Epistemological pluralism in research synthesis methods

Suri, Harsh 2013, Epistemological pluralism in research synthesis methods, International journal of qualitative studies in education, vol. 26, no. 7, pp. 889-911, doi: 10.1080/09518398.2012.691565.

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Title Epistemological pluralism in research synthesis methods
Author(s) Suri, HarshORCID iD for Suri, Harsh orcid.org/0000-0002-2532-2351
Journal name International journal of qualitative studies in education
Volume number 26
Issue number 7
Start page 889
End page 911
Total pages 23
Publisher Routledge
Place of publication London, Eng.
Publication date 2013
ISSN 1366-5898
Keyword(s) research synthesis
qualitative research
methodologically inclusive research synthesis
Summary The purpose of research synthesis is to produce new knowledge by making explicit connections and tensions between individual study reports that were not visible before. Every effort of synthesizing research is inevitably premised on certain epistemological assumptions. It is crucial that research synthesists reflect critically on how their epistemological positioning enables them to pursue certain purposes while preventing them from pursuing other purposes. The literature on research synthesis methods is dominated by publications premised on positivist assumptions. The rhetoric of systematic reviews, best-evidence synthesis and What Works Clearinghouse privileges syntheses with positivist orientations. Contesting the hegemony of positivist research syntheses, this paper makes a case for research syntheses that are informed by diverse epistemological orientations. It illuminates how research syntheses with distinct epistemological orientations can serve complementary, equally worthwhile, purposes.
Language eng
DOI 10.1080/09518398.2012.691565
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2013, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30064466

Document type: Journal Article
Collection: Deakin Learning Futures
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