Patterns of theory use in qualitative research in higher education studies in Latin America: a geopolitical interpretation
Author
dc.contributor.author
Guzmán Valenzuela, Carolina
Author
dc.contributor.author
Barnett, Ronald
Admission date
dc.date.accessioned
2019-10-22T03:13:56Z
Available date
dc.date.available
2019-10-22T03:13:56Z
Publication date
dc.date.issued
2019
Cita de ítem
dc.identifier.citation
International Journal of Qualitative Studies in Education, Volumen 32, Issue 5, 2019, Pages 477-492
Identifier
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13665898
Identifier
dc.identifier.issn
09518398
Identifier
dc.identifier.other
10.1080/09518398.2019.1597213
Identifier
dc.identifier.uri
https://repositorio.uchile.cl/handle/2250/172023
Abstract
dc.description.abstract
The relationship between theory and qualitative research has been extensively examined in the literature and has emerged as a problematic matter. This debate has been driven forward mainly in Anglo-Saxon countries and has done scant justice to an understanding of these issues in regions of the South. This paper addresses this matter by drawing on a geopolitical perspective. The study here provides an analysis of 24 papers by Latin-American researchers in higher education, as included in the Web of Science between 2006 and 2015. Theories in Latin America are mainly produced in the North and exhibit two patterns: (i) critical perspectives are used to address local problems–‘epistemic problematization’; and (ii) a nuancing of Northern theories so as to contextualize them–‘epistemic nuancing’. Suggestions are also made for a new configuration of knowledge production in higher education studies–a model of knowledge from and for the South.