Document Type
Article
Publication Date
2009
Abstract
When a doctoral student plans to conduct qualitative education research, the aspect of the dissertation that often becomes problematic is determining which theoretical paradigm(s) might frame the study. In this article, the author discusses how he resolved the quandary through eclecticism. The author begins by describing briefly the purpose of his dissertation study, providing a justification for eclecticism in the selection of theories. He follows with a description of the three theories— poststructural theory, critical race theory, and critical theory—that framed his study and discusses briefly the methodology employed. The author concludes with a discussion of likely objections of his study and with an explanation of why his study was positioned within a critical postmodern paradigm.
Recommended Citation
Stinson, D. W. (2009). The proliferation of theoretical paradigms quandary: How one novice researcher used eclecticism as a solution. The Qualitative Report, 14, 498–523. Available at: http://www.nova.edu/ssss/QR/QR14-3/stinson.pdf
Included in
Elementary and Middle and Secondary Education Administration Commons, Instructional Media Design Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Mathematics Commons, Secondary Education and Teaching Commons
Comments
This article was originally published in the open access journal The Qualitative Report and is posted here with the author's permission.