| Popis: |
Mann presents a reflection on her transitional learning journey from natural scientist towards engaging with education research and the struggles with consolidating a positivist ontology in a constructivist environment. Mann explores what it means to have a theoretical perspective that allows for both quantitative and qualitative inquiry through anecdotes from her own history from childhood to early career researcher. Importantly, she uses the ‘expert’ stance to highlight the similarities between the learning journey towards seemingly dichotomous methodologies, and provides insights for other novice researchers in how to navigate a non-linear and complex maze of their journey. Finally, Mann contemplates on how having a ‘non-binary’ perspective can benefit in a world where seemingly incongruent ideas and experiences overlap. |
