Mc² = E Learning Reflections

  The last few weeks have been challenging.  I didn't really expect to begin my experience as a researcher by examining my own personal values and beliefs so closely.  Don't get me wrong, I'm learning a lot.  But putting myself under a microscope and examining my own scholarship practice in this way has been something of an eye opener, particularly in coming to the realisation that my work, my reading, my blogging and the narrative I've chosen so far may come to be viewed by the academic community as autoethnography. ( " BLOG IDEAS " by  owenwbrown  is licensed under  CC BY 2.0 .) Until very recently I was unaware of the term and what it meant - thanks Vicky!  After having read some autoethnographic case studies I've come to realise that might be true.  I  may be something of a budding autoethnographer.  But I'm also learning that this can both be a badge of honour and something of an accusation at the same time. I started the week ...

  As I get ready to start my EdD journey with the WELS Institute of the Open University, I was directed to have a read through a paper entitled, "Three approaches to Case Study Methods in Education:  Yin, Merriam, and Stake" (Yazan, 2015).  And I have to say I find myself really challenged by what I'm reading.  Thanks Dr Dennis @azumahcarol.   ( " A student solves a mathematics equation at the Mfantsipim Boys School in Cape Coast " by  World Bank Photo Collection  is licensed under  CC BY-NC-ND 2.0 .) As must people who read my blog know, my undergrad degree was in Applied Mathematics.  Perhaps from that perspective, my interest in the mathematical science reflected my desire to believe the world was a stable, controlled and deterministic place.  And much of my career I've been driven to share that view with others.  And, in reading about the epistemology of educational research in Cohen et. al (2018) I came to understand this ...