Emergent Pedagogy in England: A Critical Realist Study of Structure-Agency Interactions in Higher Education

This book aims to show how a meta-theory of critical realism can be applied to research about pedagogy in the changing landscape of higher education in England. It introduces some of the key ideas of critical realism, and its potential to clarify complex issues that arise in research. This book draws on a critical realist study of structure/agency interactions in three contrasting higher education institutions. Seven case studies of lecturers, over the three universities, are considered to ...