Educational Research: Discourses of Change and Changes of Discourse: Educational Research, cartea 9
Editat de Paul Smeyers, Marc Depaepeen Limba Engleză Hardback – 6 iun 2016
Educational research has been typically carried out within a discourse of change: changing educational practice, changing policy, or changing the world. Sometimes these expectations have been grand, as in claims of emancipation; sometimes they have been more modest, as in research as a support for specific reforms. This book explores the answers to such questions as: Are these expectations justified? How have these discourses of change themselves changed over time? What have researchers meant by change, and related concepts such as reform, improvement, innovation, progress and the new? Does this teleological and hopeful discourse itself reflect a particular historical and national/cultural point of view? Is it over promising for educational research to claim to solve social problems, and are these properly understood as educational problems? In doing so, it challenges prevailing ideas about the application of philosophy and history of education, and demonstrates the relevance of philosophical and historical approaches for the practice and theory of education and for educational research.
This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.
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Specificații
ISBN-13: 9783319304557
ISBN-10: 3319304550
Pagini: 190
Ilustrații: XII, 227 p. 3 illus.
Dimensiuni: 155 x 235 x 14 mm
Greutate: 0.51 kg
Ediția:1st ed. 2016
Editura: Springer International Publishing
Colecția Springer
Seria Educational Research
Locul publicării:Cham, Switzerland
ISBN-10: 3319304550
Pagini: 190
Ilustrații: XII, 227 p. 3 illus.
Dimensiuni: 155 x 235 x 14 mm
Greutate: 0.51 kg
Ediția:1st ed. 2016
Editura: Springer International Publishing
Colecția Springer
Seria Educational Research
Locul publicării:Cham, Switzerland
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Cuprins
About the Authors.- 1. Mutual Dependencies: ‘Change’ and ‘Discourse’- 2. Technology, Education, and the Fetishization of the ‘New’.- 3. Managing Change and the Language of Change.- 4. How is it Possible to Make a Difference? Agency, Actors, and Affect as Discourses of Change in Education Research.- 5. ‘Too Busy for Thoughts’: Stress, Tiredness and Finding a Home in the University.- 6. Creativity, Education and the Future.- 7. Neuromyths for Educational Research and the Educational Field?.- 8. On the Plurality of Mathematics Discourses: Between Power and Constraints.- 9. Learning to Love the Bomb: The Cold War Brings the Best of Times to American Higher Education.- 10. Change of Discourses: Theoretical Perspectives for US Teacher Education.- 11. From the French Republican Educational Reforms to the ABCD de l’Égalité: Thinking about Change in the History of Girls’ Education in France.- 12. The ‘Crisis’Problem: On the Pervasiveness of Crisis Rhetoric in American Education Research.- 13. “It’s the language, stupid!” Colorblind and Tone-deaf as Discourses of Change in Educational Research.- 14. A Belief in Magic. Professionalization in Post Second World War Forced Child Protection.- 15. It’s All about Interpretation: Discourses at Work in Education Museums. The case of Ypres.- Author Index.- Subject Index.
Textul de pe ultima copertă
This collection addresses concepts and theories of change, contexts and functions of reform discourses, and fields of change in educational research. It examines a wide variety of issues such as girls’ education in France, educational neuroscience, the professionalization in Child Protection, and mathematics discourses. It pays attention to the pervasiveness of crisis rhetoric in American Education Research, to the current university climate, and to perspectives for teacher education. The volume presents in-depth studies that integrate the perspective of history and philosophy of education.
Educational research has been typically carried out within a discourse of change: changing educational practice, changing policy, or changing the world. Sometimes these expectations have been grand, as in claims of emancipation; sometimes they have been more modest, as in research as a support for specific reforms. This book explores the answers to such questions as: Are these expectationsjustified? How have these discourses of change themselves changed over time? What have researchers meant by change, and related concepts such as reform, improvement, innovation, progress and the new? Does this teleological and hopeful discourse itself reflect a particular historical and national/cultural point of view? Is it over promising for educational research to claim to solve social problems, and are these properly understood as educational problems? In doing so, it challenges prevailing ideas about the application of philosophy and history of education, and demonstrates the relevance of philosophical and historical approaches for the practice and theory of education and for educational research.
This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of EducationalResearch.
Educational research has been typically carried out within a discourse of change: changing educational practice, changing policy, or changing the world. Sometimes these expectations have been grand, as in claims of emancipation; sometimes they have been more modest, as in research as a support for specific reforms. This book explores the answers to such questions as: Are these expectationsjustified? How have these discourses of change themselves changed over time? What have researchers meant by change, and related concepts such as reform, improvement, innovation, progress and the new? Does this teleological and hopeful discourse itself reflect a particular historical and national/cultural point of view? Is it over promising for educational research to claim to solve social problems, and are these properly understood as educational problems? In doing so, it challenges prevailing ideas about the application of philosophy and history of education, and demonstrates the relevance of philosophical and historical approaches for the practice and theory of education and for educational research.
This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of EducationalResearch.
Caracteristici
Challenges prevailing ideas about the “application” of philosophy and history of education Demonstrates in a unique way how philosophical and historical approaches are relevant for the practice and theory of education and for educational research Debates the historical and philosophical complexities and constraints concerning discourses of change and the change of discourse in the educational field
Recenzii
"Freedom of inquiry in educational research can no longer be taken for granted. Narrow definitions of what constitutes ‘scientific’ research, funding criteria that enforce particular research methods, and policy decision processes that ignore any research that is not narrowly utilitarian, create a context in many countries that discourages scholarship of a more speculative, exploratory, or critical sort.
