Methodological Decisions in Context: The dilemmas and challenges of novice African scholars
- Lupele, Justin, Mwingi, Mweru P, Kinyanjui, Felistus, Kimani, Joyce, Kisamba, Christine
- Authors: Lupele, Justin , Mwingi, Mweru P , Kinyanjui, Felistus , Kimani, Joyce , Kisamba, Christine
- Date: 2005
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373734 , vital:66717 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122698"
- Description: This paper emerges out of a panel discussion during a PhD week and subsequent 8th International Environmental Education Invitation Seminar held at Rhodes University in 2004 and 2005 respectively. It illuminates some insights into our struggles (as novice African researchers) in trying to respond to contextual realities as we research education and social change in African contexts, seeking insight into what counts as legitimate research in this context. The paper considers our struggles at conceptual, methodological, analytical and data generation levels, and in a politics of research. This is done by means of examples drawn from five current doctoral research projects being undertaken in east and southern African regions, using a review framework that represents fairly common dimensions of PhD research. We conclude that research, when defined rigidly within research disciplines/paradigms (as have been defined in some – primarily Western – research trajectories) may fail to take into account African social and contextual realities when applied uncritically. We argue that there is need for researchers in Africa to consider a multiplicity of approaches if research is to be meaningful in, and responsive to, social and contextual realities. In particular, we argue for taking account of socio historical and socio-cultural contexts in creating African epistemology in and through research.
- Full Text:
- Date Issued: 2005
- Authors: Lupele, Justin , Mwingi, Mweru P , Kinyanjui, Felistus , Kimani, Joyce , Kisamba, Christine
- Date: 2005
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373734 , vital:66717 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122698"
- Description: This paper emerges out of a panel discussion during a PhD week and subsequent 8th International Environmental Education Invitation Seminar held at Rhodes University in 2004 and 2005 respectively. It illuminates some insights into our struggles (as novice African researchers) in trying to respond to contextual realities as we research education and social change in African contexts, seeking insight into what counts as legitimate research in this context. The paper considers our struggles at conceptual, methodological, analytical and data generation levels, and in a politics of research. This is done by means of examples drawn from five current doctoral research projects being undertaken in east and southern African regions, using a review framework that represents fairly common dimensions of PhD research. We conclude that research, when defined rigidly within research disciplines/paradigms (as have been defined in some – primarily Western – research trajectories) may fail to take into account African social and contextual realities when applied uncritically. We argue that there is need for researchers in Africa to consider a multiplicity of approaches if research is to be meaningful in, and responsive to, social and contextual realities. In particular, we argue for taking account of socio historical and socio-cultural contexts in creating African epistemology in and through research.
- Full Text:
- Date Issued: 2005
Playing musement games: Retroduction in social research, with particular reference to indigenous knowledge in environmental and health education
- Authors: Price, Leigh
- Date: 2005
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373763 , vital:66722 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122701"
- Description: My aim here is to introduce the concept of musement (retroduction or abduction) as an appropriate alternative to deduction and induction, both in indigenous knowledge (IK) specifically and in social science generally. As an example, I will use musement to tentatively address some of the ethical problems of using indigenous knowledge (IK) in environmental education and health education. This paper will therefore be of use both to researchers/educators wanting a discussion of retroduction, and researchers/educators wanting a discussion of indigenous knowledge epistemology and its relationship with ethics. I am arguing, from a perspective that allows a stratified reality (things can be real even if not measurable or actually present), that, we admit retroduction into our list of allowable research logics. In terms of IK, the result of accepting retroduction as a valid logic is that we allow IK to be dynamic and non-reified. It also allows a previously ignored aspect of IK, its spiritual/non-empirical beliefs, to be validated through ethical outcomes experienced in our lives, rather than through the previous criteria of empirical validity. In other words, we ask for IK: does believing in (whatever) adequately explain experience and/or provide optimistic, long term, ethical, appropriate ways of living? Thus, retroduction has the potential to allow IK to contribute to a normative ethics.
- Full Text:
- Date Issued: 2005
- Authors: Price, Leigh
- Date: 2005
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373763 , vital:66722 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122701"
- Description: My aim here is to introduce the concept of musement (retroduction or abduction) as an appropriate alternative to deduction and induction, both in indigenous knowledge (IK) specifically and in social science generally. As an example, I will use musement to tentatively address some of the ethical problems of using indigenous knowledge (IK) in environmental education and health education. This paper will therefore be of use both to researchers/educators wanting a discussion of retroduction, and researchers/educators wanting a discussion of indigenous knowledge epistemology and its relationship with ethics. I am arguing, from a perspective that allows a stratified reality (things can be real even if not measurable or actually present), that, we admit retroduction into our list of allowable research logics. In terms of IK, the result of accepting retroduction as a valid logic is that we allow IK to be dynamic and non-reified. It also allows a previously ignored aspect of IK, its spiritual/non-empirical beliefs, to be validated through ethical outcomes experienced in our lives, rather than through the previous criteria of empirical validity. In other words, we ask for IK: does believing in (whatever) adequately explain experience and/or provide optimistic, long term, ethical, appropriate ways of living? Thus, retroduction has the potential to allow IK to contribute to a normative ethics.
- Full Text:
- Date Issued: 2005
Research on indigenous knowledge and its application: A case of wild food plants of Zimbabwe
- Authors: Shava, Soul
- Date: 2005
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373809 , vital:66725 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122700"
- Description: Research on indigenous knowledge should go beyond documenting and interpreting it. Rather, it should stimulate inquiry into its application in present day community development and education settings. This study intends to steer indigenous knowledge research towards practical application initiatives. The study documents wild food plants of Zimbabwe, highlights some popular wild food plants, and cites some commercially marketed wild food plants and makes recommendations on the application of indigenous knowledge of wild food plants in community and educational settings.
- Full Text:
- Date Issued: 2005
- Authors: Shava, Soul
- Date: 2005
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373809 , vital:66725 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122700"
- Description: Research on indigenous knowledge should go beyond documenting and interpreting it. Rather, it should stimulate inquiry into its application in present day community development and education settings. This study intends to steer indigenous knowledge research towards practical application initiatives. The study documents wild food plants of Zimbabwe, highlights some popular wild food plants, and cites some commercially marketed wild food plants and makes recommendations on the application of indigenous knowledge of wild food plants in community and educational settings.
- Full Text:
- Date Issued: 2005
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