By David Scott; Robin Usher
This publication explores academic learn by way of the connection among epistemology, method and perform. Divided into sections, the 1st examines the frameworks which underpin the equipment academic researchers use. the second one seems at a wide spectrum of ways, together with feminist methods, motion examine, ethnography and biographical examine. the problems coated are principal to all in the learn neighborhood together with scholars project learn levels or examine method classes.
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Extra info for Understanding Educational Research
Example text
Postmodernism, however, is not an alternative tradition although it does foreground and critique the epistemological commitments which are implicit in all research traditions, and for this reason cannot itself become a research tradition since it must remain reflexively critical. Neglected epistemological assumptions 31 To do research in a postmodern way is to take a critical stance towards the practice of sense-making and sense-taking which we call research. What it focuses on however is not the world which is constructed and investigated by research but the way in which that world is written, inscribed or textualised in the research text.
Put at its simplest, social researchers are engaging in representational practices whose outcomes purport to be truthful representations of a social reality whose members themselves engage in representational practices. The double hermeneutic means that reflexivity is present at the very heart of the practice of research. Thus a constructed difference can no longer function unproblematically as the guarantee of a truthful representation. Researchers cannot separate themselves from the objects of their research, indeed they can no longer define them negatively as ‘objects’, lacking the qualities which they as subjects possess.
At the same time, however, the representation and that which it represents cannot be too different because otherwise the former could not be deemed to be about the latter. For example, knowledge of quarks that truthfully represents the reality of quarks must be about quarks but must not itself be a quark. The result of this is that methodology must work to construct a representation that combines both sameness and difference. Now when we think of method we do so in terms of a powerful natural science paradigm where it is a set of transcendental rules which, when properly applied, generates a truthful representation.