Cultural Contexts and Methodological Rigor: Examining the Tensions in Qualitative Research Pedagogy for Special Education in Pakistan

Abstract

The research investigates how cultural norms clash with methodological guidelines for teaching qualitative research skills in special education in Pakistan. Since most of qualitative methodologies originated in Western culture, Pakistani researchers face serious hurdles when integrating them into their educational framework. The research involves studying the philosophical disagreements, moral concerns, and language barriers encountered during attempts to teach qualitative research methods at Pakistani special education institutions. Critical pedagogy, cultural competence, and social constructionism are the three theoretical frameworks used to analyse these tensions. The main issues related to Pakistan's special education programs, such as curriculum development, critical thinking ability building, and resource adjustment efforts, are highlighted in the analysis. Suggestions for pedagogical strategies and training approaches for Indigenous research methods are provided. In this way, innovative policies at the level of educational practice should be enforced to ensure harmony between international academic standards and local cultural traditions. This paper contributes to the debate in special education pedagogic research regarding research decolonization in developing countries.