Transcript Pomo Methods - the Education Forum

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Postmodernism
 No single methodology favoured by all postmodernists
 However all REJECT the positivist notion that the
‘truth’ is obtainable through either inductive or
deductive positivism
Epistemological Postmodernism
 EG Lyotard even reject the idea that some theories can
be falsified (central idea of Popper’s deductive
positivism).
 Lyotard claims that what appears to be or what is
claimed to be objective knowledge is just evidence of a
master or meta narrative (dominant story)
 All knowledge is seen by Lyotard as story telling and
all stories or narratives are of equal value
Implications for Methods
 Epistemological pomos like Lyotard favour methods
that allow respondents to ‘tell their stories’ – thus
qualitative methodologies or ETHNOGRAPHICAL
research – observations etc.
 Epistemological pomos however make NO attempt to
evaluate narratives because all narratives are equal
 Such an approach can therefore be criticised for its
relativism
Can postmodernism improve
existing methodology?
 Less extreme e.g.s of postmodernism like Alvesson (2002)
suggest a pomo approach can improve existing sociological
methodology and therefore improve research
 Alvesson emphasises the central importance of language
suggesting that a researchers notes may not always be a reflexion
of a social reality
 This draws on Foucault’s idea of ‘discourses’ – groups of people
like sociologists or other social actors develop ways of talking
(discourses) about topics and issues which give them power – for
instance teachers might talk about learning or pupils in a way
that enhances the importance of teachers
 Alvesson claims that an understanding of ‘discourses’ can both
improve traditional methods and research outcomes
Reading
 Haralambos pages 811-814
 White A2 textbooks pages 296-300