Opening Third Spaces for Research in Education challenges dominant educational research methods. It rejects the reductive binaries normalized in social science research-theory/practice, objective/subjective, quantitative/qualitative. Drawing from multiple fields and eras, the book opens third spaces between these artificial poles to help researchers expand interpretations and possibilities for research. Critiquing the current focus on the measurement of "e;student learning outcomes"e; and high-stakes assessment, the book offers conceptual tools and case examples to support educators in reconceptualizing research. The book critiques the modernist notion that learning is an individual mental process of acquiring knowledge or skills. It argues instead that learning is inextricably entangled with social relations and cannot be isolated or controlled no matter how scientifically rigorous researchers try to be in their study designs. This challenges the current goal of educational research instruction to design "e;valid and reliable"e; studies that provide evidence for "e;best practices,"e; and reimagines it as opening third spaces to expand opportunities and approaches for inquiry.Perfect for courses such as: Foundations of Social and Cultural Analysis of Education   Agency, Resistance, and Identity in Education   Critical and Postmodern Pedagogies   Culture, Cognition, and Power Issues in Education   Modernity and Postmodernity in Social Thought and Education   Integrating Research and Practice in Social Justice Education   Cultural Studies in Education   Science, Technology, and Social Research after Eurocentrism   Critical Pedagogy   Language, Performance, and Power   Sociology of Education   Ideology, Racial Politics, and Public Policy: Sociology of Knowledge   Seminar in Cross National Studies of Educational Problems   Participatory Action Research and Programming
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