Post-qualitative Inquiry and CHAT’s Formative Interventions: Epistemological Legitimacy Beyond Methodological Concerns
DOI:
https://doi.org/10.7346/-fei-XX-02-22_16Palavras-chave:
Cultural-historical activity theory (CHAT), Education sciences, Formative interventions, Post-qualitative inquiry, Qualitative researchResumo
Cultural-historical activity theory (CHAT) appears to match the tenets of post-qualitative inquiry. However, post-qualitative inquiry is credited with being averse to method and to adopt post-modernist stances that are not consistent with CHAT’s structured reading of social reality. Notwithstanding this, it is possible to propose an interpretation of post-qualitative inquiry that overcomes such conceptual challenges. This article tackles the issue both theoretically and with reference to the way current CHAT research is undertaken. First, we propose post-qualitative research should be understood as compliant with post-Gettier epistemological standpoints. Second, we show that CHAT-inspired formative interventions are both educational in nature and, given their approach to learning processes, display the core features of post-qualitative research. Given CHAT’s distinction between immanent aspects of social reality and methods tailored to tackle local issues, post-qualitative inquiry is justified in retaining its flexible—almost anarchic—methodology while, at the same time, enjoying epistemological soundness.
Referências
Alessandrini, G., Di Pinto, G., Giovanazzi, T., & Marcelli, A. M. (2022). Educating Communities: From the Epistemology of Educational Research to the Case of Adult Learning Centres in Italy. Formazione & insegnamento, 20(1, tome I), 975–966. https://doi.org/10.7346/-fei-XX-01-22_86
Bakhurst, D. (2009). Reflections on activity theory. Educational Review, 61(2), 197–210. https://doi.org/10.1080/00131910902846916
Blalock, A. E., & Akehi, M. (2018). Collaborative Autoethnography as a Pathway for Transformative Learning. Journal of Transformative Education, 16(2), 89–107. https://doi.org/10.1177%2F1541344617715711
Bondioli, A. & Ferrari, M. (2004). Verso un modello di valutazione formativa. Edizioni Junior.
Braidotti, R. (2012). Nomadic theory: The portable Rosi Braidotti. Colombia University Press.
Bribes, C. (2022). Educare alla cittadinanza sostenibile: Utopia, realtà. In M. Fiorucci, & A. Vaccarelli, Pedagogia e politica in occasione dei 100 anni dalla nascita di Paulo Freire (pp. 79–88). Pensa MultiMedia.
Brito Rivera, H. A. (2022). Descripción del laboratorio de cambio: Una propuesta para aprender a aprender en la organización escolar. Emerging Trends in Education, 5(9), 62–74. https://doi.org/10.19136/etie.a5n9.5059
Bryman, A. (1984). The Debate about Quantitative and Qualitative Research: A Question of Method or Epistemology?. The British Journal of Sociology, 35(1), 75–92. https://doi.org/10.2307/590553
Bufalino, G., & D’Aprile, G. (2022). Heirs to the future: Towards a new pedagogical culture of human development and sustainability. Formazione & insegnamento, 19(1, tome I), 60–71. https://doi.org/10.7346/-fei-XIX-01-21_05
Caparrotta, S. (2022). Energy Transition through Educational Models Inspired by Plant Organisms. Formazione & insegnamento, 20(1, tome I), 219–226. https://doi.org/10.7346/-fei-XX-01-22_21
Carter, J. A., & Pritchard, D. (2015). Knowledge-How and Epistemic Value. Australasian Journal of Philosophy, 93(4), 799–816. https://doi.org/10.1080/00048402.2014.997767
Cavrini, G., Parricchi, M., Kofler, D., & Cagol, M. (Eds.). (2021). Per tutta la vita: Pedagogia come progetto umano. Franco Angeli.
