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This article reports a case study of older adults learning English in China. It indicates how, founded on consequentialist ethics, risk analysis, and safeguarding, it was decided to use covert research, drawing on the confluence of risk analysis, risk evaluation, risk management, safeguarding, research ethics, and important contextual and cultural features. Ethical principles of nonmaleficence, beneficence, safeguarding, and protection were addressed, and account was taken of the strength, likelihood, and consequences of risks, safeguards, and benefits, informed by Chinese cultural contexts, values, behaviors, and features of teaching and learning based on andragogy and geragogy. Implications are drawn for teaching and learning with older adults, advocating significant account to be taken of contextual factors.
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This article sets a theoretical foundation to transformative mixed methods research that is rooted in the critical theory of Habermas and Honneth. This addresses Habermas’s knowledge-constitutive interests and communicative action for redressing societal pathologies, and Honneth’s work on (mis)recognition, (dis)respect, and social justice. In doing so, the article argues for broadening the scope and embrace of mixed methods research, to go beyond being empirical research only or largely, and to include theorisation, critical theoretical discourse and its analysis, and ideology critique, as legitimate methods for (transformative) mixed methods research. The article makes a case for these methods as constituting important research methods in themselves in the portfolio of mixed methods research, moving the boundaries of mixed methods research beyond solely empirical studies, and providing emancipatory lenses and consciousness-raising in recognising that transformation takes many forms.
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The philosophy of Rudolf Steiner’s Anthroposophy, fundamental to Waldorf education, provides an alternative view on education to that in the non-western world. The article illustrates a rhizomatic, informal diffusion of ‘alternative education’ in contrast to ‘policy borrowing’ in education, reporting how Waldorf education and Anthroposophy are regarded and operated in an East Asian context. An initial exploratory study of this provides insider perspectives of ‘knowledgeable’ practitioners in Waldorf early childhood centres in East Asia, regarding their understanding and practices of Anthroposophy and its three key concepts: the Four Temperaments; the Seven-Year [development] cycle; and the Twelve Senses. Participants identified key features of Waldorf education: holistic development of the child; nature relatedness; modelling and imitation; and contextualisation and localisation. Many features of Waldorf education ran counter to significant values and practices in schooling in the local culture. The paper indicates how to reconcile these, and makes recommendations for further research.
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This article reports a case study of older adults learning English in China. It indicates how, founded on consequentialist ethics, risk analysis, and safeguarding, it was decided to use covert research, drawing on the confluence of risk analysis, risk evaluation, risk management, safeguarding, research ethics, and important contextual and cultural features. Ethical principles of nonmaleficence, beneficence, safeguarding, and protection were addressed, and account was taken of the strength, likelihood, and consequences of risks, safeguards, and benefits, informed by Chinese cultural contexts, values, behaviors, and features of teaching and learning based on andragogy and geragogy. Implications are drawn for teaching and learning with older adults, advocating significant account to be taken of contextual factors.
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- Áine Ní Bhroin (1)
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