Mapping context through methodology: A framework for context-sensitive educational research

This paper argues that educational research methods should actively position context as a dynamic and constitutive aspect of the learning process rather than just taking it into account. We suggest that context-sensitive approaches can more accurately capture the relational and place-based character of educational experiences, drawing on sociocultural, phenomenological, and interpretive traditions. This viewpoint is best illustrated by methods like dialogic approaches, case study research, and narrative inquiry, which emphasise the interpersonal, cultural, and temporal aspects that influence and are influenced by learning. Case studies provide in-depth insights into how particular contexts impact learning processes; dialogic approaches show how context is co-constructed through interaction; and narrative inquiry emphasizes the storied nature of experience and its embeddedness in context. These approaches illustrate that context in educational settings is an active, changing force rather than a static backdrop. The paper also critically reflects on the methodological challenges of embracing context sensitivity, particularly the tension between depth and generalisability, and the need for tools that address the complexity of layered contexts. We advocate for methodological pluralism and adaptive frameworks that allow for richer, more ethical engagement with educational phenomena. This work advances a more sophisticated, considerate, and adaptable paradigm for educational research by considering context in methodological design. It advocates for a situated understanding that respects the real-life experiences of students, teachers, and communities rather than relying solely on decontextualized analysis.