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Introduction: Employing Paradigms in Scholarship and Education Research

Introduction: Employing Paradigms in Scholarship and Education Research
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Author(s): Peter Ling (Swinburne University of Technology Melbourne, Australia) and Lorraine Ling (LaTrobe University, Australia)
Copyright: 2020
Pages: 21
Source title: Emerging Methods and Paradigms in Scholarship and Education Research
Source Author(s)/Editor(s): Lorraine Ling (La Trobe University, Australia) and Peter Ling (Swinburne University of Technology, Australia)
DOI: 10.4018/978-1-7998-1001-8.ch001

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Abstract

Methods and paradigms in scholarship and education research are addressed in this book. Boyer's scholarships of discovery, integration, application, and teaching, along with Boyer's later addition of the scholarship of engagement, and their multifaceted relationship to education research, form a starting point. From there, in addressing methods and paradigm in scholarship and education research, the paradigm is placed front of stage. Paradigm, as used here, refers to a set of concepts that reflect a world view underpinning a particular subject or pursuit. The paradigms applying to education research and scholarship addressed in this book include the traditional positivist and post-positivist - here labelled neo-positivist - paradigms and the interpretivist, transformative, and pragmatic research paradigms, which have been nominated in existing literature. In acknowledgement of the “supercomplex” environment in which education now operates, a novel paradigm, supercomplexity, emerges.

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