The International Journal of Research and Method in Education invites papers for a special issue focused on mixed methods research in education. For several decades, the field of mixed methods has enjoyed broad participation from educational researchers, evaluators, and methodological scholars from around the globe. Currently, scholars and practitioners in education benefit from mixed methods professional organizations, conferences, and journals – all of which are signs of intellectual health. Also contributing to this is the fact that educational inquirers do not all agree on, advance, or use in their own work the same understandings of a mixed methods approach to social inquiry. This special issue is offered within this intellectual space, and the field of education’s stance of respect for intellectual diversity.
Specifically, this special issue of IJRME aims to offer a kaleidoscope of perspectives on the potential, contributions and grand vision of a mixed methods approach to educational inquiry. Accordingly, this special issue of IJRME will reaffirm and showcase the significant potential of a mixed methods approach to social inquiry that goes beyond mixing quantitative and qualitative methods to purposefully engage with and thereby advance a valuing of difference, a respect for dialogue, and a renewal of wonder.
Rather than emphasize the technical dimensions of mixed methods, this special issue targets its grander potential for mixing ways of knowing, theoretical perspectives, value commitments, cultural wisdom, and political standpoints. In service of this aim, the contributors will be mixed methodologists from the field of education (defined broadly) who underscore the distinctive and far-reaching contributions of a mixed methods approach to social inquiry. Of course papers are expected to problematize the use of mixed methods, looking at strengths, weaknesses, tensions and challenges.
We invite manuscripts that explore the following topics:
- Empirical pieces illustrating the use of very different methods and discussions of the potential and problems of mixing particular kinds of method
- How educational research or practice can be importantly complemented through alternative (i.e., poetry, short stories, artistic representation, spatial understanding, social critique) mixed methods inquiry processes and representations
- What taken-for-granted or unstated aspects of educational research can be illuminated by mixed methods research
- What distinctive opportunities for educational and social research (opportunities of multiple kinds) are engaged through a study that mixes multiple dimensions in multiple ways
- How a mixed methods approach can welcome and legitimize varied and/or often overlooked perspectives on important phenomena or experiences in the field of education
- What multiple dimensions of inquiry methodology (conceptualized broadly) can be generatively mixed in a mixed methods study and to what ends
- How mixed methods studies can generatively mix at the philosophical level, focusing on the importance of the assumptions, stances, or values that guide educational and social inquiry and their benefits to the research
- Dialogic forms of mixing methods and the benefits thereof
- Delineation of possible legitimate and not-so-legitimate levels and forms of mixing
- Articulation of desired futures for mixed methods research or grand visions of mixed methods inquiry, without apologies for its inevitable shortcomings
Papers are welcome from educational contexts across the world. Submitted papers should not have been previously published nor be under consideration for publication elsewhere. A guide for authors along with other useful information can be found on the journal’s homepage
Submission and Deadlines
- In the first instance, please email 1 page extended abstracts to the guest editors Jori N. Hall (firstname.lastname@example.org) and Jennifer C. Greene (email@example.com) by 12th December 2017.
- Authors of abstracts that fit the scope of the call and promise high-quality manuscripts will be informed by 6th Jan 2018 and will be invited to submit full papers.
- Submission of full papers for peer review will be required by 28th April 2018 Manuscripts will be submitted via http://mc.manuscriptcentral.com/cwse and should be marked as a Mixed Methods Special Issue paper.
- The publication of the special edition 42/3 will take place in June 2019.
For further information or queries regarding this Special Issue, please contact the guest editors, or editor, Liz Todd
- Guest Editor: Jori N. Hall, University of Georgia
- Guest Editor: Jennifer C. Greene, University of Illinois at Urbana-Champaign