Re-introducing Life History Methodology: An Equitable Social Justice Approach to Research in Education

Abstract

Educational researchers who are mindful of social justice are suggested to consider contemporary research methodologies’ historical alignment with colonization: Expansion and the ensuing epistemicide. This chapter argues that life history methodology can be used as a counter to traditional research methodologies and provides space to collect and analyze data in a way that counters past traditions. Contemporary educational research methodologies and methods are replete with historical baggage so pronounced that social justice advocates can, unwittingly, engage in research methods that reify the harms that they seek to counter. Life history provides real opportunities for educational researchers to develop new knowledge by listening to and validating the experiences of the most vulnerable populations. Life history challenges the idea of a universal truth—stemming from Eurocentric positionalities.

Suggested Readings

• Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Saskatoon, Canada: Purich Publishing.

Marie Battiste is an Indigenous woman tuned in to the plight of her ancestors. She is also Western educated and as such speaks with an authoritative double consciousness. As an educational administrator trying to improve educational opportunity for native students, Battiste provides important empirical perspectives aligning Western educational systems with coloniality.

• Dhunpath, R. (2000). Life history methodology: “Narradigm” regained. International Journal of Qualitative Studies in Education, 13(5), 543–551. https://doi.org/10.1080/09518390050156459

Rubby Dhunpath discusses the increasing popularity of narratives/biographies in educational research. Yet, narratives/biographies are still delegitimized by the positivist/empiricist tradition and its artificial dichotomy between qualitative and quantitative approaches to research. This article proposes narrative/biographical research methodology and methods as a counterculture to traditional methods and examines the potential of narratives/biographies in understanding the lives of educators.

• Gage, N. (1989). The paradigm wars and their aftermath a “historical” sketch of research on teaching since 1989. Educational Researcher, 18(7), 4–10. https://doi.org/10.3102/0013189X018007004

• Goodson, I., & Sikes, P. (2001). Life history research in educational settings: Learning from lives (1st ed.). Buckingham, UK and Philadelphia, PA: Open University Press.

Life history methodology has emerged in popularity with a variety of educational researchers and topics. This book explores and considers various reasons for this popularity and argues that life history methodology has a major and unique contribution in understanding schools, schooling, and educational experiences. The book uses examples of life history research to illustrate theoretical, methodological, ethical, and practical issues in education and in educational contexts.

• Howe, K. R. (2008). Isolating science from the humanities: The third dogma of educational research. Qualitative Inquiry. https://doi.org/10.1177/1077800408318302

This article criticizes the quantitative/qualitative dogmas of educational research and the incompatibility, fact-value dichotomy premise. The author contends that no epistemological divide can be determined between the empirical sciences and the humanities. Furthermore, empirical research in education and the humanities’ focus on values should not be disconnected.