When humans are no longer at the centre of the unfolding world it is both disorienting and exhilarating. This book is an invitation to continue along these paths.
Author: Suzanne Smythe
Publisher: Cambridge University Press
In Disrupting Boundaries in Education and Research, six educational researchers explore together the potentialities of transdisciplinary research that de-centres human behaviour and gives materiality its due in the making of educational worlds. The book presents accounts of what happens when researchers think and act with new materiality and post-human theories to disrupt boundaries such as self and other, human and non-human, representation and objectivity. Each of the core chapters works with different new materiality concepts to disrupt these boundaries and to consider the emotive, sensory, nuanced, material and technological aspects of learning in diverse settings, such as in mathematics and learning to swim, discovering the bio-products of 'eco-sustainable' building, making videos and contending with digital government and its alienating effects. When humans are no longer at the centre of the unfolding world it is both disorienting and exhilarating. This book is an invitation to continue along these paths.
Schön, D. (1983), The Reflective Practitioner: How Professionals Think in Action,
London: Temple Smith. Smythe, S., C. Hill, M. MacDonald, D. Dagenais, N.
Sinclair, and K. Toohey (2017), Disrupting Boundaries in Education and Research, ...
Author: Kathleen Nolan
Publisher: Bloomsbury Publishing
Traditionally, teacher education research theory and practice have had a technical-rational focus on productions of knowledge, skills, performance and accountability. Such a focus serves to (re)produce current educational systems instead of noticing and critiquing the wider modes of domination that permeate schools and school systems. In Social Theory for Teacher Education Research, Kathleen Nolan, Jennifer Tupper and the contributors make arguments for drawing on social theories to inform research in teacher education - research that moves the agenda beyond technical-rational concerns toward building a critically reflexive stance for noticing and unpacking the socio-political contexts of schooling. The theories discussed include Actor-Network Theory (ANT), Cultural Historical Activity Theory (CHAT) and la didactique du plurilinguisme, and social theorists covered include Barad, Bernstein, Bourdieu, Braidotti, Deleuze, Foucault, Heidegger, and Nussbaum. The chapters in this book make explicit how innovative social theory-driven research can challenge and change teacher education practices and the learning experiences of students.
Paper presented at the meeting of the American Educational Research
Association, Toronto, ON, April 5–9. Retrieved August 14, 2019, from ... Disrupting boundaries in education and research. Cambridge: Cambridge
Author: Kelleen Toohey
Category: Language Arts & Disciplines
The field of languages and literacies education is undergoing rapid transformation. Scholarship that draws upon feminist, post-colonial, new material and posthuman ontologies is transcending disciplinary boundaries and disrupting traditional binaries between human and nonhuman, the natural and the cultural, the material and the discursive. In Transforming Language and Literacy Education, editors Kelleen Toohey, Suzanne Smythe, Diane Dagenais and Magali Forte bring together accessible, conceptually rich stories from internationally diverse authors to guide new practices, new conversations and new thinking among scholars and educators at the forefront of languages and literacies learning. The book addresses these concepts for diverse groups of learners including young children, youth and adults in formal educational and community-based settings. Challenging and disruptive, this is a unique and important contribution to language and literacy education.
Given the inclusion of both research examples and reflective narratives, this book is an ideal text for adoption in introductory research design seminars as well as advanced courses devoted to theoretical and practical applications of ...
Author: Ruth Nicole Brown
Publisher: Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften
<I>Disrupting Qualitative Inquiry is an edited volume that examines the possibilities and tensions encountered by scholars who adopt disruptive qualitative approaches to the study of educational contexts, issues, and phenomena. It presents a collection of innovative and intellectually stimulating chapters which illustrate the potential for disruptive qualitative research perspectives to advance social justice aims omnipresent in educational policy and practice dialogues. The book defines -disruptive- qualitative methodologies and methods in educational research as processes of inquiry which seek to: <BR> 1) Disrupt traditional notions of research roles and relationships <BR> 2) Disrupt dominant approaches to the collection and analysis of data <BR> 3) Disrupt traditional notions of representing and disseminating research findings <BR> 4) Disrupt rigid epistemological and methodological boundaries <BR> 5) Disrupt disciplinarily boundaries and assumptive frameworks of how to do educational research<BR> Scholars and graduate students interested in disrupting traditional approaches to the study of education will find this book of tremendous value. Given the inclusion of both research examples and reflective narratives, this book is an ideal text for adoption in introductory research design seminars as well as advanced courses devoted to theoretical and practical applications of qualitative and interpretive methodologies."
What has been the reaction of teachers to the prospect of the educational boundaries being disrupted on the above lines ? We shall reproduce the results
of certain studies carried out in innovative schools in Sweden . One of these
It should be clear that there can be as many causes of perceived compatibility or
incompatibility as there are boundaries for a change to fall within or to disrupt . As
we have defined commitment it includes both the degree of adherence to ...
Blurring the Boundaries of Early Childhood Education's Theory / Practice Divide
Editors : Veronica Pacini - Ketchabaw and Larry Prochner The Alberta Journal of Educational Research invites submissions from researchers working in
Canadian contexts whose interests include ... Postfoundational theories have the
potential to disrupt normalizing early childhood education discourses that create
This work seeks to offer possibilities for the re-enactment of education policies to work in the best interests of students underserved by institutions designed to have their best interests at heart.
