Challenges and Strategies of Teaching Qualitative Research in China

Abstract

Teaching qualitative research (QR) in China is challenging due to its short and scattered history with a Western origin and complicated domestic sociopolitical context. This article introduces two strategies that have been developed to address these challenges: pedagogy of unity of knowing and doing (zhi xing he yi知行合一), and practical reasoning (shi jian li xing实践理性). These strategies resonate with the Chinese cultural beliefs of learning by doing in real contexts and learning with appropriate adaptation and flexibility. By exploring the meanings of these strategies, the article aims to claim that the Chinese indigenous epistemology and methodology can shed light on the understanding of knowledge and knowledge production in QR, and that Chinese cultural practice can make contributions to the glocal dialogue on QR.