Action Research and Postmodernism: Congruence and Critique (Conducting Educational Research Series) / Edition 1

Action Research and Postmodernism: Congruence and Critique (Conducting Educational Research Series) / Edition 1

by Tony Brown
     
 

ISBN-10: 0335207618

ISBN-13: 9780335207619

Pub. Date: 02/01/2002

Publisher: McGraw-Hill Companies, The

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

Overview

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 organizing 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 inquiries 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.

Product Details

ISBN-13:
9780335207619
Publisher:
McGraw-Hill Companies, The
Publication date:
02/01/2002
Series:
Conducting Educational Research Series
Pages:
210
Product dimensions:
9.00(w) x 6.00(h) x 0.44(d)

Table of Contents

Acknowledgementsvi
Introduction1
1Emancipation and postmodernism3
2Research and the development of practice13
Part 1The hermeneutic backdrop: narrating the researcher31
3Creating data in practitioner research33
4Transitions: issues of temporality and practitioner research57
5On identity70
Part 2The postmodern turn--deconstructing the nursery classroom91
6From emancipation to postmodernism: a nursery study93
7A tale of disturbance105
8Identity, power and resistance116
9Deconstructing the nursery classroom: that will undo nicely, but so what?132
10Transgressive agents: an optimistic possibility?150
Conclusion167
11Critical pedagogy in a postmodern world169
Bibliography185
Index196

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