Title: Examining the use of qualitative research: triangulation, for analysing inclusive educational policy for law learners

Authors: Israel Chukwuka Okunwaye

Addresses: School of Education and Social Work, Birmingham City University, City South Campus, Westbourne Road, Birmingham, B15 3TN, UK

Abstract: The paper is divided into five main parts- first, I articulate the need for 'criticality element' and arguing 'doctorateness' in tackling the notion of 'inclusivity' and the attendant tools or methods for effective analysis, but also as a relevant phenomenon, in context of its implication for law learners; second, I explore the ontological and epistemological ambit, that assists in articulating the 'what is' and 'how' position to the dilemma, followed by the prerequisite for application to the thematic area- as it then relates to educational policy in UK; I then make a 'positionality' case as a strategy for contemplation; fourthly, I essentially develop the range of my methodological arguments that would collaboratively and integrally assist in justifying my ontological stance. In the final part, fifth, I draw my conclusions. The paper considers the use of qualitative research and the attendant relevant approaches, that could assist the inquiry on what makes for inclusion in learning the law, albeit effectively.

Keywords: critical thinking; qualitative research and analysis; ethnography; focus group; legal education; methodology; triangulation; inclusion in education policy; law learners; interactions.

DOI: 10.1504/IJIIE.2024.144149

International Journal of Innovation in Education, 2024 Vol.9 No.1, pp.1 - 15

Received: 20 Feb 2023
Accepted: 09 Nov 2023
Published online: 29 Jan 2025 *

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