![]() The thesis reports on a real-world enactment of teacher-initiated Mathematical Project Based Learning (MaPBL) by teachers and students in one school in the UK. Validity is looked at as a more important concept than reliability and a mixing of qualitative and quantitative methods argued for. It further argues for the use of an autobiographical approach to secure data of high ecological validity. ![]() ![]() It argues for the need of secondary research to reanalyze from an Afro-centric viewpoint many of the accounts written by Western travellers and anthropologists. The article attempts to bring into focus the voice of Africans, showing that the African researcher knows his/her environment better than any expatriate and will be more likely to ask the right questions provided that s/he is allowed to ask them and is not forced to work with questions of concern to Western donors, and provided that s/he trusts her/his own experiences and uses those to form concepts instead of merely transferring concepts formed in the West and based on experiences in the northern hemisphere. A main concern is the posing of the right research questions. ![]() This article discusses the problems of validity and reliability in qualitative research within education and relates this discussion to Africa. ![]()
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