By Alan D. Reid (auth.), Alan D. Reid, E. Paul Hart, Michael A. Peters (eds.)
This quantity deals a different statement at the diversified ways in which academic inquiry is conceived, designed and critiqued. a global workforce of students examines cross-cutting subject matters of the way examine in schooling is conceptualised, characterized, contextualised, legitimated and represented. Contributions contain particularly commissioned essays, severe commentaries, vignettes, dialogues and instances. every one part discusses the importance of a fancy terrain of principles and reviews which could tell pondering and perform in academic examine. the result's an intensive and available 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
So rather than being the deadhand of traditions of academia, we have a hallmark, knowledge that is robust philosophically – and socially? Stables observes that while there can be no overarching criteria for adjudicating necessarily partial and inconsistent accounts of education research, new thinking is analogous to a move in a game, and we must also allow for the possibility that some particular forms of ‘new thinking’ may even lead to a modification of ‘the game’ itself. To advance what seems to amount to a rectification of terms, Stables initially draws on Ludwig Wittgenstein’s remarks about the experience of being immersed in a language game, to consider why concepts cannot be understood ‘independent of context’.
The second relates to the idea that positivism and constructivism can be conceived as equally legitimate theories of knowledge (Alexander 2006).
Rather they set out to draw attention to the traditions and institutions – and their configurations – that make such claims possible, likely or not, and/or a priority. And in so doing, like Ramaekers, Mus and Stables, they seem to suggest we might entertain sharper questions about 1 Conceptualising Research in Education: Challenging Concepts and Conceptions when and where educational research is transformative, – again for whom, but also increasingly, to what ends? The difference here is to query what it means to research education, by having ‘researcher as truth-teller’; that is, by considering the obligations associated with each aspect in terms of rationale and rationality, within and beyond the framing of becoming and being ‘academic’ or ‘scientific’.