Action research and postmodernism : congruence and critique
Author(s)
Bibliographic Information
Action research and postmodernism : congruence and critique
（Conducting educational research / series editor, Harry Torrance）
Open University Press, 2001
- : hard
- : pbk
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Note
Includes bibliographical references (p. [185]-195) and index
Description and Table of Contents
- Volume
-
: pbk ISBN 9780335207619
Description
"Make something new, Derrida says, that is how deconstruction happens. This book exemplifies such a move in the way it addresses the stuck places of practitioner oriented research with its rational, intentional agents seeking to empower both teacher self and students. An example of putting postmodernism to work in educational research, the book asks hard questions about necessary complicities...rounded in nursery teaching and math education, it attempts to develop a better language toward a more complicated understanding of what knowledge means...without reverting to the quick and narrow scientism of the past." Patti Lather, Ohio State University How can we move forward from or develop traditional approaches to Action Research which have dominated teacher research for many years now? How can teachers work at improving their teaching when there are so many different understandings of what education is trying to achieve? In which ways can post-structuralism, which has had such a major impact in other disciplines, offer practical support to teachers developing their own professional practices?
A premise of much teacher research is that reflection on practice can lead to a development of that practice. Such reflection, it is purported, enables the practitioner in organising the complexity of the teaching situation, with a particular emphasis on how 'monitoring of change' can be converted to 'control of change'. This book questions the notion of construing developing practice as 'aiming for an ideal' and suggests that such a pursuit has a questionable track record. The very desire for control, and the difficulties encountered in trying to document it can cloud our vision from the very complexities we seek to capture. The book offers detailed discussion of teacher research enquiries carried out in the context of masters and doctoral degrees. It focuses in particular on how the reflective writing generated by the teacher might build towards an assertion of professional identity through which professional demands are mediated.
Table of Contents
Introduction Emancipation and postmodernism Research and the development of practice Part one: The hermeneutic backdrop Creating data within practitioner research an hermeneutic model of practitioner research Transitions issues of temporality and practitioner research On identity Part two: The postmodern turn - deconstructing the nursery classroom From emancipation to postmodernism a nursery study A tale of disturbance Identity, power and resistance Deconstructing the nursery classroom that will undo nicely but so what? Transgressive agents an optimistic possibility? Conclusion Critical pedagogy in a postmodern world References Index.
- Volume
-
: hard ISBN 9780335207626
Description
"Make something new, Derrida says, that is how deconstruction happens. This book exemplifies such a move in the way it addresses the stuck places of practitioner oriented research with its rational, intentional agents seeking to empower both teacher self and students. An example of putting postmodernism to work in educational research, the book asks hard questions about necessary complicities...rounded in nursery teaching and math education, it attempts to develop a better language toward a more complicated understanding of what knowledge means...without reverting to the quick and narrow scientism of the past." - Patti Lather, Ohio State University. How can we move forward from or develop traditional approaches to Action Research, which have dominated teacher research for many years now? How can teachers work at improving their teaching when there are so many different understandings of what education is trying to achieve? In which ways can post-structuralism, which has had such a major impact in other disciplines, offer practical support to teachers developing their own professional practices?
A premise of much teacher research is that reflection on practice can lead to a development of that practice. Such reflection, it is purported, enables the practitioner in organising the complexity of the teaching situation, with a particular emphasis on how 'monitoring of change' can be converted to 'control of change'. This book questions the notion of construing developing practice as 'aiming for an ideal' and suggests that such a pursuit has a questionable track record. The very desire for control, and the difficulties encountered in trying to document it can cloud our vision from the very complexities we seek to capture. The book offers detailed discussion of teacher research enquiries carried out in the context of masters and doctoral degrees. It focuses in particular on how the reflective writing generated by the teacher might build towards an assertion of professional identity through which professional demands are mediated.
Table of Contents
IntroductionEmancipation and postmodernismResearch and the development of practicePart one: The hermeneutic backdropCreating data within practitioner researchan hermeneutic model of practitioner researchTransitionsissues of temporality and practitioner researchOn identityPart two: The postmodern turn - deconstructing the nursery classroomFrom emancipation to postmodernisma nursery studyA tale of disturbanceIdentity, power and resistanceDeconstructing the nursery classroomthat will undo nicely but so what?Transgressive agentsan optimistic possibility?ConclusionCritical pedagogy in a postmodern worldReferencesIndex.
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