Jeasik Cho

Validity in qualitative research revisited

Concerns with the issues of validity in qualitative research have dramatically increased. Traditionally, validity in qualitative research involved determining the degree to which researchers’ claims about knowledge corresponded to the reality (or research participants’ construction of reality) being studied. The authors note that recent trends have shown the emergence of two quite different approaches to the validity question within the literature on qualitative research. The authors categorize and label these ‘transactional’ validity and ‘transformational’ validity. While useful, the authors assert that neither approach is sufficient to meet the current needs of the field. The authors propose a recursive, process-oriented view of validity as an alternative framework.

Now and forever: portraits of qualitative research in Korea

The purpose of this article is to explore the recent qualitative research movement in South Korea: its initiation, challenges and ultimate acceptance. Intellectual achievements are reviewed extensively to provide Western readers with a better understanding of Korean scholarship in qualitative studies. To prepare the manuscript, related literature was reviewed, and interviews were conducted with those making major contributions to the Korea qualitative research movement. Qualitative research exemplars conducted in Korean contexts are juxtaposed against studies conducted in Western contexts. The authors suggest that the Korean research community build a subjective educational theory that works best in its own practice. The authors conclude this article with a reflective tale assessing their initial missions toward deconstructing the culture of traditional educational research and acknowledgement of the numerous challenges that remain.

On Critical Performance Race Theory: Principles, Pedagogy, and Loving Community

Abstract Concerns specific to race have re-surfaced in a way that strategically makes a space useful for realistic discourse in education. By combining performance as culture and critical race theory together, an attempt is made to construct a theoretical framework through which ongoing issues related to multicultural education generally, and race specifically, may be re-visited in search of a dialogical, performative, caring community. This author characterizes major principles of ‘critical performance race theory,’ examines various notions of pedagogy associated with power, culture, and race, and reflects on a sense of fundamental, global humanness. Taken for granted notions about the racial supremacy of one’s own can be disrupted through the progressive development of critically self-reflective dispositions (cautious, courageous, critical, caring, and change).

Critical cosmopolitan multicultural education (CCME)

The purpose of this paper is to conceptualize the intersections of multicultural education and cosmopolitanism. We aim to explore how multicultural education and cosmopolitanism connect and diverge, especially when considering both from within a critical theoretical perspective. Within this work, we explore how these two sets of ideas can inform each other and, as important, how they can be used in the service of the broader work towards social justice in education. This new perspective is what we have named Critical Cosmopolitan Multicultural Education (CCME).

A postcolonial reflection on the audacity of hope: toward a pedagogy with/for an understanding heart

Abstract In order for hope to be a sufficient state of mind, deliberate efforts, energies and actions are required in a way that embraces the other side of hope, namely, pain and/or despair. In other words, there must be an agreement that life consists of hopes/dreams and pain/despair. In the work of Duncan-Andrade, he gives us a reflective framework for our explicit and implicit hope and pain inside and out of the classroom. In this paper, we examine existing literatures related to hope theories and create a framework of postcolonial hope, we attempt to revisit Duncan-Andrade’s audacity and robust hope that are used as an analytical tool for our explicit and elusive hopes inside and out of our professional contexts. Lastly, we offer a pedagogy with/for an understanding heart in pre-service teacher education intended to show a way in which we connect our present pain to our future hope.