Poststructuralism and Educational Research

Poststructuralism and Educational Research

This book takes on these central questions and explores the impact of postructuralism in language that makes the basic issues at stake accessible for a broad readership.

Author: Michael A. Peters

Publisher: Rowman & Littlefield

ISBN: 0847691209

Category: Education

Page: 111

View: 376

What does poststructuralism mean for authors such as Foucault, Lyotard, Cixous, Derrida, and Haraway, to name a few, and what significance does it have for educational inquiry? This book takes on these central questions and explores the impact of postructuralism in language that makes the basic issues at stake accessible for a broad readership. Michael A. Peters and Nicholas C. Burbules highlight the implications of a postructuralist stance for the conception of the research subject and examine its standards of validity and methods of investigation.
Categories: Education

Poststructuralist Theory and Educational Research

Poststructuralist Theory and Educational Research

The book includes a glossary of key terms, with links made between similar concepts drawn on by different theorists.

Author: Tim Jay

Publisher:

ISBN: 1350047384

Category:

Page: 232

View: 179

Poststructuralist Theory and Educational Researchexplores how key concepts from thinkers such as Derrida, Lacan, Kristeva, Deleuze and Foucault can be applied to educational research in practical ways. Tim Jay helps researchers make sense of what are often be considered ?difficult? concepts and suggest ways they can and have been used in educational research. The book includes a glossary of key terms, with links made between similar concepts drawn on by different theorists.
Categories:

Reconstructing Policy in Higher Education

Reconstructing Policy in Higher Education

Reconstructing Policy in Higher Education highlights the work of accomplished and award-winning scholars and provides concrete examples of how feminist poststructuralism effectively informs research methods and can serve as a vital tool for ...

Author: Elizabeth J. Allan

Publisher: Routledge

ISBN: 9781135197971

Category: Education

Page: 272

View: 243

Reconstructing Policy in Higher Education highlights the work of accomplished and award-winning scholars and provides concrete examples of how feminist poststructuralism effectively informs research methods and can serve as a vital tool for policy makers, analysts, and practitioners. The research examines a range of topics of interest to scholars and professionals including: purposes of Higher Education, administrative leadership, athletics, diversity, student activism, social class, the history of women in postsecondary institutions, and quality and science in the globalized university. Students enrolled in Higher Education and Educational Policy programs will find this book offers them tools for thinking differently about policy analysis and educational practice. Higher Education faculty, managers, deans, presidents, and policy makers will find this book contributes significantly to their own policy analysis, practice, and discourse. Elizabeth J. Allan is an Associate Professor of Higher Education at the University of Maine where she is also an affiliated faculty member with the Women’s Studies program. Susan V. Iverson is an Assistant Professor of Higher Education Administration & Student Personnel at Kent State University where she is also an affiliated faculty member with the Women’s Studies Program. Rebecca Ropers-Huilman is a Professor of Higher Education at the University of Minnesota.
Categories: Education

Philosophy and Theory in Educational Research

Philosophy and Theory in Educational Research

Academic staff teaching research methods and seeking to introduce their students to philosophy-as-research without wishing to offer a prescriptive ‘how to’ guide will also find this book of particular interest.

Author: Amanda Fulford

Publisher: Routledge

ISBN: 9781317481638

Category: Education

Page: 182

View: 137

Philosophy and Theory in Educational Research: Writing in the margin explores the practices of reading and writing in educational philosophy and theory. Showing that there is no ‘right way’ to approach research in educational philosophy, but illustrating its possibilities, this text invites an engagement with philosophy as a possibility – and opening possibilities – for educational research. Drawing on their own research and theoretical and philosophical sources, the authors investigate the important issue of what it means to read and write when there is no prescribed structure. Innovative in its contribution to the literature, this edited volume enlightens readers in three ways. The volume focuses on the practices of reading and writing that are central to research in educational philosophy, suggesting that these practices constitute the research, rather than simply reporting it. It is not a prescriptive guide and should not be read procedurally. Rather, it is intended to illustrate the possibilities for this kind of research, and to suggest starting points for those pursuing research projects. Finally, attention is given to the ways in which conducting educational philosophy can be educative in itself, both to the researcher in writing it, and to its audience in reading it. With contributions from international scholars in the field of educational philosophy, this book is a valuable guide for practitioner-researchers, taught postgraduate and doctoral students, and early career researchers in university education departments. Academic staff teaching research methods and seeking to introduce their students to philosophy-as-research without wishing to offer a prescriptive ‘how to’ guide will also find this book of particular interest.
Categories: Education

Working the Ruins

Working the Ruins

The range of topics, processes, and styles presented provides the reader with a variety of examples, illustrating the diversity and power of the effects of poststructural theory, as well as showing the possibilities of work still to be done ...

