Rethinking Education Research methodologies-Dominance of Western perspectives?

Yu Sing Ong

doi:10.11591/edulearn.v10i4.4187

Abstract

This paper examines the different approaches and methods in comparative education research. It begins with a broad overview of the influences of Western philosophies and how Western education researchers approach social situations. Its differences with Chinese philosophies were highlighted with the concept of dao and Confucianism. More than just an epistemological discussion, this paper argues that Western researchers’ biasness towards Asian researchers may be due to their failure or lack of experience in making the connections with Asian social systems. It attempts to provide some plausible explanations of the prevalence of biasness by peer reviewers of Western journals.

Highlights

The plurality of research methodologies has given rise to many conflicts between Western and Eastern researchers
Western researchers have to be aware that applying Western models or methodologies without taking into consideration their experiences in the culture will only lead to research bias, a bias produced by cultural dependency rather than the research methodology itself
Western researchers have often criticized that Confucianism fails to provide the rights of individuals that may have conflict with the community

Summary

Introduction

The plurality of research methodologies has given rise to many conflicts between Western and Eastern researchers. The limitation of post-positivism is that it assumes the researcher is able to observe and document reality objectively This is a challenging task as the research process is influenced by the researcher’s own cognitive predilections or past experiences. Confirmation Bias- Confirmation bias or confirmatory bias occurs when people interpret or favour information that confirms their own beliefs, assumptions and preconceptions while giving less favourable consideration to alternative reasoning This bias can lead to ignorance of new intellectual challenges or even discredit alternative learning solutions to a particular situation. Chinese researchers are more likely to conduct qualitative studies than quantitative research This is not surprising as Chinese epistemological teachings is based on a holistic world view and relational in all aspects (Rosker, 2012). Chinese philosophers labelled the ultimate reality as Dao (the “way”) and regarded the fundamental operating principle of the world as the balancing of forces known as Yin-Yang. Yu and Xu (2009) argued that the Chinese philosophy of Dao is “metaphysics of ethics” and stresses on morality and emotion but ignored reason

Discussion

Conclusion