International Handbook of Interpretation in Educational Research

ISBN-13: 9789402408058 / Angielski / Miękka / 2018 / 1662 str.

Paul Smeyers; David Bridges; Nicholas C. Burbules

Spis treści

Preface: How the Handbook Came into Being; Paul Smeyers.- General Introduction; Morwenna Griffiths, David Bridges, Nicholas C. Burbules, and Paul Smeyers.- The Theoretical Landscape.-Varieties of Interpretation in Educational Research: How we frame the project; Nicholas C. Burbules, David Bridges, Morwenna Griffiths, and Paul Smeyers.- Interpretation, Social Science, and Educational Research; Deborah Kerdeman.- Ethical Problems of Interpretation in Educational Research; Margaret D. LeCompte.- “A Demand for Philosophy”: Interpretation, educational research, and transformative practice; Michael Peters.- GENRE 1: Narrative Approaches.- 1.0 Introduction; Marilyn Johnston-Parsons and Michael Watts.- 1.1 Historical Narratives in Ethiopia; Amare Asgedom and Barbara Ridley.- 1.2 Interpreting Street Narratives of Children and Parents in Indonesia; Sophie Dewayani.- 1.3 A Rhetorical Approach to Classroom Narrative Study: Interpreting narration as an ethical resource for teaching in the United States; Mary Juzwik.- 1.4 Dialogue in Narrative Inquiry: Collaboration in doctoral study in the United States; Yuni Sari Amalia, Daniel Johnson Mardones, Marilyn Johnston-Parsons, Wendi Shen, Yun Sun Shin and Jason Swanson.- 1.5 Narrative and the Transmission of Traditions: Informal learning among italian artisan stone carvers; Amy Shuman.- 1.6 Ethnography of Primary School Teaching in Tanzania; Sharon Tao.- 1.7 Life History Research and the Interpretation of Working Class Success in Higher Education in the United Kingdom; Michael F Watts.- 1.8 An Awareness of the Feminist Subject: An example of collective biography writing in poststructuralist discourse practice; Monne Wihlborg.- GENRE 2: Analysis of Language and Significations.- 2.0 Introduction; Jane Mulderrig and Vally Lytra.- 2.1 Using Critical Discourse Analysis to Interpret Educational Policy on School Exclusion in England and Wales; Yo Dunn.- 2.2 Interpreting Websites in Educational Contexts: A social-semiotic, multimodal approach; Emilia Djonov, John S. Knox, and Sumin Zhao.- 2.3 Critical Discourse Analysis and Participatory Action Research in the Netherlands: A new approach to shared processes of interpretation in educational research; Nicolina Montesano Montessori and Hans Schuman.- 2.4 Discourses of Intercultural Communication and Education; Karin Zotzmann.- 2.5 Literacy in the Community: The interpretation of ‘local’ literacy practices through ethnography; Kate Pahl.- 2.6 Touch Points and Tacit Practices: How videogame designers help literacy studies; Jennifer Rowsell.- 2.7 ‘Enabling’ Participatory Governance in Education: A corpus-based critical analysis of policy in the United Kingdom; Jane Mulderrig.- 2.8 Moving from "Interesting Data" to a Publishable Research Article - Some interpretive and representational dilemmas in a linguistic ethnographic analysis of an English literacy lesson; Julia Snell and Adam Lefstein.- GENRE 3: Ethnography of Education: Sociological and anthropological approaches.- 3.0 Introduction; Francesca Gobbo and Kathryn Anderson-Levitt.- 3.1 People “of Passage”: An intercultural educator’s interpretation of diversity and cultural identity in Italy; Francesca Gobbo.- 3.2 Constructing Collaborative Interpretations. Children as co-researchers in an ethnographic study in Argentina; Diana Milstein.- 3.3 Learning to Survive in Sri Lanka: Education and training in times of catastrophe; Mara Benadusi.- 3.4 Negotiating the Boundaries Within: An anthropologist at home in a multiethnic neighborhood in urban Japan; Yuko Okubo.- 3.5 Us and Them – What categories reveal about Roma and non-Roma in the Czech Republic; David Doubek, Marketa Levinska.- 3.6 Working Backwards – A methodological autobiography; Deborah Golden.- 3.7 Observing Schools in Disadvantaged Neighborhoods in France; Jean-Paul Payet.- 3.8 Doubly Reflexive Ethnography for Collaborative Research in Mexico;  Gunther Dietz and Aurora Álvarez Veinguer.- GENRE 4: Ethnography in Educational Research: Applying ethnographic methods in educational inquiry.- 4.0 Introduction; Dennis Beach and Elina Lahelma.- 4.1 On the Subject of Sex: An ethnographic approach to gender, sexuality and sexual learning in England; Mary Jane Kehily.- 4.2 The ‘Gay Eye’ of a Researcher and a Student in a Hungarian School: Autoethnography as critical interpretation of the subject; György Mészáros.- 4.3 ‘Of Time and the City’: Young people’s ethnographic accounts of identity and urban experience in Canada; Jo-Anne Dillabough and Philip Gardner.- 4.4 Interpreting Visual (and Verbal) Data: Teenagers’ views on belonging to a language minority group in Finland; Gunilla Holm, Monica Londen and Jan-Erik Mansikka.