Clifford, J. (2013). The Greater Humanities. Occasion: Interdisciplinary Studies in the Humanities, 6. http://arcade.stanford.edu/occasion/greater-humanities
Conant, J. (2016). The Emergence of the Concept of the analytic Tradition as a Form of Philosophical Self-Consciousness. In J. A. Bell, A. Cutrofello, & P. M. Livingston (Eds.), Beyond the Analytic-Continental Divide: Pluralist Philosophy in the Twenty-First Century (pp. 17–58). Routledge.
Engeström, Y. (2015). Learning by Expanding: An Activity-Theoretical Approach to Developmental Research (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139814744
Engeström, Y., Nuttal, J., & Hopwood, N. (2022). Transformative agency by double stimulation: advances in theory and methodology. Pedagogy, Culture & Society, 30(1), 1–7. https://doi.org/10.1080/14681366.2020.1805499
Engeström, Y., & Pyörälä, E. (2021). Using activity theory to transform medical work and learning. Medical Teacher, 43(1), 7–13. https://doi.org/10.1080/0142159X.2020.1795105
Engeström, Y., & Sannino, A. (2011). Discursive manifestations of contradictions in organizational change efforts: A methodological framework. Journal of Organizational Change Management, 24(3), 368–387. https://doi.org/10.1108/09534811111132758
Engeström, Y., & Sannino, A. (2017). Studies of Expansive Learning. In H. Daniels (Ed.), Introduction to Vygotsky (3rd ed., Ch. 4). Routledge. https://doi.org/10.4324/9781315647654
Engeström, Y., & Sannino, A. (2021). From mediated actions to heterogenous coalitions: four generations of activity-theoretical studies of work and learning. Mind, Culture, & Activity, 28(1), 4–23. https://doi.org/10.1080/10749039.2020.1806328
Ferraris, M. (2014). Manifesto del Nuovo Realismo. Laterza.
Feyerabend, P. K. (1993). Against method: Outline of an Anarchist Theory of Knowledge (3rd ed.). Verso.
Gettier, E. (1963). Is Justified True Belief Knowledge?. Analysis, 23(6), 121–123. https://doi.org/10.1093/analys/23.6.121
González Rey, F. (2020). Can the Concept of Activity Be Considered as a Theoretical Device for Critical Psychologies?. In M. Fleer, F. González Rey, & P. E. Jones (Eds.), Cultural-Historical and Critical Psychology: Common Ground, Divergences and Future Pathways (pp. 79–97). Springer. https://doi.org/10.1007/978-981-15-2209-3_6
Grant, C. (2022). Double stimulation and transformative agency for leadership development of school learners in Southern Africa. Pedagogy, Culture & Society, 30(1), 53–70. https://doi.org/10.1080/14681366.2020.1805495
Hull, D. L. (1988). Science as a Process. The University of Chicago Press.
Hull, D. L. (2001). In search of epistemological warrant. In C. Heyes & D. L. Hull (Eds.), Selection theory and social construction: The evolutionary naturalistic epistemology of Donald T. Campbell (pp. 155–167). State University of New York Press.
Jackson, W. A. (2005). Capabilities, Culture and Social Structure. Review of Social Economy, 63(1), 101–124. https://doi.org/10.1080/00346760500048048
Lather, P., & St. Pierre, E. A. (2013). Introduction: Post-qualitative research. International Journal of Qualitative Studies in Education, 26(6), 629–633. https://doi.org/10.1080/09518398.2013.788752
Latour, B. (2004). Why Has Critique run out of Steam? From Matters of Fact to Matters of Concern. Critical Inquiry, 30, 225–248. https://doi.org/10.1086/421123
Lovat, T. (2019). Values as the Pedagogy: Countering Instrumentalism. In K. Tirri, & A. Toom (Eds.), Pedagogy in Basic and Higher Education: Current Developments and Challenges (pp. 15–25). London: IntechOpen. http://dx.doi.org/10.5772/intechopen.86823
Lyman, R. L., & O’Brien, M. J. (2004). Nomothetic Science and Idiographic History in Twentieth-Century Americanist Anthropology. Journal of the History of the Behavioral Sciences, 40(1), 77–96. https://doi.org/10.1002/jhbs.10180
Malavasi, P. (2010). Sviluppo umano integrale, pedagogia dell'ambiente, progettazione educativa sostenibile. In P. Malavasi (Ed.), Progettazione Educativa Sostenibile: La pedagogia dell'ambiente per lo sviluppo umano integrale (pp. 65–76). Milano: EDUCatt. http://hdl.handle.net/10807/5330
Marcelli, A. M. (2020). Greater Humanities for Education. Formazione & insegnamento, 18(1), 144–156. https://doi.org/10.7346/-fei-XVIII-01-20_13
Marconi, D. (2007). Per la verità. Einaudi.
