Skip to main content
SpringerLink
Log in

Who Decides What Counts As “Proper” Research?

An Intercultural Dialogue About Qualitative Methodology Between Australian and Chinese Researchers

  • Chapter
Discourse, Power, and Resistance Down Under

Part of the book series: Transgressions ((TRANS))

  • 522 Accesses

Abstract

To be frank, my understanding of research methodology is accompanied with a sense of confusion and helplessness.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Bao, G. (2012). A survey of the statistical methods in Chinese EFL teaching research. Foreign Language World, 1, 44–51+60.

    Google Scholar 

  • Casanave, C. P. (2005). Uses of narrative in L2 writing research. In T. J. Silva & P. K. Matsuda (Eds.), Second language writing research: Perspectives on the process of knowledge construction (pp. 17– 32). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Chang, J. Y. (2005). The choice of research paradigms and its implications for research in foreign languageteaching in China. Foreign Language World, 5, 46–52.

    Google Scholar 

  • Clifford, J., & Marcus, G. E. (Eds.). (1986). Writing culture: The poetics and politics of ethnography. Berkeley, CA: University of California Press.

    Google Scholar 

  • Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. St Leonards, NSW: Allen & Unwin.

    Google Scholar 

  • Denzin, N. K., & Lincoln, Y. S. (2011). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (4th ed.) (pp. 1–19). Thousand Oaks: Sage Publications.

    Google Scholar 

  • Ding, G. (2008). Voice and experience: Narrative inquiry in education. Beijing: Educational Science Publishing House.

    Google Scholar 

  • Feng, L. M. (2010). Modernism and dilemmas in literary studies. Theoretical Studies in Literature and Art, 4, 20–25.

    Google Scholar 

  • Hu, W. Z. (2010). China’s intercultural communication viewed from the perspective of disciplinary development. Journal of Foreign Languages, 33(6), 28–32.

    Google Scholar 

  • Li, K. J. (2008). Post-structuralism and education research. Global Education, 37(10), 49–53+43.

    Google Scholar 

  • Li, K. J. (2010). Education research in post-structural context. Global Education, 39(12), 38–43.

    Google Scholar 

  • Li, H. et al. (2008). Qualitative study on the professional development of middle school English teachers. Changchun: North-east Normal University Press.

    Google Scholar 

  • Lincoln, Y. S., & Cannella, G. S. (2004). Qualitative research, power, and the radical right. Qualitative Inquiry, 10(2), 175–201.

    Article  Google Scholar 

  • Liu, Y. F. (2010). Quantitative studies in educational research. Modern Education Science, 3, 81–83+109.

    Google Scholar 

  • Maxwell, J. A. (2008). The value of a realist understanding of causality for qualitative research. In N. K. Denzin & M. D. Giardina (Eds.), Qualitative inquiry and the politics of evidence (pp. 163–180). Walnut Creek, CA: Left Coast.

    Google Scholar 

  • Neuman, W. L. (2006). Social research methods: Qualitative and quantitative approaches (6th ed.). Boston: Pearson/Allyn and Bacon.

    Google Scholar 

  • Ouyang, H. H. (2004). Clashes between unit and civil society: True stories of teacher reformers. Beijing: Beijing University Press.

    Google Scholar 

  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Polkinghorne, D. (2007). Validity issues in narrative research. Qualitative Inquiry, 13(4), 471–486.

    Article  Google Scholar 

  • Richardson, L. (2000) Writing: A method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed.) (pp. 923–948). Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Richardson, L. W., & Pierre, E. A. S. (2005). Writing: A method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed.) (pp. 959–978). Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Teddlie, C., & Tashakkori, A. (2011). Mixed methods research: Contemporary issues in an emerging field In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 285–299). Thousand Oaks: Sage Publications.

    Google Scholar 

  • Thomas, S. (2012). Narrative inquiry: embracing the possibilities. Qualitative Research Journal, 12(2), 206–221.

    Google Scholar 

  • Wang, H. C. (2006). Fundamental methodologies in education research. Journal of Beijing Normal University (Social Sciences), 6, 21–27.

    Google Scholar 

  • Wang, X. L., & Han, J. H. (2011). On the present conditions and development bottleneck of foreign language teachers academic research in Chinese institutions of higher learning from an empirical perspective. Foreign Language World, 3, 44–51.

    Google Scholar 

  • Wen, Q. F., & Ren, Q. M. (2010). On In-service Tertiary EFL Teacher Professional Development in China: Trends, characteristics, problems and solutions: By Reviewing the Related Literature from 1999 to 2009. Foreign Languages in China, 7(04), 77–83.

    Google Scholar 

  • White, J., & Drew, S. (2011). Collecting data or creating data: Troubling authenticity in ethnographic research. Qualitative Research Journal, 11(1), 1–9.

    Article  Google Scholar 

  • White, J., Drew, S., & Hay, T. (2009). Ethnography versus case study: Positioning research and researchers. Qualitative Research Journal, 9(1), 18–27.

    Article  Google Scholar 

  • Whiteley, A. (2012) Supervisory conversations on rigor ad interpretative research. Qualitative Research Journal, 12(2), 251–271.

    Google Scholar 

  • Wu, X. D., & Zhang. W. (2002). A quality evaluation of SLA/FLT experimental studies by Chinese researchers. Foreign Language Teaching and Research, 34(1), 35–44.

    Google Scholar 

  • Xia, J. M. (2009). On some suitable and valid approaches to teacher research. Foreign Language World, 1, 16–22.

    Google Scholar 

  • Ye, H. (2012). Moment on the bridge: An intercultural approach to empowering Chinese learners as English writers. Changsha: Hunan People’s Press.

    Google Scholar 

  • Zhang, S. L. (2004). Pseudo-science in the name of science: On quantitative empirical studies on foreign language education. Foreign Language Teaching Abroad, 4, 48–54.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. National Research Centre for Foreign Language Education, Beijing Foreign Studies University, China

    Ye Hong

Authors
  1. Ye Hong
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Victoria University, Melbourne, Australia

    Mark Vicars

  2. Victoria University, Melbourne, Australia

    Tarquam McKenna

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Sense Publishers

About this chapter

Cite this chapter

Hong, Y. (2013). Who Decides What Counts As “Proper” Research?. In: Vicars, M., McKenna, T. (eds) Discourse, Power, and Resistance Down Under. Transgressions. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-509-0_19

Download citation

Publish with us

Policies and ethics

Search

Navigation