Biographical analysis in educational research: Techniques for educational policy micro-history emerging.
Abstract
This article presents the theoretical model of biographical analysis with an emphasis on the discourse technique applied to successive stages and situations in educators-subjects’ daily experiences. Educators’ discourse media reflective of subjective orientations are analyzed as to the structure through which political and educational processes are channelled. Discourse analysis aids in locating key elements around which an educator’s identity and school-educational realities take shape. Competing and conflicting causes highlighting divisions of educators teaming up in different educational domains of interest are recorded. The paper focuses on a meta-analysis of the subject-educators as users of educational legislation and as mediators among the Ministry of Education and government (who formulates policy and legislates on the operation of schools), the educational community, and broader society which is the receptor of a specific educational policy. Educational policy is expressed by concentration on pivotal educational moments arising from legislatively expressed political discourse and then converted into educational practice in the school environment. Educational policy, as discourse, intervenes, clarifies meanings drawing on policy, the economy and culture at large, and analyzes, synthesizes and influences lawmaking by means of discourse. Biographical analysis utilizes the educators- subjects’ discourse analysis, which defines and signifies express and implied educational career experiences of educational policy micro-history. The educators- subjects’ discourse retrospectively interprets political activity, cultural events, educational stages, bringing to surface the dynamics of educational policy itself. Their discourse, as a language complex serves as building stock for working conditions, educational expectations and their own relationship with the educational environment through a momentum of successive phases. The discourse order as analysis of educational term analysis highlights structural limitations, as well as development or intervention potentialities by individuals to the educational model. This paper presents both the discourse of the educators-subjects and their written words in personal notes so that narratives of the past can be compared with analyses written while educational events were taking place. The educators-subjects’ use of pictorial context resulted in a visual record of the educational milieu, so that interrelations, identities, and situations evolving in it may be crystallized. In condensed time and space, members of the educational community provide a complex presentation their own evolution in an interactive, transcending narrative that uses effective recollection and a logical process permeated by emotional nuances. The narrative and the written word that reflect educators-subjects’ personal experiences are checked against existent files for period research so that the micro-history of educational policy may be defined as to structure and content. Biographical analysis is based on linguistics textual discourse which reproduce social political and cultural processes. Discourse is reformulated in consolidated language evolving in a dynamic educational milieu. Text analysis interprets ideological positions and theorizes on educational practices and educational policy itself. Special weight ought to be given to the interpretation by educators-subjects who reproduce social relationships and political conditions by means of their discourse practices.
Article Details
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Kalerante, E. (2015). Biographical analysis in educational research: Techniques for educational policy micro-history emerging. Preschool and Primary Education, 3(2), 187–201. https://doi.org/10.12681/ppej.120
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- Vol. 3 No. 2 (2015)
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Archer, M. S. (2003). Structure, agency and the internal conversation. Cambridge, UK: Cambridge University Press.
Besley, T., & Peters, M. (2007). Subjectivity and truth. New York, ΝΥ: Peter Lang Publishing.
Bhabha, H. (1994). The location of culture. London, UK: Routledge.
Bourdieu, P. (1999). Language and symbolic power. Cambridge, UK: Polity.
Chafe, W. (1970). Meaning and the structure of language. Chicago, IL: University of Chicago Press.
Clough, P., Goodley, D., Lawthom, R., & Moore, M. (2004). Researching life stories: Method, theory and analyses in a biographical age. New York, ΝΥ: Routledge.
Crow, D. (2010). Visible signs: An introduction to semiotics. West Sussex, UK: AVA Press Knapp.
Dex, S. (1992). Life and work history analyses: Qualitative and quantitative developments. New York, NY: Routledge.
Ellis, C. S., & Flaherty, M. G. (1992). Investigating subjectivity: Research onlLived experience. London, UK: Sage.
Erl, A. (2011). Memory in culture. London, UK: Palgrave Macmillan.
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Fishman, J. A. (1972). The sociology of language. New York, ΝΥ: Newbury House Publishers.
