Abstract
This research utilises a post-structural case study methodology, underpinned by Foucault’s power/knowledge relationship theory to investigate how early childhood professionals engage families in ‘shared support’ relationships. Proposing new directions and broader applications of conceptual frameworks and research methodologies, this research challenges existing methodological paradigms in case study design. The questioning of taken for granted ways of working have culminated in the development of a poststructural case study design, championing a Foucauldian application of Situational Analysis (SA). This unique application of new methodological perspectives extends on existing situational mapping by harnessing cooperative research-participant mapping processes that enhance the trustworthiness of research data while illustrating the multiple truths of those experiencing the phenomenon under investigation. In acknowledging the position of the phenomenon at the meso-level of a social-ecological model, Situational Analysis (SA) is utilised for its consideration of complex social contexts and influences. The Foucauldian lens framing this study supports data analysis that exposes the multiple truths of those living the experience of ‘shared support’. Thorough deconstruction of discourse provides a critical approach through which the power-knowledge nexus in family-educator relationships can be understood. The findings of this study will shed new light on understandings of family engagement both theoretically and in practice. Methodologically, a Foucauldian underpinning provides opportunities to expand poststructural case study design in humanities, social science and educational research, specifically the harnessing of participant involvement in SA mapping processes.
Presenters
Katy MasonStudent, PhD Candidate , University of Southern Queensland , Queensland, Australia
Details
Presentation Type
Theme
KEYWORDS
Research Design
