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第16巻
栗原 和樹 Kazuki Kurihara教育研究と質的研究方法論
Educational Research and Qualitative Research Methodology
2024年05月 発行
[ 要旨 ]
本稿は、欧米の教育研究において質的方法論がどのように展開されてきたのかを概観することでその位置づけを確認していくものである。日本の教育研究における質的研究の位置づけは、日本教育社会学会による豊富なレビューがあるが、欧米圏のそれを整理することを試みたものは多くない。本稿では、まず教育研究において、質的研究がどのように興隆してきたのかを概観する。そこでは、初期の単純な量的研究に対する批判として質的研究が登場してきたことが指摘される。次に、近年量的研究による「科学化」の動きに対する反発として質的研究がどのように位置づけられているのかを確認する。ランダム化比較試験等がエビデンスとして最上位に置かれた声明に対して、そもそも質的研究はその目指すところが異なることや量的研究ではとらえきれない側面にアプローチするものとして位置づけられていることを指摘する。最後に、教育研究に伴う価値的・規範的な議論を整理する。そもそも教育研究とは他の哲学や社会学、歴史学等と異なり、より良い教育を希求するという価値的な議論が前提となっている。そのため、ある指標に基づいた量的研究の価値は常に変化することや、ある特定の場で何に価値づけがなされているのかを明らかにすることの必要性が指摘される。これらの点を明らかにするものとして質的研究の重要性を確認する。
[ Abstract ]
This study underscores the prominence of qualitative methodology in educational research by scrutinising its evolution in Europe and the United States. While Sociology of Education in Japan has undertaken extensive assessments of qualitative research within the realm of Japanese educational research, scant efforts have been directed towards situating its significance in the Western academic landscape. Consequently, this study furnishes an overarching panorama of the genesis of qualitative research in education.
It is pivotal to acknowledge that qualitative research has materialised in response to the constraints of early quantitative research methodologies. In its nascent stages, the field relied predominantly on rudimentary quantitative data criticised for its inability to encapsulate the intricacies of educational phenomena. Qualitative research as an alternative paradigm has accentuated the pursuit of profound insights into the subtleties intrinsic to the educational milieu.
Subsequently, an exploration is undertaken to elucidate how qualitative research has evolved in recent years as a rejoinder by qualitative researchers to counteract the trend of ‘scientification’ propelled by quantitative research. In stark contrast to the notion that randomised controlled trials and similar methodologies epitomise the zenith of evidentiality, qualitative research endeavours to traverse dimensions that elude the grasp of quantitative research, highlighting the significance of context, meaning, and subjective experiences of individuals in educational contexts.
Furthermore, this study underscores the distinctive nature of educational research in contrast to disciplines such as philosophy, sociology, and history. Educational research is fundamentally rooted in the quest for enhanced education and is inherently imbued with values. This distinctive attribute of educational research emphasises the necessity to contemplate not only the "what" but also the "why" and "how" of research.
Notably, the valuation assigned to quantitative research, frequently contingent on specific metrics, remains in a state of flux. The priorities and objectives within educational research can fluctuate significantly depending on cultural, societal, and pedagogical contexts. Consequently, it is imperative to elucidate what holds value in the given educational research context.
In summary, this study presents a comprehensive enquiry into the positioning and significance of qualitative research in Western academic settings. Through an exploration of its historical antecedents, juxtaposition with quantitative methodologies, and alignment with the distinctive values that underpin educational research, this study underscores the importance of qualitative research in contributing to a more comprehensive and nuanced understanding of educational phenomena. Ultimately, this study contributes to the ongoing discourse on diverse methodological approaches employed in educational research and their respective roles in advancing our comprehension of education.