Intergroup theories and world views: Epistemological implications

Abstract

This essay critically examines research in education from the perspectives of intergroup theories and philosophical world views in order to assess the implications of taking diverse approaches. Intergroup theories which stress the importance of experiences external to organizations would seem to agree with world views that accept contexts as important to representation of person and situations in research. The compatibility of methodologies which stem from world views that accept the integrity of parts with those which are embedded in the idea of the importance of contexts are questioned. The diversity of issues important to those holding the different views are explored through the comparison of two empirical studies, each stemming from a different perspective. The questions, conclusions, and recommendations of the two studies are all found to differ dramatically in attribution and prescription, resulting in a description of different meanings. The essay is particularly concerned with the understanding which may be lost by not considering intergroup theories or contexts in the study of minority groups.