- 4.5 Interpreting Education Policy and Primary Teachers’ Work in England; Geoff Troman and Bob Jeffrey.- 4.6 Mediating Systemic Change through Socio-Cultural Methods in Educational Systems in the United States; Elizabeth B. Kozleski and Alfredo J. Artiles.- 4.7 Changing Teacher Education in Sweden? A meta-ethnographic analysis based on three long term policy-ethnographic investigations; Dennis Beach, Anita Eriksson and Catarina Player-Koro.- 4.8 Problematizing Evaluative Categorisations: Collaborative and multi-sited interpretations of constructions of normality in Estonia and Finland; Sirpa Lappalainen, Elina Lahelma and Reetta Mietola.- GENRE 5: Historical Approaches.- 5.0 Introduction; Lynn Fendler and Marc Depaepe.- 5.1 A Footnote to Plato: Interpreting the history of secondary education in mid 20^th century England; Gary McCulloch.- 5.2 Silences and Interpretations: Historical approaches in understanding classroom teachers from the past; Philip Gardner.- 5.3 Liminality: Interpreting research on learning in the context of the History of Childhood; Theresa Richardson.- 5.4 Interpretation in an Historical Approach to Reading; Anne-Marie Chartier.- 5.5 Curriculum History and Interpretation; Barry M. Franklin and Richard K. Nye.- 5.6 Vocational Education, Gender and Inequality in Hamburg, Germany 1849-1914; Christine Mayer.- 5.7 Educational Policy in Historical Perspective: Interpreting the macro and the micro politics of schooling; Inés Dussel.- 5.8 Non-formal Education on Display; Karin Priem.- GENRE 6: Philosophical Approaches.- 6.0 Introduction; Yusef Waghid.- 6.1 Indigenous Students’ Learning of School Science: A philosophical interpretation; Lesley Le Grange.- 6.2 Teaching and Learning for Citizenship in a Post-Apartheid South African University Classroom: An interpretive interlude; Yusef Waghid.- 6.3 Language, Meaning and the Other in Curriculum Research; Christine Winter.- 6.4 The Open Space of Liberal Democracy: Interpreting the national tests of citizenship competencies in Colombia; Andrés Mejía.- 6.5 A “Jill” of All Trades and Mistress of One: Interpretation, school leadership and philosophy of education; Janet Orchard.- 6.6 Philosophical Approaches to Educational Research: Justice, democracy and education; Penny Enslin and Mary Tjiattas.- 6.7 Education Policy from the Perspective of Governmentality; Maarten Simons.- 6.8 Philosophy at Work in the Study of Parenting and Parenting Support in Flanders; Stefan Ramaekers.- GENRE 7 : Quantitative Approaches.- 7.0 Introduction; Paul Smeyers.- 7.1 Interpretation in the Process of Designing Effective Learning Materials: A design-based research example; Ellen Vanderhoven, Annelies Raes and Tammy Schellens.- 7.2 Interpretation of Research on Technology Integration in Teacher Education in the United States: Preparation and current practices; Anne Ottenbreit-Leftwich, Peggy A. Ertmer and Jo Tondeur.- 7.3 Theory-driven Evaluation Studies: Establishing links between research, policy, and practice; Leonidas Kyriakides.- 7.4 Juxtaposing Interpretations of Research on School Principalship; Marta C. Azaola and Anthony Kelly.- 7.5 Researching Equity and Effectiveness in Education: Examples from the UK and Germany; Pamela Sammons and Yvonne Anders.- 7.6 Beyond the Quantification of Irregular Migrants: From ‘knowledge on the case’ to ‘knowing how to go on’; Elias Hemelsoet.- 7.7 Interpreting Statistics in an English Team-based Evaluation; Peter Bowbrick.- 7.8 Making Sense of Layers of Interpretation in Quantitative Educational Research; Paul Smeyers.- GENRE 8: Cultural-transgressive Approaches.- 8.0 Introduction; Robert A. Davis.- 8.1 Hermeneutics of Linguistic Ethnography: Teachers and students losing and finding their voices; Robert A. Davis.- 8.2 Making an Appearance on the Shelves of the Room We Call Research: Autoethnography-as-storyline-as-interpretation in research; Elisabeth Mackinlay.- 8.3 Critical Interdisciplinarity and Noticing Absences; Heather Greenhalgh-Spencer.- 8.4 Theorizing Relational Privacy: Embodied Perspectives to Support Ethical Professional Pedagogies; David C Lundie.- 8.5 Interpreting the International and Intra-national ‘Translation’ of Educational Policy and Practice: A case of opportunism, serendipity and bricolage; David Bridges, Kairat Kurakbayev and Assel Kambatyrova.- 8.6 Five Conversations and Three Notes on the ‘Soviet’, or Finding a Place for Personal History in the Study of Teacher Education Policy in Kazakhstan; Olena Fimyar.- 8.7 Masks as Methodology and the Phenomenological Turn: Issues of interpretation; Ruth Leitch and James C. Conroy.- 8.8 Writing and the Articulation of Disciplinary Identifications: A psychoanalytic exploration of methodological practice; Claudia Lapping.- 8.9 Strange Attractors: Myth, dream and memory in educational methodology; Alan McManus.- Afterword; David Bridges, Nicholas C. Burbules, Morwenna Griffiths, and Paul Smeyers.

