ABSTRACT
This chapter looks at why we do research, defines positivist and constructivist research paradigms, examines the history of and differences between quantitative and qualitative research, and gives examples of how different kinds of quantitative and qualitative methodologies might be used to study school bullying in a school with a multicultural population. The chapter provides a rationale for why qualitative research is uniquely suited to furthering intercultural understanding. Researcher reflectivity and research reflexivity are presented as central to the practice of qualitative research.
