A Companion to Research in Education - download pdf or read online

By Alan D. Reid (auth.), Alan D. Reid, E. Paul Hart, Michael A. Peters (eds.)

ISBN-10: 9400768087

ISBN-13: 9789400768086

ISBN-10: 9400768095

ISBN-13: 9789400768093

This quantity bargains a special statement at the assorted ways in which academic inquiry is conceived, designed and critiqued. a world workforce of students examines cross-cutting topics of ways examine in schooling is conceptualised, characterized, contextualised, legitimated and represented. Contributions contain especially commissioned essays, severe commentaries, vignettes, dialogues and instances. each one part discusses the importance of a fancy terrain of principles and evaluations which could tell considering and perform in academic learn. the result's a radical and obtainable quantity that gives clean insights into the views and demanding situations that form diversified genres of study in schooling. ​

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Extra resources for A Companion to Research in Education

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Riffing on Quine’s axioms, Lauder explores the implications of the claim that ‘our theories are always underdetermined by the evidence’. In fact for Lauder, it is crucial that education researchers do, and show, their homework; for example, in ways that clarify how ‘nascent theories’ have become ‘well formed’ about education phenomena, whilst in so doing, researchers can show others they 7 are able to commit to maintaining a culture of relations and resources for theoretical and empirical critique.

If educational researchers are to ‘see and speak the truth’, then why not perhaps, judge their work by whether they can say, and actually do say, “This truth I say to you, well, you see it in myself”? In prosaic terms, perhaps the proof we seek is more likely to be in the pudding than the recipe. For those committed to educational research as knowledge-oriented, this can amount to a challenging, if not awkward, defamiliarising process, regarding the purposes and scope of researching education, particularly what it means to know, and what knowledge and knowing means, in and through educational research.

He concludes that addressing the loss of respect for the place of critique in higher education is a serious matter in the education of the next generation of education researchers and scholars, particularly when we consider what is formed and valued for its own sake in research communities. Roberts notes, albeit wryly, that these too must be considered to be inseparable from matters of institutional forms and histories, power structures and priorities for educational research. Policy-driven disruptions to those, from both within and without, are seen to reconstruct as much as they restructure the ‘preferred’ values, sensibilities, relations and orientations that characterise the field’s ‘epistemic communities’.

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A Companion to Research in Education by Alan D. Reid (auth.), Alan D. Reid, E. Paul Hart, Michael A. Peters (eds.)


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