By Alan D. Reid (auth.), Alan D. Reid, E. Paul Hart, Michael A. Peters (eds.)
This quantity deals a different remark at the varied ways in which academic inquiry is conceived, designed and critiqued. a world staff of students examines cross-cutting topics of ways learn in schooling is conceptualised, characterized, contextualised, legitimated and represented. Contributions contain in particular commissioned essays, serious commentaries, vignettes, dialogues and instances. every one part discusses the importance of a fancy terrain of principles and evaluations which can tell considering and perform in academic study. the result's an intensive and available quantity that provides clean insights into the views and demanding situations that form various genres of analysis in schooling.
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Extra resources for A Companion to Research in Education
In brief, a cause is not a reason, but in everyday life, they are usually expected to be related in some way or other. Translated to academic contexts, research claims are supposed to emerge and be presented in way that afford both a critical and reflexive space for the development and testing of reasons and reasoning. 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.
For those committed to educational research as knowledge-oriented, this can amount to a challenging, if not awkward, defamiliarising process, regarding the purposes and scope of researching education, particularly what it means to know, and what knowledge and knowing means, in and through educational research. Simons and Masschelein do not want to dismiss attention to the internal or external conditions for producing or judging our claims to know though. 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.
Responding to their own call then, Simons and Masschelein cannot but consider why and how ‘mastery’ has become so important to such considerations for educational researchers. It seems competent research requires mastery of the field, and mastery of method. And artful research requires mastery of principles, and mastery of technique. But before over-elaborating this, we must ask: does mastery, and attention to mastery, become numerator and denominator not just of the aspects of the life in question, but also the whole of an educated life?