Methods in EducationalResearch and their Application to the Problems of Social Exclusion andInclusion
Methods in Educational Research and their Application to the Problems of Social Exclusion and Inclusion
Over the past few decades, research on education has been influential with respect to public debates as well as developed as a social-scientific foundation for policy and institutional consulting. This situation owes substantially to the accomplished quality of the methodological development in this research field.
The University of Hildesheim appreciates this development with a Methods Symposium at the CeLeB, the University’s Centre for Teachers’ Training and Educational Research. The Symposium will take place on October 16, 2015.
The Symposium addresses the broader question of what kind of methodological expertise is path-breaking and popular in current educational research.
The meeting does not aim at formalistic discussions of sophisticated techniques, but rather wishes to unfold the relationships between methods and the objects of the research pursued in this area of inquiry. We also wish to explore the many ways in which the choices of methods influence the potential research outcomes. To this end, the Symposium will dedicate the discussions to research on social exclusion and inclusion, two patterns which emanate from and have a bearing upon on the processes and institutions in the system of education. Due attention will be given to the state of the art in German educational research as well as key insights from research abroad.
A number of questions will be guiding our Symposium discussions:
What kind of knowledge on social exclusion and inclusion can we obtain from comparative studies of school performance, as these are studies that frequently use multinational samples and engage psychometrics?
How do individual-data based, longitudinal methods generate information on transitions and life-course patterns which underlie the educational careers of the members of society? Can we uncover mechanisms associated with social exclusion and inclusion in educational careers by using sequential data analysis?
Which forms of subjective data facilitate knowledge about individual attitudes and orientations of the kind that social actors in the education system use to engage with the rules of exclusion and exclusion respectively?
How do ethnographic and qualitative methods help us observing exclusion and inclusion as interactive processes in pedagogical settings?
With respect to the education system, which research designs we want to know help us in identifying the various effects of institutional rules on the emergence of inclusion and exclusion.
Finally, do methods applied to the study of inclusion and exclusion also contribute to inclusion or exclusion? If so, how should we tackle such relationships and their respective outcomes?
The event will be held on October 16, 2015 at the University of Hildesheim in Hildesheim, Germany. Keynote papers and workshops will give education researchers from Hildesheim, Germany, and abroad the opportunity to unpack their methods toolboxes and demonstrate in a lively intellectual setting the state of the art in the field of methods for the education sciences.
More information about the event will be given shortly on this webpage