Author: Elizabeth St. Pierre

Publisher: Psychology Press

ISBN: 0415922755

Category: Education

Page: 322

View: 432

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
Categories: Education

The Critical Turn in Education

The Critical Turn in Education

The book begins by tracing the first waves of critical scholarship in the field through a close, contextual study of the intellectual and political projects of several core figures including, Paulo Freire, Samuel Bowles and Herbert Gintis, ...

Author: Isaac Gottesman

Publisher: Routledge

ISBN: 9781317670971

Category: Education

Page: 176

View: 955

The Critical Turn in Education traces the historical emergence and development of critical theories in the field of education, from the introduction of Marxist and other radical social theories in the 1960s to the contemporary critical landscape. The book begins by tracing the first waves of critical scholarship in the field through a close, contextual study of the intellectual and political projects of several core figures including, Paulo Freire, Samuel Bowles and Herbert Gintis, Michael Apple, and Henry Giroux. Later chapters offer a discussion of feminist critiques, the influx of postmodernist and poststructuralist ideas in education, and critical theories of race. While grounded in U.S. scholarship, The Critical Turn in Education contextualizes the development of critical ideas and political projects within a larger international history, and charts the ongoing theoretical debates that seek to explain the relationship between school and society. Today, much of the language of this critical turn has now become commonplace—words such as "hegemony," "ideology," and the term "critical" itself—but by providing a historical analysis, The Critical Turn in Education illuminates the complexity and nuance of these theoretical tools, which offer ways of understanding the intersections between individual identities and structural forces in an attempt to engage and overturn social injustice.
Categories: Education

Applying Theory to Educational Research

Applying Theory to Educational Research

Throughout the text, helpful hints and signposts are provided to alert readers to the potential pitfalls of applying theory.

Author: Jeff Adams

Publisher: John Wiley & Sons

ISBN: 9781119979999

Category: Education

Page: 232

View: 392

Applying Theory to Educational Research provides educational researchers with an accessible introduction to the process of selecting and applying theories in their work. Offers an innovative and accessible approach to educational research by providing practical examples of the application of theory Gives 'hands-on' accounts for the researcher and practitioner Explains and discusses complex ideas in the light of experience in using and applying them Covers the application of major theorists such as Bourdieu, Foucault, Weber, Derrida, and Vygotsky For beginning researchers, theory can be one of the most stimulating – yet intellectually daunting – aspects of academic work. Applying Theory to Educational Research provides new educational researchers with a uniquely accessible introduction to the process of selecting and applying theories in their own work. Written by a team of leading educationalists writing from the perspective of new researchers, clearly structured chapters introduce individual theorists and their ideas, present their applications and limitations, and provide extensive references and suggestion for further reading. Major theorists such as Pierre Bourdieu, Michel Foucault, Max Weber, Jacques Derrida, and Lev Vygotsky are included, along with many more recent educational theorists. Throughout the text, helpful hints and signposts are provided to alert readers to the potential pitfalls of applying theory. Innovative and illuminating, Applying Theory to Educational Research offers a wealth of practical insights that will point the way for novice researchers struggling to navigate an often daunting intellectual obstacle course.
Categories: Education

Inhabited Silence in Qualitative Research

Inhabited Silence in Qualitative Research

This is an important book that should be read by researchers, teachers, and students.

Author: Lisa A. Mazzei

Publisher: Peter Lang

ISBN: 0820488763

Category: Education

Page: 141

View: 931

Inhabited Silence in Qualitative Research demonstrates, or «puts to work,» poststructural theory in the doing of qualitative research. Using this theoretical approach, the book proposes a data set lacking in the methodological literature, namely silence. It highlights the need for qualitative researchers not to dismiss silence as an omission or an absence of empirical materials, but rather to engage silence as meaningful and purposeful. This is an important book that should be read by researchers, teachers, and students.
Categories: Education

The Routledge International Handbook of Critical Education

The Routledge International Handbook of Critical Education

First, I argue that one of the most significant impacts of poststructural feminism on educational research was its attention to subjectivity and I examine ...

