Research Paradigm

I consider myself to be primarily a qualitative researcher. Although I recognize the value of statistical research, I sometimes do not find that it addresses the types of research questions most important to me. For this reason, I most often research within a critical, constructivist paradigm, employing methodologies such as ethnography, autoethnography, performance, phenomenology, semiotics, discourse analysis, or some combination of these that fits both my paradigmatic approach and the questions and context at hand. Recently, however, I have begun to engage in quantitative research to assess the development of intercultural competency and to gauge the impact of various types of curriculum on student attitudes (e.g., ethnocentricism, motivation for language study, global awareness, sociocultural openness).

You may find examples of my work by clicking on the submenu items above, organized into three basic threads of research: Intercultural Competency, Cultural Identifications, and Silences. As you explore these discussions, please always remember that if you would like to read any of the articles I mention, you are welcome to email me for electronic copies (Adobe Acrobat .pdf files).