The merged methods and the dialogic research approach

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Published: Oct 24, 2024
DOI: https://doi.org/10.5195/dpj.2024.668

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Mikhail Gradovski
University of Stavanger & Western Norway University of Applied Sciences, Norway
https://orcid.org/0000-0003-3098-1447

Abstract

The history of the merged methods started in 1949, more than seventy years ago (Gobo, Fielding, La Rocca, & van der Vaart, 2022). The introduction of the merged methods as the new group of methods in Social Science heralded a new era of research more than ten years ago. It is timely to ask why these methods should be of interest to the partisans of the dialogic approach and how the merged methods can be strengthened and developed by the existing tools from the arsenal of the dialogic approach.

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How to Cite
Gradovski, M. (2024). The merged methods and the dialogic research approach. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 12(1). https://doi.org/10.5195/dpj.2024.668
Issue
Vol. 12 No. 1 (2024)
Section
Editorials
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Revised 7/16/2018. Revision Description: Removed outdated link. 

Author Biography

Mikhail Gradovski, University of Stavanger & Western Norway University of Applied Sciences, Norway

Professor Mikhail Gradovski was born in Minsk, Belarus. After graduating from the Norwegian University of Science and Technology in Trondheim as doctor rerum politicarum in 2008 with a thesis devoted to the Norwegian Dialogue  Pedagogy. Gradovski has participated in both national and international research projects on doctoral supervision, professional supervision, use of dialogue in education, and mental skill development. He has supervised both PhD candidates and graduate students to the completion of their theses. As a teaching practitioner, he uses a dialogical approach based on understanding both teacher and learner as partners with equal rights to make authorial judgments on what is relevant, important, and true. ORCID: https://orcid.org/0000-0003-3098-1447

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