By Alan D. Reid (auth.), Alan D. Reid, E. Paul Hart, Michael A. Peters (eds.)
This quantity bargains a distinct remark at the diversified ways in which academic inquiry is conceived, designed and critiqued. a global group of students examines cross-cutting issues of the way examine in schooling is conceptualised, characterized, contextualised, legitimated and represented. Contributions contain especially commissioned essays, serious commentaries, vignettes, dialogues and circumstances. each one part discusses the importance of a fancy terrain of rules and reviews which can tell pondering and perform in academic examine. the result's a radical and obtainable quantity that gives clean insights into the views and demanding situations that form diversified genres of analysis in schooling.
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Extra resources for A Companion to Research in Education
Constructivism was also conceived as a form of weak empiricism, but ignored the roots of qualitative inquiry in conceptions of knowledge that predate the rise of empiricism, a situation compounded by the embrace of hard and often incoherent forms of epistemological relativism as a path to coexistence between positivism and constructivism. In so doing, advocates of accommodation were charged with paying insufficient attention to the potentially devastating impact of critical social theory on the very possibility of uninterested knowledge altogether upon which to base educational practice or policy (Alexander 2006, pp.
In this regard, Stefan Ramaekers’ is concerned with the qualities and demonstration of transformation in relation to educational research. As he shows throughout his contribution, this is not to abandon a quest for truth or knowledge per se in researching education, but to offer a deeper (and perhaps fuller) acknowledgement of human involvement in understanding the world as we consider the ‘pursuit of truth(s) in educational research’. Carefully blending a range of meditations on social science with salient extracts from a classic science fiction story on the institutions and practice of ‘education’, Ramaekers doesn’t want to overstate his point about the quest for transformative potential.
80). His conclusion is effectively to suggest we need a holographic perspective on the arguments of Smeyers. Rather than pursue or presume normative concerns, “educational researchers would be well advised to return to a more openminded commitment to finding things out irrespective of their assumptions” (p. 80). Indeed, “they might also acknowledge the rich potential of unexpected connection and the potential power of the as-yet untried inference” (p. 80). In recognising and celebrating this complex and contingent set of conditions, Stables invites the reader to consider whether we should actually hypothesise that “schools are temporary social phenomena” and that “when different groups of people involved in different forms of life use terms such as ‘education’ or ‘learning’, they mean different things by them, and that not all of those things are desirable: it may be that even different groups within a single school differ on this” (p.
A Companion to Research in Education by Alan D. Reid (auth.), Alan D. Reid, E. Paul Hart, Michael A. Peters (eds.)