The Viability of Comparative Research Concept as a paradigm for Decolonising Educational Leadership Theory and Practice.

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Abstract

The dominance of Western research methodologies and epistemologies has come under intense scrutiny. However, the recognition that knowledge is produced and packaged differently cannot override its fluid, unbounded and comparative nature. That said, researchers are yet to outline the case for a decolonising comparative educational leadership knowledge base. This first linked article, therefore, introduces ‘comparative research concept’ (CRC) as a viable paradigm to navigate ontological, epistemological, and cultural messiness when carrying out cross-context (educational leadership) research. In particular, the article discusses and provides a repertoire of arguments on how CRC can be operationalised through a narrative research approach that cultivates difference out of amalgamation and vice versa through given research methods, constituencies and analytical perspectives.
Original languageEnglish
Pages (from-to)554-584
Number of pages30
JournalResearch in Educational Administration and Leadership (REAL)
Volume6
Issue number3
Publication statusPublished - 30 Sep 2021

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