McDowall, A. (2021). Layered spaces: a pedagogy of uncomfortable reflexivity in Indigenous education. Higher Education Research & Development, 40(2), 341–355. https://doi.org/10.1080/07294360.2020.1756751
Mezirow, J. (2018/2006). Transformative learning theory. In K. Illeris (Ed.), Contemporary Theories of Learning: Learning Theorists... In Their Own Words (pp. 114–128). London and New York: Routledge.
Morselli, D., & Sannino, A. (2021). Testing the model of double stimulation in a Change Laboratory. Teaching and Teacher Education, 97, 103224. https://doi.org/10.1016/j.tate.2020.103224
Nussbaum, M. (1988). Nature, Functioning and Capability: Aristotle on Political Distribution. In J. E. Annas (Ed.), Oxford Studies in Ancient Philosophy Supplementary Volume 6 (pp. 145–84). Oxford: Clarendon Press.
Nye, A., & Clark, J. (2021). Positioning: Making Use of Post-qualitative Research Practices. In A. Nye, & J. Clark (Eds.), Teaching History for the Contemporary World (pp. 117–134). Singapore: Springer. https://doi.org/10.1007/978-981-16-0247-4_9
Papastephanou, M. (2016). The ‘Lifeblood’ of Science and Its Politics: Interrogating Epistemic Curiosity as an Educational Aim. Education Sciences, 6(1), 1. https://doi.org/10.3390/educsci6010001
Poddiakov, A. N. (2001). Counteraction as a Crucial Factor of Learning, Education and Development: Opposition to Help. FQS, 2(3), 15.
Postholm, M. B. (2015). Methodologies in Cultural-Historical Activity Theory: The example of school-based development. Educational Research, 57(1), 43–58. https://10.1080/00131881.2014.983723
Postholm, M. B. (2019). Research and Development in School: Grounded in Cultural Historical Activity Theory. Brill. https://doi.org/10.1163/9789004410213
Pritchard, D. (2005). Epistemic Luck. New York: Oxford University Press.
Putnam, H. (1982). Three Kinds of Scientific Realism. The Philosophical Quarterly, 32(128), 195–200. https://doi.org/10.2307/2219323
Richardson, L., & St. Pierre, E. A. (2018). Writing as a method of inquiry. In N. Denzin, & Y. Lincoln (Eds.), The SAGE handbook of qualitative research (pp. 818–838). Sage Publications.
Rorty, R. (1981). Nineteenth-century Idealism and Twentieth-century Textualism. The Monist, 64(2), 155–174. https://doi.org/10.5840/monist198164211
Ryle, G. (1949). The Concept of Mind. Chicago University Press.
Saillant, S. (2017). Darwinian humility: Epistemological applications of evolutionary science [PhD dissertation]. Department of Linguistics and Philosophy, Massachusetts Institute of Technology. http://hdl.handle.net/1721.1/113776
Sellars, W. (1956). Empiricism and the Philosophy of Mind. In H. Feigl & M. Scriven (Eds.), Minnesota Studies in the Philosophy of Science, Volume I: The Foundations of Science and the Concepts of Psychology and Psychoanalysis (pp. 253–329). University of Minnesota Press.
