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Ames, Patricia (2005).  "When Access is not Enough: Educational Exclusion of Rural Girls in Peru," in Sheila Aikman and Elaine Unterhalter, Eds. Beyond Access: Transforming Policy and Practice for Gender Equality in Education. Oxfam GB

Lincoln, Yvonna, Susan Lynham and Egon Guba. 2011."Paradigmatic Controversies, Contradictions, and Emerging Confluences, Revisited," in Denzin and Lincoln, Eds. The Sage Handbook of Qualitative Research. London: Sage

Morrison, M. (2007).  What do we mean by educational research?’ In M. Coleman & A. Briggs, Eds. Research Methods in Educational Leadership and Management. London, England: Paul Chapman Publishing.

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Ames utilized both, quantitative and qualitative methods to gather data:
Qualitative:
Family, student and teacher interviews.
Classroom observations
Quantitative:
Official statistics provided by the government.

Attendance records

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The research team consisted of 6 individuals (including Ames):  A general coordinator, a research coordinator, a field coordinator (Ames) and three regional research assistants.  The regional research assistants made four visits during the school year to each of the villages. Ames visited all four villages at least three of the four visits (Ames, 2005, p. 2).  Ames used a series of qualitative and quantitative methods to gather data in order to obtain a more accurate analysis of the situation in the region.

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Ames’ research fits the constructivism/relativism paradigm because she conducts a series of observations and interactions with the students, their families and teachers in order to better understand their realities. In this approach “social actors negotiate meaning about their activity in the world. Educational researchers insert themselves in this process of meaning construction to understand it” (Morrison, 2007)

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Critical Epistemology, Ames’ work follows, both the constructivist and critical approach. Not only she conducts research and observes women in this villages and their challenges they must overcome to gain an education but she also analysis the patriarchal society in which this girls live and their expectation for them. “Critical research is driven by the study of social structures, freedom and oppression and power and control. The findings of such research can change oppressive structures” (Lincoln, 2011, p. 103).

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Although the author does not explicitly state her research questions, one can imply the following:  ·

What is Peru’s current situation in terms of gender parity in rural areas?  ·
To what extent socio-cultural norms in remote areas of Peru affect students’ attendance and school completion?
What are the most relevant difficulties school girls from rural areas face when attempting to gain an education?
How does economic hardship affect students in Peru?
What are some possible solutions to obtain gender parity in Peru?

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To Investigate the causes and dimensions of educational exclusion of rural girls in Andean areas of Peru" (Ames, 2005).  To analyze the causes of children dropping out of school in rural areas of Peru.   To understand socio-cultural factors that have a negative impact in students’ (even more so in girls) attendance and drop-out rates.

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Interpretivist and constructivist