Using Critical interpretive Synthesis (CIS) for Theoretical Development: Mobilising African Education Research

This case study introduces critical interpretive synthesis (CIS) as a systematic approach for reviewing and synthesising a diverse body of research evidence in order to develop fresh insights on an issue of concern. Unlike aggregative forms of systematic review, which are more familiar in the field of education, CIS does not require commensurability between studies or units of analysis: it can incorporate qualitative and quantitative research and can also be used to ‘repurpose’ empirical studies to explore issues outside their primary focus. CIS draws on techniques that are common in qualitative inquiry, such as the ongoing refinement of research questions and an iterative process of data collection and analysis, which supports the development of an overarching synthesising argument. This case study demonstrates the CIS approach – and its value – in the context of African education research, a rich and diverse evidence base, which has often been overlooked and undervalued in education policy and practice debates. Specifically, this study reflects on the CIS process with reference to two studies that synthesise education research from the region: a solo project on peer support practices amongst students in African schools and a collaborative study on teacher professional development. Together, these studies help to illustrate the process of conducting a CIS and how this approach may be adapted to explore other substantive issues of concern.