RECONSIDERING THE USE OF POST-POSITIVIST PARADIGM IN SOCIAL SCIENCES: IS IT POSSIBLE?

Authors

  • Mohamad Musa Assistant Professor, Department of Social Work, Cape Breton University, Nova Scotia, Canada orcid.org/0009-0004-4370-0223
  • Khaldoun Aldiabat Associate Professor, School of Nursing, Cape Breton University, Nova Scotia, Canada

DOI:

https://doi.org/10.46827/ejes.v11i7.5393

Keywords:

post-positivism, social sciences methodology, mixed methods, reflexivity, epistemology, and research paradigms

Abstract

This paper investigates the evolving landscape of research methodologies in the social sciences, focusing on the renewed interest in post-positivism amid growing dissatisfaction with strictly quantitative approaches. The study traces the experiences of a junior social work researcher struggling with paradigm identification, ultimately finding alignment with the adaptable and inclusive nature of post-positivism. By highlighting post-positivism's shift from a rigid quest for absolute truths to an emphasis on interactive dialogue and continuous learning, this research enriches the methodological discourse. The examination of post-positivism’s nuanced ontological, epistemological, and axiological perspectives underscores the significance of reflexivity and critical engagement in research. The study advocates for integrating qualitative and quantitative methods within the post-positivist paradigm to address complex social issues more effectively. It emphasizes the pivotal role of junior researchers in contributing to paradigm discussions and advancing the field, particularly in the scholarship of teaching and learning. By revisiting the post-positivist paradigm, this research encourages graduate students and emerging scholars to critically examine and understand the epistemological foundations that shape knowledge production. This exploration not only enriches their research but also equips them with essential skills for engaging with varied perspectives and advancing scholarly discourse.

 

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Author Biographies

  • Mohamad Musa, Assistant Professor, Department of Social Work, Cape Breton University, Nova Scotia, Canada orcid.org/0009-0004-4370-0223

    Dr. Mohamad Musa is an assistant professor and founding faculty member in the Department of Social Work at Cape Breton University. His primary area of research is mental illness perceptions and mental health education among migrant populations from the Middle East. Mohamad's areas of research also include social work education, the scholarship of teaching and learning, and child welfare. He has extensive clinical practice experience as a clinical therapist in post-secondary institutions, youth health, youth mental health, and youth justice agencies across Ontario.

  • Khaldoun Aldiabat, Associate Professor, School of Nursing, Cape Breton University, Nova Scotia, Canada

    Dr. Khaldoun Aldiabat is an associate professor in the School of Nursing at Cape Breton University. Khaldoun’s research interests encompass including smoking and addiction, family and mental health care, chronic disease management and social determinants of health, immigrants’ health, nursing education, and gerontology.

References

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Published

2024-05-27

Issue

Vol. 11 No. 7 (2024)

Section

Articles

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