Doing Adult Education Research

Publisher Website
Google Scholar
Abstract
Between 1985 and 1989, I carried out research for a PhD thesis.1 At the same time I was employed as a full-time adult education head of centre. This article reflects on some of the special difficulties of the worker-researcher and on the research strategies adopted. I begin by identifying some problems in the sociology of education, especially in relation to adult education. The overall approach of my research is then defined as being in the tradition of symbolic interactionism with a naturalistic approach which stresses qualitative approaches rather than quantitative methods. The case-study of a South London adult education centre, which is a major part of the substantive study, is located within the tradition of ethnographic accounts of educational settings, with particular reference to participant observation. Participant observation offers an approximation to reality. It is characterised as a research method as requiring maximum flexibility. It is better at generating than testing theory. The way in which equal opportunities considerations have influenced the present research, especially in relation to gender, is highlighted. I also consider broad ethical issues about the use of research, and ways in which adult education research might become a participatory, collaborative venture. Finally, I reflect on some of the advantages and disadvantages of my own position as a researcher, attempting to combine academic research with full-time work and family commitments.

This publication has 3 references indexed in Scilit: