Document Type

Report

Publication Title

Sage Research Methods: Inclusive Research Methodologies

Publication Date

6-10-2026

Keywords

critical race theory, cultural capital, culturally responsive pedagogy, decision making, English as an additonal language, group participation, homeschooling, sociology of education, strategic planning

Abstract

This Case Study examines how Indigenous and non-Indigenous students interact with reading through oral reading and comprehension, drawing on a doctoral research project carried out in a culturally diverse Australian classroom. The research focuses on children’s voices, cultural knowledge, and ethical relationships through an exploratory case study methodology that is culturally responsive. Based on Bourdieu’s theory of cultural capital and Gadamer’s philosophical hermeneutics, the study combines Indigenous Dreamtime stories with standardized assessments to provide a more comprehensive understanding of Indigenous children’s reading performance. The researcher’s dual role as insider and outsider, irregular attendance due to the transient nature of the student population, and family mobility within the community is a complex set of contextual factors influencing the study. I took into account the temporary nature of students and family relocation by selecting 12 participants above the minimum requirement to maintain sufficient participation levels. The design incorporated built-in flexibility, which enhanced its credibility and allowed researchers to obtain sufficient data even when facing contextual challenges. The study models research that defies deficit thinking through its flexible design, narrative-based data, and Indigenous collaboration. It provides practical advice and insightful analysis for designing research that is not only methodologically sound but also ethically grounded, community based, and culturally responsive.

Comments

This is the accepted manuscript of a case study published in Sage Research Methods: Inclusive Research Methodologies on June 10, 2026: https://doi.org/10.4135/9781036245023

DOI

10.4135/9781036245023

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