15 Post-positivist paradigm

The post-positivist paradigm is an epistemological perspective that seeks to construct knowledge by recognizing that, although reality can be understood empirically and analytically, this understanding is ultimately partial and incomplete. Unlike positivism, which posits an objective and absolute interpretation of reality, post-positivism acknowledges that research is subject to failures, biases, and errors that arise in the process of grasping the world.

One of the main elements that distinguishes post-positivism is its critique of the idea of neutrality in research. It is understood that both the researcher and the context in which the research takes place influence the results, breaking the dichotomy between objectivity and subjectivity. Additionally, there is an emphasis on the complexity of the phenomena studied, suggesting that social realities are multifaceted and cannot be fully captured through rigid approaches.

To address these issues, post-positivism promotes the use of reflexivity as an essential tool. This implies that researchers must be aware of their own influences and preconceptions, as well as the impact of their presence on the reality they study. Furthermore, discourse analysis and narratives are employed as methods to unravel the social constructions framing the research, allowing for a richer and more nuanced interpretation of the data. In this way, post-positivism offers a more flexible and critical approach that seeks to deepen the understanding of reality through multiple layers of analysis.

The post-positivist paradigm is used in educational research to address complex and multifaceted issues, such as studies analyzing the effectiveness of teaching methods in diverse contexts, the influence of socioeconomic factors on academic performance, or the critical evaluation of educational policies and their impact on different student groups. Through mixed approaches, reflexivity, and discourse analysis, a richer and more contextualized understanding of educational phenomena is sought, recognizing that reality is complex and always subject to revision.

Here are some sample research questions within the post-positivist paradigm:

1. How do teachers’ beliefs about intelligence influence their expectations and interactions with students from diverse backgrounds?
2. What role do social narratives play in shaping students’ identities and their perceptions of academic success?
3. How does the implementation of inclusive education policies affect the experiences of students with disabilities in mainstream classrooms?
4. In what ways do parents’ socioeconomic status and cultural background influence their engagement in their children’s education?
5. How do peer relationships impact the academic motivation and performance of students in collaborative learning environments?
6. How the discourses affect the experiences of LGBTQ+ students?
7. How do students’ perceptions of fairness in grading practices influence their motivation and engagement in the classroom?
8. What impact does teacher reflexivity have on instructional practices and student relationships in multicultural classrooms?

Here’s a comparative table highlighting the differences between positivism and post-positivism: