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Educational Research: Material Culture and Its Representation

  • Book
  • © 2014

Overview

  • Challenges prevailing ideas about the ‘application’ of philosophy and history of education
  • Demonstrates in a unique way how philosophical and historical approaches are relevant for the practice and theory of education and for educational research
  • Takes the debate of the historical and philosophical complexities and constraints of the discourse of educational research in the context of material culture and its representation a step further
  • Includes supplementary material: sn.pub/extras

Part of the book series: Educational Research (EDRE, volume 8)

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Table of contents (14 chapters)

Keywords

About this book

This collection discusses and illustrates how educational research is affected by the economic, institutional and physical contingencies of its time, and in our time even increasingly is driven by them. It is argued that the antidote to this is, however, not to aspire to ‘thought itself’, but instead to do justice to its own rootedness in the ‘material’, including textuality. From an historical point of view such an innovative approach can itself revamp the material scholarly culture and the way it is represented. The chapters address a variety of topics such as the cultural heritage of the school desk, the significance of images for research into long-term educational processes, the way iconic signs function, and how modes of enquiry relate to the materiality of education. Attention is also given to standards for reporting on educational research studies and how these limit the scope and communication and moreover shape researchers, to the forms of citation practices as substantially influencing methods and content, and to the centrality of conversation not just as the means to an end but as what matters; further to representational and to non-representational theories for educational research. Some examples are drawn from the area of arts-based educational research, from mathematics education, and from the discourse on universities.

Editors and Affiliations

  • Faculty of Psychology and Educational Sciences, Ghent University and Katholieke Universiteit Leuven, Belgium

    Paul Smeyers

  • Campus Kortrijk, Subfaculteit Psychologie en Pedagogische Wetenschappen, Katholieke Universiteit Leuven, Kortrijk, Belgium

    Marc Depaepe

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