A Journey of Method and Mindset: Embracing Qualitative Research in Education

Qualitative research has a rich history in the social sciences, emerging as a powerful tool for understanding human behaviour, social structures, and cultural norms. Initially developed in fields like anthropology and sociology in the late 19th and early 20th centuries, qualitative methods offered a counterpoint to the quantitative emphasis on measurement and statistical analysis that dominated early social science research. Scholars such as Bronisław Malinowski and Margaret Mead, demonstrated the potential of ethnography to reveal insights into diverse cultures, paving the way for qualitative inquiry as a respected academic tradition (see Malinowski, 2013; Mead, 1928, 1942). Norman K. Denzin and Yvonna S. Lincoln promoted qualitative research as a global movement by emphasizing its value in addressing complex social issues and capturing nuanced lived experiences where quantitative methods fall short. Their efforts have inspired researchers worldwide, advancing the global recognition and legitimacy of qualitative inquiry (Hatch, 2002; Denzin & Lincoln, 1994)). Over time, disciplines such as psychology, political science, and education also embraced qualitative methods as an essential approach to exploring the complexities of human experiences and social phenomena.