M. Teresa Sirvent*, Ana Clara Monteverde, Marcela Fabiana Agulló
Faculty of Philosophy and Letters, School of Educational Sciences Area, University of Buenos Aires, Buenos Aires, Argentina.
*Corresponding author: M. Teresa Sirvent
Abstract
This article presents contributions and challenges regarding triangulation processes performed in social and educational research, on the basis of a completed project at: University of Buenos Aires—Argentina, Faculty of Philosophy and Letters/School of Educational Sciences Area. This research project refers to a network analysis of conditions which either ease or block education claims, derived from individual and social groups educational needs upon a ‘permanent education’ in a lifelong context. This research is based on educational poverty diagnoses around young adults and the adult population from Argentina. This paper unravels—through different work lines—a ‘black box’ originated as a consequence of historical, social, individual processes, accounting for the recreation or breakdown of these poverty situations, advance or cumulative advantage educational principles, specially focused on a triangulation and combined approach. In other words, such methodological strategy suggested, will be described fulfil and consists of the methodological convergence of different ways of building science processes in a educational-social area: a Verificative Approach (traditionally associated with quantitative methods), a Conceptual Generative Approach (traditionally associated with qualitative methods), and a Participatory Praxis Approach (traditionally associated with participatory research methods). By virtue of this methodological perspective, it will highlight what it may be considered as innovative contributions and challenges linked to a network analysis of conditions which either ease or block education claims, derived from individual and social groups educational needs upon a ‘permanent education’ in a lifelong context. Let us start by mentioning “how to make triangulation processes” as regards to our project and secondly, we will address a variety of theoretical issues about integrated triangulation. In essence, these potential approaches refer to an old discussion on the possibilities of a combined paradigm in which different epistemological viewpoints of the world are mixed, the social backgrounds, and the construction of scientific knowledge in such a social field.
References
Blaikie, N. W. H. (1991). A critique of the use of triangulation in social research. Quality and Quantity, 25, 115-136.
Cowman, S. (1993). Triangulation: a means of reconciliation in nursing research. Journal of Advanced Nursing, 18: 788-792.
Denzin, N. K. (1970). Sociological Methods. A Sourcebook. Chicago, IL: Aldine Publishing Company.
Donolo, D. S. (2009). Triangulation: Procedures introduced at new methodologies. Digital Universitary Magazine, 10(8), art. 53.
Kimchi, J., Polivka, B., Stevenson, J. S. (1991). Triangulation: Operational Definitions. Methodology. Corner. Rev. Nursing Research, 40(6).
Morse, J. M. (1991). Approaches to Qualitative-Quantitative Methodological Triangulation. Methodology. Corner. Rev. Nursing Research, 40(1).
Rigal, L. and Sirvent, M. T. (2021). Social and educational methodology: Different paths into knowledge production. Miño y Dávila Editors, Buenos Aires, Argentina. Manuscript under revision.
Rosemberg, C. and Menti, A. (2014). Theoretical and methodological aspects on interactions and opportunities in language development. Educational notebooks. Pages 8-9. Pelotas. Brasil.
Sautu, R. (2003). Everything is theory: Objectives and methods in research works. Buenos Aires, Lumiere Editors.
Sirvent, María Teresa, Llosa, Sandra Mabel, Stein, Alejandra. (2018). Epistemological and methodological dimensions on an auto-biographical research study, the methodological triangulation on biographic research: Contributions and challenges on studying educational demands throughout life. Buenos Aires University – IICE/Philosophy and Letters Faculty. Presented at VIII International Congress on Biographic Research. Sao Paulo September 17th-20th, 2018. Book Collection Publishers, VIII CIPA.
Vasilachis de Gialdino, I. (1992). Qualitative Methods I: Theoretical and methodological problems. Buenos Aires. CEAL Editors.
How to cite this paper
Triangulation Experiences in Educational Settings: Rethinking the Concept
How to cite this paper: M. Teresa Sirvent, Ana Clara Monteverde, Marcela Fabiana Agulló. (2022). Triangulation Experiences in Educational Settings: Rethinking the Concept. The Educational Review, USA, 6(1), 1-9.
DOI: http://dx.doi.org/10.26855/er.2022.01.001