There is common-place recognition of the complexity and ambivalence in social science research in general and education research in particular. This is seen as the very reason why key research skills such as criticality, positionality and reflexivity are widely believed to be the prerequisites for high-quality research in social sciences. However, there is little evidence to show that researchers and postgraduate students in education research in China understand what criticality, positionality and reflexivity really are and how these key skills could be applied in a research project. This lecture aims to provide answers to these questions. Examples of the research projects conducted by some of my former doctorate students will be given to illustrate the explanations or definitions presented in the lecture.
Anwei Feng is Professor of Language Education and Director of Doctorate Programmes in the School of Education, the University of Nottingham Ningbo China (UNNC). He has had teaching and research experience in many countries and regions including China, Qatar, Hong Kong, Singapore and the UK. His research areas include bi-/tri-/multi-lingualism, bi-/tri-/multi-lingual education, and intercultural studies in education. He has supervised more than two dozens of doctorate students to completion and published many peer-reviewed journal articles and several books in the research areas including Trilingualism in Education in China: Models and Challenges (2015, with Adamson); English Language Education across Greater China (2011); Becoming Interculturally Competent through Education and Training (2009, with M. Byram and M. Fleming); Bilingual Education in China: Practices, Policies and Concepts (2007); and Living and Studying Abroad: Research and Practice (2006, with M. Byram).