Foucault, M. (1973). The order of things. An archaeology of the human sciences. New York, NY: Vintage Books.
Frisch, S. A., Harris, D. B., Kelly, S. Q., & Parker, D. C. W. (2012). Doing Archival Research in Political Science. London, UK: Cambria Press.
Galletta, A., & Cross, W. E. (2013). Mastering the semi-structured interview and beyond. New York, ΝΥ: New York University Press.
Gibbs, G. (2008). Analysing qualitative data. London, UK: Sage.
Goffman, E. (1959). The presentation of self in everyday life. New York, NY: Dell Publishing.
Goodson, I., & Gill, S.R. (2010). Narrative pedagogy. New York, NY: Peter Lang Publishing.
Hahn, C. (2008). Doing qualitative research using your computer. A practical guide. London, UK: Sage.
Harre, R. (1993). Social being. London, UK,: Blackwell.
Henry, G. (1990). Practical sampling. London, UK: Sage.
Hodson, R. D. (1999). Analyzing documentary accounts. London, UK: Sage.
Josselson, R. E., & Lieblich, A. (1993). The narrative study of lives. London UK: Sage.
Καλεράντε, Ε. (2013). Νικόλαος Πετρουλάκης. Από την εκπαιδευτική πολιτική στην εκπαιδευτική πράξη. Αθήνα: Γρηγόρης.
Krysik, J. L., & Finn, J. (2010). Research for effective social work practice. New York, NY: Routledge.
Kyle, C. (2014). Using stata for quantitative analysis. London, UK: Sage.
László, J. (2008). The science of stories: An introduction to narrative psychology. New York, NY: Routledge.
Maynes, M. J., Pierce, J. L., & Laslett, B. (2008). Telling stories: The use of personal narratives in the social sciences and history. New York, ΝΥ: Cornell University Press.
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Olick, J.K. (2008). Collective memory: A memoir and prospect. Memory Studies, 1, 24-29.
Παπαδάκης, Ν. (2009). Εκπαιδευτική πολιτική. Αθήνα: Ελληνικά Γράμματα.
Προβατά, Α. (2013). Η ελληνική εκπαιδευτική πολιτική και η Ενωμένη Ευρώπη. Αθήνα: Παπαζήσης.
Ramsey, A. E., Sharer, W. B., L’ Eplattenier, B., & Mastrangelo, L. (2009). Working in the archives: Practical research methods for rhetoric and composition. Southern Illinois, IL: Southern Illinois University Press.
Τσιώλης, Γ. (2002). Αποβιομηχάνιση και βιογραφικοί μετασχηματισμοί. Ιστορίες ζωής βιομηχανικών εργατών του Λαυρίου. Διδακτορική Διατριβή. Τμήμα Κοινωνιολογίας. Πανεπιστήμιο Κρήτης.
Τσιώλης, Γ. (2005). Προς μια νέα ηθική της εργασίας: Μια ποιοτική διερεύνηση φορέων συμβουλευτικών για την ένταξη στην απασχόληση. Αθήνα: Ινστιτούτο Εργασίας ΓΣΕΕ. Μελέτες αρ. 23.
Τσιώλης, Γ. (2006). Ιστορίες ζωής και βιογραφικές αφηγήσεις. Η βιογραφική προσέγγιση. Αθήνα: Κριτική.
Τσιώλης, Γ. (2014). Μέθοδοι και τεχνικές ανάλυσης στην ποιοτική κοινωνική έρευνα. Αθήνα: Κριτική.
Turner, J. H. (1990). A theory of social interaction. Cambridge, UK: Polity Press.
Wengraf, T. (2001). Qualitative research interviewing: Semi-structured, biographical and narrative methods. London, UK: Sage.
Willis, J., & Kim, S. (2006). Using computers in educational and psychological research: Using information technologies to support the research process. Springfield, IL: Charles Thomas Publisher.
Young, J.E. (1997). Between history and memory. History and Memory, 9, 47-58.
