Understanding learning in world society: Qualitative reconstructive research in global learning and learning for sustainability

Abstract

Global learning aims to change behaviour and attitudes. Changes in these areas are not easy to assess. This article discusses the documentary method, which belongs to the group of qualitative reconstructive research methods. The authors argue that this method allows reflection on collective orientations and tacit knowledge. The different steps of data analysis are introduced and explained using a research example from the field of global learning that focuses on orientations towards world society in youth encounters between youth groups in the northern and southern hemispheres.

With whom do young Europeans’ discuss their political identities?

“…Described as ‘an open interview, intended to let respondents develop a topic in their own language, in their symbolic system and their relevant framework’, the technique allows analysis that ‘avoid[s] projecting into single utterances meanings that are not appropriate’ (Bohnsack, 2000: 21). It is a process ‘in which respondents can set the structures and contents of the conversation by themselves’ (Scheunpflug et al, 2016: 10), producing ‘conjunctive knowledge . .…”

Cultures of sustainability governance in higher education institutions: A multi‐case study of dimensions and implications

“…While qualitative methods, such as qualitative reconstructive research (cf. Scheunpflug, Krogull, & Meyer, 2016), seem particularly promising for this purpose, standardized instruments such as surveys could be useful in generating a more representative picture. However, such instruments would have to be constructed with great care to ensure that they capture more than surface aspects of an organisation's culture (Kummerow & Kirby, 2014, p. 71).…”

Young Europeans: A New Political Generation?

“…. in his/her own language' (Bohnsack [36] (p. 21), translated by Scheunpflug et al [38]). This is less structured and more open than traditional focus group techniques.…”

“…This is less structured and more open than traditional focus group techniques. Scheunpflug et al describe it as a method 'in which respondents can set the structures and contents of the conversation by themselves,' thus exploring 'knowledge stocks that are not located on the surface of conscious and clear explicable attitudes and values, but which are beneath the surface' [38] (p. 10). Wagener refers to this as 'conjunctive knowledge .…”