Author: Michael W. Apple

Publisher: Taylor & Francis

ISBN: 9780415889278

Category: Education

Page: 502

View: 153

This title provides a comprehensive analysis of the relationship between power, knowledge, education, and schooling.
Categories: Education

Discourse In Educational And Social Research

Discourse In Educational And Social Research

In so doing she allows us to imagine classrooms as liberating, pedagogical places, as places where new forms of desire, knowledge, and learning take place" Norman K. Denzin, University of Illinois at Urbana-Champaign This book is both ...

Author: Maclure, Maggie

Publisher: McGraw-Hill Education (UK)

ISBN: 9780335201907

Category: Education

Page: 231

View: 102

WINNER: 2004 AESA Critics' Choice Award "With wonderful clarity Maggie MacLure shows how deconstructionism opens new avenues of critical inquiry and understanding for educational researchers. In exposing the hidden, ideological side of terms like clarity, certainty, mastery, and relevance she allows us to see schooling and educational policy in new ways. In so doing she allows us to imagine classrooms as liberating, pedagogical places, as places where new forms of desire, knowledge, and learning take place" Norman K. Denzin, University of Illinois at Urbana-Champaign This book is both practical and provocative. It demonstrates the insights and the challenges of a discourse-based orientation to educational and social research. Drawing on a variety of educational and social science 'texts' - including press articles, life history interviews, parent-teacher consultations, policy debates and ethnographies - the author shows how knowledge, power, identities and realities are constructed and problematised in discourse. The book also deals with research itself as discursive practice, examining the texts that qualitative researchers produce and consume: reports, monographs, journal articles. Practical examples are included for researchers and graduate students wishing to 'interrogate' their own data from a discourse perspective. The author develops a critical awareness of the researcher's role as writer/reader of texts. The book makes the case for 'discursive literacy' in research. While its primary allegiances are to poststructuralism and deconstruction, it draws from a wide range of disciplines, including interaction sociology, feminist ethnography, literary theory, critical discourse analysis and art history. What holds the book together is the persistent question: how to do educational research and social research within a 'crisis of representation' that has unsettled the relationship between words and worlds?
Categories: Education

Handbook of Research in the Social Foundations of Education

Handbook of Research in the Social Foundations of Education

Poststructuralism and educational research. Boulder, CO: Rowman and Littlefield. Pillow, W. (2000). Deciphering attempts to decipher postmodern educational ...

Author: Steven Tozer

Publisher: Routledge

ISBN: 9781135283803

Category: Education

Page: 736

View: 633

Parts one and two of this volume present the theoretical lenses used to study the social contexts of education. These include long-established foundations disciplines such as sociology of education and philosophy of education as well as newer theoretical perspectives such as critical race theory, feminist educational theory, and cultural studies in education. Parts three, four, and five demonstrate how these theoretical lenses are used to examine such phenomena as globalization, media, popular culture, technology, youth culture, and schooling. This groundbreaking volume helps readers understand the history, evolution, and significance of this wide-ranging, often misunderstood, and increasingly important field of study. This book is appropriate as a reference volume not only for scholars in the social foundations of education but also for scholars interested in the cultural contexts of teaching and learning (formal and informal). It is also appropriate as a textbook for graduate-level courses in Social Foundations of Education, School and Society, Educational Policy Studies, Cultural Studies in Education, and Curriculum and Instruction.
Categories: Education

Reconstructing Policy in Higher Education

Reconstructing Policy in Higher Education

Feminist Poststructural Perspectives Elizabeth J. Allan, Susan Iverson, ... Poststructuralism and educational research: Some categories and issues.

Author: Elizabeth J. Allan

Publisher: Routledge

ISBN: 9781135197988

Category: Education

Page: 272

View: 949

Reconstructing Policy in Higher Education highlights the work of accomplished and award-winning scholars and provides concrete examples of how feminist poststructuralism effectively informs research methods and can serve as a vital tool for policy makers, analysts, and practitioners. The research examines a range of topics of interest to scholars and professionals including: purposes of Higher Education, administrative leadership, athletics, diversity, student activism, social class, the history of women in postsecondary institutions, and quality and science in the globalized university. Students enrolled in Higher Education and Educational Policy programs will find this book offers them tools for thinking differently about policy analysis and educational practice. Higher Education faculty, managers, deans, presidents, and policy makers will find this book contributes significantly to their own policy analysis, practice, and discourse. Elizabeth J. Allan is an Associate Professor of Higher Education at the University of Maine where she is also an affiliated faculty member with the Women’s Studies program. Susan V. Iverson is an Assistant Professor of Higher Education Administration & Student Personnel at Kent State University where she is also an affiliated faculty member with the Women’s Studies Program. Rebecca Ropers-Huilman is a Professor of Higher Education at the University of Minnesota.
Categories: Education

Poststructuralism at Work with Marginalised Children

Poststructuralism at Work with Marginalised Children

This book looks at developing the capacity to apply poststructuralism in a setting where other discourses are dominant.

Author: Cath Laws

Publisher: Bentham Science Publishers

ISBN: 9781608052783

Category: Psychology

Page: 153

View: 600

This book looks at developing the capacity to apply poststructuralism in a setting where other discourses are dominant. It focuses on working both with students categorized as 'emotionally/behaviourally disordered' and their teachers in the context of a
Categories: Psychology

Freedom Research in Education

Freedom Research in Education

This book sets out a new and distinctive means of conceptualising research in the field of Education: ‘Freedom Research’.

Author: Karen McArdle

Publisher: Springer

ISBN: 9783319696508

Category: Education

Page: 174

View: 276

This book sets out a new and distinctive means of conceptualising research in the field of Education: ‘Freedom Research’. Freedom research is a conceptual understanding of research free from the strictures of orthodoxy; which adapts or knowingly critiques conventions about the ways in which research should be conducted. Underpinning this concept is the argument that the conventions of traditional approaches to research in education may be both confidence-sapping and constrictive to both the early career and mature educational researcher. By critiquing the boundaries of a socially constructed discipline, the researcher may then be liberated to research with freedom, creativity and innovation. This pioneering volume will assist the researcher to become more autonomous, and by extension more confident, in their own research practice. It will be of appeal to scholars, students and researchers in Education, of all stages of their career.
Categories: Education

Education Policy and Contemporary Theory

Education Policy and Contemporary Theory

This book aims to posit theory as a central component to the study of education and education policy.

Author: Kalervo N. Gulson

Publisher: Routledge

ISBN: 9781317816836

Category: Education

Page: 244

View: 218

This book aims to posit theory as a central component to the study of education and education policy. Providing clear, introductory entries into contemporary critical theories and their take up in education policy studies, the book offers a generative invitation to further reading, thought and exploration. Instead of prescribing how theory should be used, the contributors elaborate on a set of possibilities for researching and critiquing education policy. Education Policy and Contemporary Theory explores examples of how theoretical approaches generate a variety of questions for policy analysis, demonstrating the importance of theory as a necessary and inevitable resource for exploring and contesting various policy realms and dominant discourses. Each chapter provides a short overview of key aspects of a particular theory or perspective, followed by suggestions of methodological implications and recommended readings to extend the outlined ideas. Organized around two parts, the first section focuses on theorists while the second section looks at specific theories and concepts, with the intention that each part makes explicit the connection between theory and methodology in relation to education policy research. Each contribution is carefully written by established and emerging scholars in the field to introduce new scholars to theoretical concepts and policy questions, and to inspire, extend or challenge established policy researchers who may be considering working in new areas.
Categories: Education

Edinburgh Companion to Poststructuralism

Edinburgh Companion to Poststructuralism

Conn Holohan is a Lecturer in Film Studies at the Huston School of Film and ... Nicholas C. Burbules) Poststructuralism and Educational Research (2004), ...

Author: Benoit (University of Kent) Dillet

Publisher: Edinburgh University Press

ISBN: 9780748653690

Category: Philosophy

Page: 561

View: 362

Written by experts in their field, this Companion surveys the challenges and provocations raised by the major voices of poststructuralism: Foucault, Deleuze, Derrida, Cixous, Lyotard, Guattari, Kristeva, Irigaray, Barthes and Baudrillard. Thematically organised and clearly written, it will guide students and researchers in philosophy, literature, art, geography, politics, sociology, law, film, and cultural studies around the nature and contemporary relevance of poststructuralism.
Categories: Philosophy

Being Reflexive in Critical and Social Educational Research

Being Reflexive in Critical and Social Educational Research

This text is a collection of case studies and readings on the subject of doing research in education. It takes a personal view of the experience of doing research.

Author: Geoffrey Shacklock

Publisher: Routledge

ISBN: 9781135710521

Category: Education

Page: 240

View: 437

This text is a collection of case studies and readings on the subject of doing research in education. It takes a personal view of the experience of doing research. Each author presents a reflexive account of the issues and dilemmas as they have lived through them during the undertaking of educational research. Coming from the researcher's own perspectives, their positions are revealed within a wider space that can be personal, political, social and refexive. With this approach, many issues such as ethics, gender, race, validity, reciprocity, sexuality, class, voice, empowerment, authorship and readership are given an airing.
Categories: Education

Rethinking Practice Research and Education

Rethinking Practice  Research and Education

Peters, M. [2004] 'Poststructuralism and the aims of educational research', in Peter, M. P. and Burbules, N. C. [eds] Poststructuralism and Educational ...

Author: Kevin J. Flint

Publisher: Bloomsbury Publishing

ISBN: 9781441167576

Category: Education

Page: 304

View: 103

Rethinking Practice, Research and Education brings together philosophy with traditional methodological discourse, and opens a space for critical thinking in social and educational research. Drawing on the work of Heidegger, Derrida, Foucault and their descendants, this engaging critical examination of practice applies a deconstructive reading to the practices of research. Where is justice in the practice of research? How do paradigms for the production of knowledge shape what is given in the practice of research? What are the key issues involved in developing an ethos for the practice of research in the light of society's complex relationship with essential forms of technology? Each of these dimensions are explored, drawing on the traditions of research and their interplay with researchers' responsibilities to work towards justice in research. A must-read for researchers, bringing the language of philosophy to the current debate about the impact of social and educational research in practice.
Categories: Education

Emerging Approaches to Educational Research

Emerging Approaches to Educational Research

This work has proved controversial both in the challenges it has raised for the purposes and practices of education and training but also over the assumptions underpinning such work.

Author: Tara Fenwick

Publisher: Routledge

ISBN: 9781136730177

Category: Education

Page: 220

View: 300

The last fifteen years have seen much conceptual and methodological innovation in research on education and learning across the lifecourse, bringing both fresh insights and new dilemmas. This innovation was initially fuelled by the growing influence of conceptual framings often named as either post-structural or postmodern. The works of Foucault, Derrida and Lyotard have variously found their way into the canons of educational research, and in more recent years, the influence of the work of Deleuze and Guattari has also grown. This work has proved controversial both in the challenges it has raised for the purposes and practices of education and training but also over the assumptions underpinning such work. As part of and also in response to the influence of post-structuralism and postmodernism in the social sciences, there have emerged and developed a further range of conceptual and methodological framings which are more relational, system and practice-focussed. Several of these framings work with a non-linear understanding of causality and embrace unpredictability in the world and undecidability in our understanding of it. They also challenge any notion of a strong boundary between the social and natural sciences. This book explores the most significant four of these framings, how they are being taken up in research in education and learning across the lifecourse, as well as their possibilities and limitations: complexity science cultural historical activity theory (CHAT) actor-network theory (ANT) spatiality theories. Illustrated throughout with examples drawn from educational contexts across the life courses, including schooling, post-compulsory education and training, educational policy, workplace and community-based education in North America, the UK, and Australia this vital guide to understanding fresh ways of conducting and understanding educational research will prove essential reading for everyone undertaking educational research in the modern world.
Categories: Education

Conceptualizations of Childhood Pedagogy and Educational Research in the Postmodern

Conceptualizations of Childhood  Pedagogy and Educational Research in the Postmodern

Originating from a critical reading of texts in the area of childhood, pedagogy and educational research within the modern and the postmodern, this book extracts, appropriates and integrates parallel, but socially constructed, discourses ...

Author: Mariam John Meynert

Publisher: Cambridge Scholars Publishing

ISBN: 9781443886208

Category: Education

Page: 218

View: 272

In the last fifty years, a debate between modernism and postmodernism has surfaced within the social sciences. Epistemologically, there has been a shift away from the concept of a “found” world, “out there,” objective, knowable and factual, towards a concept of “constructed” worlds, thus problematizing postulates based upon the autonomous, stable, unified, coherent and integrated subject capable of rational action, and opening up spaces for a new understanding of subjectivity based on provisionality and contingency. From the ashes of these tendencies for fragmentation have arisen the new sociology of childhood and new directions in pedagogy and research, creating spaces for constructing notions of children and childhood. The emergent child has an active agency, allowing the construction of a more dynamic child, located in a multiplicity of domains, opening up spaces for more flexible pedagogies and new sensibilities in educational research. Originating from a critical reading of texts in the area of childhood, pedagogy and educational research within the modern and the postmodern, this book extracts, appropriates and integrates parallel, but socially constructed, discourses across disciplines such as the sociology of childhood, the sociology of knowledge and the sociology of education. The book constructs conceptions of childhood both historically and within the modernist/postmodernist paradigm, and documents the implications of the paradigmatic shift from modernity to postmodernity for the study of childhood, as well as pedagogical practices and educational research.
Categories: Education