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.
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