constructs�the static, single
vista of conventional research models.
This dissertation presents the findings of an experimental study that aims to extend the
discourse of educational research through a 'performative ethnographic analysis' by
using a single-site case study approach. The case study is an analytical parody based on
multiple discourse relevant to a 'new' and different approach to educational research so
that a more comprehensive and complex process of reading and writing text becomes
possible. Throughout this process, a generative methodology and interpretative base are
anticipated to provide a metaphoric focus for a critical dialogue.
The discourse informing the theoretical and interpretative base of the study include
philosophy, science, visual arts, literary theory, critical postructuralist theory and theatre performance. The data are presented as a series of performance narratives in the form of
socio-drama, interspersed with critical reflection that enables the researcher, the
research participant and reader to become part of a triadic construct.
The findings from this study have major implications for informing contemporary
educational research, as they demonstrate that by approaching research in 'new' and
different ways, the researcher and the educational community have access to insights
that are unavailable within the constraints of conventional models of research.
| Identifer | oai:union.ndltd.org:ADTP/218658 |
| Date | January 2003 |
| Creators | Thompson, Robyn, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Robyn Thompson |
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