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Poststructuralism and Educational Research

Af: Michael A. Peters, Nicholas C. Burbules Engelsk Paperback

Poststructuralism and Educational Research

Af: Michael A. Peters, Nicholas C. Burbules Engelsk Paperback
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Poststructuralism, and its implications for something called ''postmodernism,'' is a major topic of discussion in social theory and research generally, including educational research. The works of the major authors in this tradition (Foucault, Lyotard, Cixous, Derrida, Haraway, to name a few) are challenging and difficult. Yet more and more theorists and researchers in educational scholarship use this term to describe their work. What does poststructuralism mean for these authors, and what significance does it have for educational inquiry? This book takes on these central questions and explores the impact of poststructuralism in language that makes the basic issues at stake accessible for a broad readership. Michael Peters and Nicholas C. Burbules highlight the implications of a poststructuralist stance for the conception of the research subject and examine its standards of validity and methods of investigation. They also lay out the distinguishing characteristics of this approach to educational inquiry, using as examples the particular ways in which writers (including Giroux, McLaren, Lather, and Ball) have tried to incorporate the poststructuralist perspective into their investigations of educational issues. The emphasis throughout this book will be on making these complex theoretical issues tangible and salient for the educational researcher.
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Poststructuralism, and its implications for something called ''postmodernism,'' is a major topic of discussion in social theory and research generally, including educational research. The works of the major authors in this tradition (Foucault, Lyotard, Cixous, Derrida, Haraway, to name a few) are challenging and difficult. Yet more and more theorists and researchers in educational scholarship use this term to describe their work. What does poststructuralism mean for these authors, and what significance does it have for educational inquiry? This book takes on these central questions and explores the impact of poststructuralism in language that makes the basic issues at stake accessible for a broad readership. Michael Peters and Nicholas C. Burbules highlight the implications of a poststructuralist stance for the conception of the research subject and examine its standards of validity and methods of investigation. They also lay out the distinguishing characteristics of this approach to educational inquiry, using as examples the particular ways in which writers (including Giroux, McLaren, Lather, and Ball) have tried to incorporate the poststructuralist perspective into their investigations of educational issues. The emphasis throughout this book will be on making these complex theoretical issues tangible and salient for the educational researcher.
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Produktdetaljer
Sprog: Engelsk
Sider: 128
ISBN-13: 9780847691203
Indbinding: Paperback
Udgave:
ISBN-10: 0847691209
Kategori: Forskningsmetoder
Udg. Dato: 29 jan 2004
Længde: 11mm
Bredde: 230mm
Højde: 154mm
Forlag: Rowman & Littlefield
Oplagsdato: 29 jan 2004
Forfatter(e): Michael A. Peters, Nicholas C. Burbules
Forfatter(e) Michael A. Peters, Nicholas C. Burbules

Kategori Forskningsmetoder

ISBN-13 9780847691203

Sprog Engelsk

Indbinding Paperback

Sider 128

Udgave

Længde 11mm

Bredde 230mm

Højde 154mm

Udg. Dato 29 jan 2004

Oplagsdato 29 jan 2004

Forlag Rowman & Littlefield