Sober, E. (1980). Evolution, population thinking, and essentialism. Philosophy of Science, 47, 350–383. https://www.jstor.org/stable/186950
Somerville, M. (2008). ‘Waiting in the chaotic place of unknowing’: Articulating postmodern emergence. International Journal of Qualitative Studies in Education, 21(3), 209–220. https://doi.org/10.1080/09518390801998353
Stables, A. (2017). Epistemology and Education. Education Sciences, 7(2), 44. https://doi.org/10.3390/educsci7020044
Stanley, L., & Wise, S. (1990). Method, methodology and epistemology in feminist research processes. In L. Stanley (Ed.), Feminist Praxis: Research, Theory and Epistemology in Feminist Sociology (pp. 20–60). Routledge.
Sterne, J., & Leach, J. (2005). The Point of Social Construction and the Purpose of Social Critique. Social Epistemology, 19(2-3), 189–198. https://doi.org/10.1080/02691720500224657
St. Pierre, E. A. A. (2013). The Appearance of Data. Cultural Studies ↔ Critical Methodologies, 13(4), 223–227. https://doi.org/10.1177%2F1532708613487862
St. Pierre, E. A. (2014). A Brief and Personal History of Post Qualitative Research: Toward “Post Inquiry”. Journal of Curriculum Theorizing, 30(2), 2–19. https://journal.jctonline.org/index.php/jct/article/view/521
St. Pierre, E. A. (2016). The Empirical and the New Empiricisms. Cultural Studies ↔ Critical Methodologies, 16(2), 111–124. https://doi.org/10.1177%2F1532708616636147
St. Pierre, E. A. (2018). Writing Post Qualitative Inquiry. Qualitative Inquiry, 24(9), 603–608. https://doi.org/10.1177%2F1077800417734567
St. Pierre, E. A. (2021). Why Post Qualitative Inquiry?. Qualitative Inquiry, 27(2), 163–166. https://doi.org/10.1177%2F1077800420931142
St. Pierre, E. A., & Jackson, A. Y. (2014). Qualitative Data Analysis After Coding. Qualitative Inquiry, 20(6), 715–719. https://doi.org/10.1177%2F1077800414532435
St. Pierre, E. A., Jackson, A. Y., & Mazzei, L. (2016). New Empiricisms and New Materialisms: Conditions for New Inquiry. Cultural Studies ↔ Critical Methodologies, 16(2), 1–12. https://doi.org/10.1177%2F1532708616638694
Swertz, C., Schmölz, A., Barbieri, A., & Forstner, A. (2017). Organized Teaching and Learning Processes. In K. Fuchs, & P. A. Henning (Eds.), Computer-Driven Instructional Design with INTUITEL: An Intelligent Tutoring Interface for Technology-Enhanced Learning (pp. 5–15). https://doi.org/10.25656/01:14545
Taylor, P. C., & Medina, M. N. D. (2011). Educational Research Paradigms: From Positivism to Pluralism. College Research Journal, 1(1), 9–23. https://espace.curtin.edu.au/handle/20.500.11937/36608
Tesar, M., Hytten, K., Hoskins, T. K., Rosiek, J., Jackson, A. Y., Hand, M., Roberts, P., Opiniano, G. A., Matapo, J., St. Pierre, E. A., Azada-Palacios, R., Kuby, C. R., Jones, A., Mazzei, L. A., Maruyama, Y., O'Donnell, A., Dixon-Román, E., Chengbing, W., Huang, Z., Chen, L., ... Jackson, L. (2022). Philosophy of education in a new key: Future of philosophy of education. Educational Philosophy and Theory, 54(8), 1234–1255. https://doi.org/10.1080/00131857.2021.1946792
Tubbs, N. (2016). Epistemology as Education: Know Thyself. Education Sciences, 6(4), 41. https://doi.org/10.3390/educsci6040041
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2022 Andrea Mattia Marcelli, Daniele Morselli
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Formazione & insegnamento é distribuído sob a Attribution 4.0 International (CC BY 4.0).
Para obter mais detalhes, consulte nossa Política de Repositório e Arquivamento, bem como nossos Termos de Direitos Autorais e Licenciamento.
