Forschung

With the aim of bringing clarity to the realm of qualitative research—and offering a transition from tradition to methodological rationale—I employ Millian and Popperian inductive analysis methods to build a post-positivist account regarding the diversity of qualitative research varieties. I am responding to the problem that common labels in qualitative research often obscure the epistemic reasoning through which a study approaches its object. A brief set of working definitions is introduced to support the framework, but the main contribution is the conceptualization of research approach in five dimensions: focus, orientation, relation to the object, researcher intrusiveness, and scale (FORIS). By considering research approaches as something to be constructed rather than chosen, the FORIS framework suggests that qualitative studies should be described through their epistemic configuration rather than only through established methodological traditions. Employing the lenses of the proposed framework, common qualitative research varieties are reconsidered as approaches, analysis methods, methodological traditions, theoretical frameworks, or scale characteristics. Finally, the framework is applied to a published qualitative study to show how FORIS can make visible the epistemic considerations that remain only partly explicit in conventional methodological reporting. The article concludes by presenting FORIS as an additional layer of epistemic transparency that may support research design, reporting, and reflection on qualitative knowledge claims.

The newly recognized phenomenon of Internalized Social Exclusion (ISE) is changing the understanding of the educational mission with regard to social education. Responding to a lack of a clear conceptual framework, I juxtapose ISE with factual and even perceived social exclusion to establish its distinct theoretical boundaries. Corresponding to the three dimensions of ISE – self-perception, contextual-cognitive, and integrative – I describe how the phenomenon manifests in socially excluding emotions, namely embarrassment, insecurity, and otherness. I further examine how these theoretical lenses alter the understanding of learning motivation of marginalized students and consider the possible educational responses to this shifted understanding. Suggested strategies to counter ISE include (1) curricular immersion, (2) cognitive-emotional restructuring, and (3) volitional and strategic empowerment. Finally, I envision the methodologies for future empirical validation of the proposed conceptual framework.

Since the late 1970s, phenomenology has been widely used in nursing, education, psychology, and other disciplines. As one should have expected, its increasing popularity made this methodology vulnerable to criticism. Various authors began to question the credibility and usefulness of phenomenological research. Among the arguments, the vagueness of central concepts is the most notable. Indeed, concepts such as reduction have been interpreted in different ways, including many misleading interpretations. This article is an attempt to define reduction in phenomenology in the face of reductionism. Employing van Riel’s definition of reduction, I argue that reduction in phenomenology fits well within the boundaries of reductionism. I further explain that reduction in phenomenology is a reduction of a phenomenon, but not a reduction of an experience. That is, the phenomenon, partially accessible through experience, is reduced to its essence, and the essence should be understood as the necessary and sufficient qualities of the phenomenon. In addition, a structural examination of the many moves of reduction that were described by Husserl and van Manen is presented, contrasting them to the types of reduction in phenomenology, which are also described. These are: first-person and second-person reduction. Furthermore, the modalities through which these types are experienced are explored. In conclusion, I argue that reduction in phenomenology is by itself a lived phenomenon. Therefore, this paper can be regarded as a reduction of the phenomenon of reduction.

Despite the prevailing perception that sexuality should be openly discussed, sexuality-related social exclusion persists, posing challenges for individuals. This mixed-methods study explores the perception of sexuality-related social exclusion experiences in young adults, identifying strategies within sexuality education that can mitigate these challenges.

The study reveals that young adults who have and remember their social exclusion experiences tend to assign little significance to them when they perceive the reason for these experiences to be cultural rather than personal. In addition, gender-specific experiences of sexuality-related social exclusion are identified. The participants report feeling a lack of sexual communication with parents, friends, and romantic and sexual partners.

The results suggest that parents are incapable of preventing sexuality-related social exclusion alone. Sexuality education emerges as a crucial tool in addressing these challenges.

Adolescents face various experiences of social exclusion in relation to sexuality. In this article we draw attention to how these experiences are internalized. We propose to name the phenomenon internalized social exclusion and provide its definition. Applying reflexive thematic analysis approach, a structure of such internalization is presented and described, distinguishing three themes, each having two subthemes: feeling insecure (avoiding unpleasant situations and forming unhealthy relationships), feeling embarrassed (hiding who they are and expressing sexuality in a detrimental way), and feeling different (distancing from friends and family and creating a fantasy world). Our findings underscore the multi-layered nature of social exclusion, emphasizing the need to address its internalization, which manifests itself in socially excluding feelings. The proposed phenomenon of internalized social exclusion is not limited to the sexuality context but may be applied in various social exclusion contexts in future research.

The paper presents findings from an evaluative mixed-methods study on teacher training for sexuality education in Lithuania. The analysis of the course outlines of pedagogical studies has identified the scope of preparation for sexuality education, the topics of the content presented, and a typical programme of preparation for sexuality education. Based on the data from the survey of students and graduates, conclusions about their readiness to carry out sexuality education were formulated.

The paper analyses the value narratives on youth sex education presented to the public by influencers and parents of school-age children.

The research questions are: what is the content of the value narratives in the field of sexuality presented to the public by influencers and parents of school-age children? what is the motivational environment for teachers delivering sex education? what are the possible principles of communication between teachers, organisations involved in sex education, and parents? The empirical research data were collected using a mixed methods strategy.

The methodological and value differences between the institutions providing sex education in Lithuania were found to be insignificant, nevertheless, there are significant differences in the value narratives between the concepts of ‘sexuality education’ and ‘sex education’ in the public sphere. Parents of school-age children are exposed to fragmented, value-indoctrinated sex education content presented by influencers, leading to social tensions in school communities regarding children’s sex education.

The analysis of the narratives of influencers and parents on the topic of sex education shows that the constructive participation of interested groups (educators, parents, social organisations) in the policy of sex education is impossible without the principles of critical analysis, attention to conflicts, and social dialogue.

Upon implementing the “Health, Sexuality Education and Preparing for a Family” program in the schools of Lithuania, the phenomenon of the ostrich effect is often encountered, teachers being skeptical about its aims and implementation strategies, especially due to the context of social sensitivity. In such circumstances, significant importance falls on the underlying educational policy strategies, modeling effective practices to empower students’ critical thinking.

Therefore, the research was conducted following the methodological attitude of a naturalistic human concept, where teenagers’ efforts to know themselves and critically consider the aspects of their knowledge and attitudes are emphasized in the process of identifying the values of a meaningful life. Research was conducted applying quantitative and qualitative design strategies.

Results indicate that the topics concerning painfulness are the most socially sensitive in the sexuality education curriculum, controversial topics taking the second place. The most significant of them are coercion, domestic violence, psychological, physical, and sexual harassment, abortion, divorce. However, it is shown that students’ critical perceptions are not adequately expressed when the curriculum is organized under the aforementioned conditions.

It is difficult for students to evaluate the needs of society, establish common ground in a socioculturally heterogeneous community, or understand the narrative of pluralistic socially sensitive topics.