QUALITATIVE EDUCATIONAL RESEARCH IN DEVELOPING COUNTRIES REFERENCE BOOKS IN INTERNATIONAL EDUCATION VOLUME 3 5 GARLAND REFERENCE LIBRARY OF SOCIAL SCIENCE VOLUME 927 QUALITATIVE EDUCATIONAL RESEARCH IN DEVELOPING COUNTRIES CURRENT PERSPECTIVES EDITED BY MICHAEL CROSSLEY GRAHAM VULLIAMY RR outledge Taylor & Francis Group NEW YORK AND LONDON Copyright © 1997 Michael Crossley and Graham Vulliamy All rights reserved 2 Park Square, Milton Park, Abingdon, Oxfordshire 0X14 4RN 270 Madison Avenue, New York, NY 10016 First issued in paperback 2010 Library of Congress Cataloging-in-Publication Data Qualitative educational research in developing countries : current perspectives / edited by Michael Crossley, Graham Vulliamy. p. cm. — (Reference books in international education ; v. 35. Garland reference library of social science ; v. 927) Includes bibliographical references and index. ISBN 13: 978-0-8153-1494-3 (hbk) ISBN 13: 978-0-415-88720-5 (pbk) ISBN 13: 978-1-134-56667-9 (ebk) 1. Education—Research—Developing countries. 2. Education— Research—Developing countries—Methodology. I. Crossley, Michael. II. Vulliamy, Graham. III. Series: Garland reference library of social science ; v. 927. IV. Series: Garland reference library of social science. Reference books in international education ; vol. 35. LB1028.25.D44Q35 1997 370'.78'091724—dc20 96-16786 CIP To ANNE AND ROSEMARY CONTENTS ix SERIES EDITOR'S FOREWORD Edward Beauchamp xi FOREWORD Patricia B roadfoot xv ACKNOWLEDGMENTS Chapter i I QUALITATIVE RESEARCH IN DEVELOPING COUNTRIES: ISSUES AND EXPERIENCE Michael Crossley and Graham Vulliamy Chapter 2 31 INTEGRATING PARADIGMS IN EDUCATIONAL RESEARCH: ISSUES OF QUANTITY AND QUALITY IN POOR COUNTRIES Rosemary Preston Chapter 3 65 QUALITATIVE RESEARCH AND EDUCATIONAL POLICY-MAKING: APPROACHING THE REALITY IN DEVELOPING COUNTRIES Cheng Kai-ming Chapter 4 87 THE IMPORTANCE OF FIELDWORK: ANTHROPOLOGY AND EDUCATION IN PAPUA NEW GUINEA Wayne Fife Chapter 5 113 USING DOCUMENTS FOR QUALITATIVE EDUCATIONAL RESEARCH IN AFRICA Clive Harber Chapter 6 133 INTERVIEWS AND THE STUDY OF SCHOOL MANAGEMENT: AN INTERNATIONAL PERSPECTIVE Lynn Davies Chapter 7 161 IMPROVING OUR PRACTICE: COLLABORATIVE CLASSROOM ACTION RESEARCH IN LESOTHO Janet Stuart with Mablape Morojele and Pulane Lefoka Chapter 8 199 DILEMMAS OF INSIDER RESEARCH IN A SMALL- COUNTRY SETTING: TERTIARY EDUCATION IN ST. LUCIA Pearlette Louisy Chapter 9 221 PLANNING FOR CASE-STUDY EVALUATION IN BELIZE, CENTRAL AMERICA Michael Crossley and J. Alexander Bennett Chapter 10 245 IMPLEMENTING QUALITATIVE RESEARCH IN PAKISTAN: INTERNATIONAL TEAMWORK R. L. Smith Chapter 11 265 NORTH-SOUTH COLLABORATION IN EDUCATIONAL RESEARCH: REFLECTIONS ON INDIAN EXPERIENCE Archana Choksi and Caroline Dyer 295 CONTRIBUTORS 301 AUTHOR INDEX 307 SUBJECT INDEX viii CONTENTS SERIES EDITOR'S FOREWORD This series of scholarly works in comparative and international education has grown well beyond the initial conception of a collection of reference books. Although retaining its original purpose of providing a resource to scholars, students, and a variety of other professionals who need to under- stand the role played by education in various societies or world regions, it also strives to provide accurate, relevant, and up-to-date information on a wide variety of selected educational issues, problems, and experiments within an international context. Contributors to this series are well-known scholars who have devoted their professional lives to the study of their specializations. Without excep- tion these men and women possess an intimate understanding of the sub- ject of their research and writing. Without exception they have studied their subject not only in dusty archives, but have lived and traveled widely in their quest for knowledge. In short, they are "experts" in the best sense of that often overused word. In our increasingly interdependent world, it is now widely under- stood that it is a matter of military, economic, and environmental sur- vival that we not only understand better what makes other societies tick, but that we make a serious effort to understand how others, be they Japa- nese, Hungarian, South African, or Chilean, attempt to solve the same kinds of educational problems that we face in North America. As the late George Z.F. Bereday wrote more than three decades ago: "[E]ducation is a mirror held against the face of a people. Nations may put on blus- tering shows of strength to conceal public weakness, erect grand facades to conceal shabby backyards, and profess peace while secretly arming for conquest, but how they take care of their children tells unerringly who they are" (Comparative Methods in Education, New York: Holt, Rinehart and Winston, 1964, p. 5).