A learning history is different to a case study in a number of ways. Firstly, as an account it really tries to get into the individual human story of what happened. It aims to present perspectives on a case rather than synthesizing several accounts into one dominant researched ‘truth’. So the ups and downs of individual experience are charted starting with perspectives from just one or two people close to the case. Their accounts are not presented as definitive or authoratitive. There are often gaps on detail; certain events are emphasised - others less so. In some of the Learning Histories I have balanced this by inviting, comments and stories from other people who were involved in the case . This multiple perspective approach is taken in the belief that human stories add accessibility to and demystify the happenings in a way that can be more empowering for the reader. It has its own challenges as you can read elsewhere in this blog.
Secondly a learning history combines story and analysis. So it is a multi-levelled account. Alongside the story that is presented chronologically, quotes are included from those involved, together with researcher reflections and thematic analysis. The purpose is to create a lively account but also to derive a history that works at different levels. The thematic analysis that is run alongside the story provides the potential for analytical thinking and more conventional theory building to play its part in the research. Sometimes theory links are made.
Finally, by using an action research approach, particular attention is paid to there being value for the various stakeholders in the research. These stakeholders range from those directly involved in the original learning history, to those with a different set of similar challenges elsewhere who seek to learn from it, through to other interested parties including academic audiences or those working in entirely different settings who might also find insights in the history here presented. In short this is not extractive research and the learning history is not an ‘output’ but a point around which the research hopes to gather interested parties. With this in mind, workshops, online support as well as smaller group work are organised and are considered to be crucial parts of the research process.
Read the story of how I got started with Learning History research here.
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