Author: Stephen Heimans
Publisher: Dio Press Incorporated
isrupting Education offers an exemplar of in-disciplinary, post-qualitative methodology 'in action'- reworking the inherent scientism that haunts qualitative methodologies. It makes a case for, and demonstrates an unfolding emergent methodology, drawing on recent advances toward post-critical scholarship that seek to resist the desires of capitalism for generic and convergent 'knowledge products'. It also makes a substantive addition to the scholarship of education policy/ research enactment. The divergent contributions are designed to offer resources to build upon for those researchers and educators who are working for a fair and more just world. This work seeks to offer possibilities for the re-enactment of education policies to work in the best interests of students underserved by institutions designed to have their best interests at heart. It cuts across the boundaries that hold sociology and philosophy apart, working with the disruptive resources offered by radical philosopher Jacques Ranciere and philosopher of science, Isabelle Stengers.
National Art Education Association A Journal of Issues and Research 2000 , 42 (
1 ) , 36 - 50 Conversations About Art : A Disruptive ... The data from this study
informed the development of a reflective and reflexive model for critical activity - a disruptive model of interpretation . ... The term ' visual culture ' acknowledges the
inclusive and boundarycrossing aspects of postmodernism where the traditional
Mulenga , D. C. ( 2004 ) Postcolonialism and Education : Challenging Traditions
and Disrupting Boundaries New York : Palgrave Macmillan . N'tchougan - Sonou
, C. H. ( 2000 ) Values learned through formal education : a comparative study ...
Author: G. M. Osei
Publisher: Nova Science Pub Incorporated
The decision to undertake this research was a pragmatic response to the debates, which followed the introduction of a new innovative secondary education system in Ghana. This book investigates the innovation during its formation since 1974, inception from 1987 and, in respect of field research, aspects of its operation from 1998 to 2002.The primary aim of the research was to monitor the implementation processes in as many aspects as possible. This was done in order to see what benefits might be gained, and what lessons in order to continue the innovation. In order to conduct this assessment, it was necessary to examine critically the characteristics of each element of the reform and their implications, using a variety of research methods to generate relevant data. This approach yielded a substantial amount of original evidence on the dynamics of educational change. While this evaluation specifically helps to deepen understanding of the said innovation, it also makes a contribution to the literature on educational innovation in developing countries.
Changes that disrupt existing behavioral patterns and interaction preferences
may evoke defensive territorial ... in schools may depend , in part , on how
administrators , teachers , and school staff negotiate the boundaries of
How Teacher Educators Make Sense of Their Efforts to Disrupt Homophobia
Anne René Elsbree. documentary as a research methodology can tie all the
other four educational theories and practices together and form a pedagogical
praxis ... My effort to create a bricolage takes advantage of the way these theories
interweave within and out of each other with undistinguishable boundaries and
Aiming to bridge perceived disconnects between quantitative and qualitative
traditions of educational research , artsbased orientations deploy a range of
creative ... Artists explore these places in ways that disrupt assumed boundaries .
The collection aims to disrupt the disciplinary borders that have divided
composition scholarship - and scholars - into different camps : K - 12 written
literacy which is associated with education , and college writing research and
Author: William L. Smith
Publisher: Hampton Press (NJ)
Category: Language Arts & Disciplines
Brings together scholars from various disciplines, institutions, methodologies and genres, who are interested in writing and preparing teachers and researchers of writing. This book covers, topics such as writing assessment, teaching writing and teacher preparation, graduate education, electronic technologies, community literacy, and more.
In short, it seeks to disrupt what people think they already know about the ‘place’ of queer theory in education. This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.
Author: Christina Gowlett
The Cultural Politics of Queer Theory in Education Research represents the editors’ intention to disrupt cycles of thinking about the place of queer theory in educational research. The book aims to encourage dialogue about the objects and subjects of queer research, the forms of politics incited by the use of queer theory in education, and the methodological approaches used by scholars when queer(y)ing. The contributions to this book come from those who find queer theory problematic, as well as from those who continue to see a productive place for queer research in education, however that may be defined. The editors have collected contributions that attend to the boundaries that are placed around queer research in education by researchers themselves, and by peers, ethics committees, funding bodies and university and government bureaucracies. Considering how key researchers in gender and education identify with, or deliberately distance themselves from, queer theory, this collection grapples with the contemporary cultural politics of doing queer theoretical work in different education spaces and places. In short, it seeks to disrupt what people think they already know about the ‘place’ of queer theory in education. This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.
theorists and researchers have attempted to apply social systems concepts
developed by the late A. K. Rice and associates to the study of leadership ,
authority , and task and boundary management in similar therapeutic , educational and training groups.3 In this study ... to conceptualize and analyze
the manifestations of task - related work and disruptive emotionality in the
interracial college classroom .
Subjects were strongly differentiated and there were boundary - maintaining
procedures evident as pupils were socialized ... strategies and the multiplication
of differentiation in infant classrooms , British Educational Research Journal , Vol
Author: Louis Cohen
Publisher: Paul Chapman Pub
Category: Classroom management
This set of readings is intended for use with teachers on initial and in-service courses. Its purpose is to explore the concept of disruptive behaviour; to review attempts to identify its nature and understand its origins; and to show hard-pressed teachers how to cope with disruption. Section I 'Defining Disruptive Behaviour' includes two readings concerned with problems of definition and operationalization. Section II 'Understanding Disruptive Behaviour' consists of ten readings, which deal with studies of personal and family pathologies, and with interactionist approaches to disruption. These focus both upon pupils, teachers, schools, and critical classroom incidents and upon the task of the school in wider social, political and economic contexts. Section III 'Coping with Disruptive Behaviour' is composed of seven readings which illustrate three broad orientations to the problem of disruption: behavioural, cognitive and strategy of management techniques.
The artist outsider . Creativity and the boundaries of culture . Washington , DC :
Smithsonian Institution Press . Hamblen , K. ( 1988 ) . Approaches to aesthetics in
art education : a critical theory perspective . Studies in Art Education , 29 ( 2 ) .