This book brings together an exceptional combination of international and cross-disciplinary scholars who bring the perspectives of history and philosophy of science to ask, ‘How did we arrive at this place? and ‘Where is educational research heading? The book illuminates the anti-intellectual consequences of a ‘what works’ mentality in education, and shows that the ostensibly ‘scientific’ revolution in educational research in fact reflects an ahistorical and conceptually muddled understanding of what actually constitutes ‘science.’ This book could not be more timely and important."
Nicholas C. Burbules, Grayce Wicall Gauthier Professor, University of Illinois
"With research increasingly tied to State policies with the instrumental purpose of guiding school reforms, the volume provides an important historical and philosophical questioning of the possibilities, limitations and challenges of education research. Internationally leading scholars engage in a significant conversation that is sophisticated and nuanced for understanding contemporary debates." Thomas S. Popkewitz, the University of Wisconsin-Madison, USA
This book brings together an exceptional combination of international and cross-disciplinary scholars who bring the perspectives of history and philosophy of science to ask, ‘How did we arrive at this place? and ‘Where is educational research heading? The book illuminates the anti-intellectual consequences of a ‘what works’ mentality in education, and shows that the ostensibly ‘scientific’ revolution in educational research in fact reflects an ahistorical and conceptually muddled understanding of what actually constitutes ‘science.’ This book could not be more timely and important."
Nicholas C. Burbules, Grayce Wicall Gauthier Professor, University of Illinois
"With research increasingly tied to State policies with the instrumental purpose of guiding school reforms, the volume provides an important historical and philosophical questioning of the possibilities, limitations and challenges of education research. Internationally leading scholars engage in a significant conversation that is sophisticated and nuanced for understanding contemporary debates." Thomas S. Popkewitz, the University of Wisconsin-Madison, USA
Notă biografică
Paul Smeyers is Professor at Ghent University and at KU Leuven, both in Belgium, and Honorary Professor at Stellenbosch University (South Africa). He teaches philosophy of education and methodology of the Geisteswissenschaften (Qualitative/Interpretative Research Methods). He is the author of numerous articles focusing on Wittgenstein’s relevance for philosophy of education, on postmodernism, and on issues of the methodology of educational research. He is President of the International Network of Philosophers of Education and link-convenor for Network 13, Philosophy of Education, European Educational Research Association. He is the Editor of Ethics and Education (Taylor and Francis). Together with Nigel Blake, Richard Smith, and Paul Standish he co-authored three books, Thinking Again, Education in an Age of Nihilism, The Therapy of Education, and with Michael Peters and Nick Burbules Showing and Doing. With Marc Depaepe he co-edited the series Educational Research (Springer, thus far 10 books). Recent publications include a co-authored book with Richard Smith (Making Sense of Education and EducationalRresearch, Cambridge University Press, Cambridge, 2014), a collection co-edited with David Bridges, Morwenna Griffiths, and Nick Burbules (International handbook of interpretation in educational research methods, 2 vols., Springer, 2015) and a collection he edited for Springer, International Handbook of Philosophy of Education (2 volumes, to be published in 2018). His latest work focuses anew on Wittgenstein’s legacy for philosophy of education. Some of that is included in the collection edited by Michael Peters and Jeff Stickney (A Companion to Wittgenstein on Education. Springer, 2017). Attention to Smeyers’ contributions in this area are discussed in the Foreword (David Bakhurst), the introductory chapter (Editors), and in a separate chapter by Paul Standish of this collection.
Marc Depaepe is Professor of History of Education and History of Psychology at the KU Leuven, campus Kulak (Flanders, Belgium). Deputy Vice-Chancellor at the KU Leuven, responsible for the campuses at Kortrijk (Kulak), Bruges and Ostend between (2013-2017). Co-editor-in-chief of Paedagogica Historica, since 2005. Former Secretary (1989-1991) and Chairman (1991-1994) of the "International Standing Conference for the History of Education" (ISCHE). Former President of the “Belgian Dutch Society for the History of Education” (BNVGOO) (1998-2002) and Vice-president of the “Internationale Gesellschaft für Historische und Systematische Schulbuchforschung” (IGHSSF) in Germany (1997-2008). Member of the Board of directors of the International Academy of Education (IAE), since 2012. Published and co-published abundantly on the history of education. His selected readings, Between Educationalization and Appropriation, were published in 2012. In 2015 he was awarded a honorary doctorate at the University of Latvia in Riga.
Marc Depaepe is Professor of History of Education and History of Psychology at the KU Leuven, campus Kulak (Flanders, Belgium). Deputy Vice-Chancellor at the KU Leuven, responsible for the campuses at Kortrijk (Kulak), Bruges and Ostend between (2013-2017). Co-editor-in-chief of Paedagogica Historica, since 2005. Former Secretary (1989-1991) and Chairman (1991-1994) of the "International Standing Conference for the History of Education" (ISCHE). Former President of the “Belgian Dutch Society for the History of Education” (BNVGOO) (1998-2002) and Vice-president of the “Internationale Gesellschaft für Historische und Systematische Schulbuchforschung” (IGHSSF) in Germany (1997-2008). Member of the Board of directors of the International Academy of Education (IAE), since 2012. Published and co-published abundantly on the history of education. His selected readings, Between Educationalization and Appropriation, were published in 2012. In 2015 he was awarded a honorary doctorate at the University of Latvia in Riga.