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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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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 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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School of Education
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School of Education
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