O autorze

Paul Smeyers is Research Professor for Philosophy of Education at Ghent University, Extraordinary Professor at K.U.Leuven, both in Belgium and Honorary Extraordinary Professor at Stellenbosch University South Africa. He teaches philosophy of education and methodology of the Geisteswissenschaften (Qualitative/Interpretative Research Methods). He holds or has held several positions in the International Network of Philosophers of Education (President since 2006) and is link-convenor for Network 13, Philosophy of Education of the European Educational Research Association. He is Editor of Ethics and Education, Associate Editor of Educational Theory, and a member of the Editorial Board of Studies in Philosophy and Education, of Educational Philosophy and Theory and of Journal of Philosophy of Education. For more than a decade he is the chair of the Research Community Philosophy and History of the Discipline of Education established by the Research Foundation Flanders, Belgium (Fonds voor Wetenschappelijk Onderzoek - Vlaanderen). Together with Nigel Blake, Richard Smith and Paul Standish he co-authored Thinking Again. Education after Postmodernism (Bergin & Garvey, 1998), Education in an Age of Nihilism (Falmer Press, 2000) and The Therapy of Education (Palgrave Macmillan, 2007) and co-edited The Blackwell Guide to the Philosophy of Education (2003). Together with Marc Depaepe he co-edited eight books (between 2006 and 2014,Springer). With Michael Peters and Nick Burbules he co-authored Showing and doing. Wittgenstein as a Pedagogical Philosopher (Paradigm Publishers, 2008). Forthcoming is a co-authored book with Richard Smith (Understanding education and educational research, Cambridge University Press, 2014).

David Bridges is Director of Research (Kazakhstan and Mongolia) in the University of Cambridge Faculty of Education, Emeritus Fellow of St Edmunds and Homerton Colleges and Emeritus Professor in the University of East Anglia, where he was formerly Dean of the School of Education and then Pro Vice Chancellor. He has recently served as Director of the Von Hugel Institute and Director of the Association of Universities in the East of England. Originally a historian, he has a distinguished record of contributions to philosophy of education and is an Honorary Vice President of the Philosophy of Education Society of Great Britain, but he has also directed or co-directed some thirty empirically based research and evaluation projects. He was a Council member of both the British and European Educational Research Associations, is an elected Academician of the (UK) Academy of Social Sciences and of the Lithuanian Academy of Science and holds an Honorary Doctorate of the Open University. He has been Visiting Professor in the universities of Hong Kong, Oslo, Trondheim, Chung Cheng, Addis Ababa and Kaunas Technology University. David Bridges’ has published over 150 journal articles, chapters and authored, edited, and co-edited books that include: ’Fiction written under oath’? Essays in philosophy and educational research; ‘Evidence-based educational policy’: What evidence? What basis? Whose policy?,; Philosophy and methodology of educational research; Higher education and national development; Education, autonomy and democratic citizenship; Education, democracy and discussion; and Educational reform and internationalisation: the case of school reform in Kazakhstan.

Nicholas C. Burbules is the Gutgsell Professor in the Department of Educational Policy, Organization and Leadership at the University of Illinois, Urbana-Champaign. His primary research focuses on philosophy of education; teaching though dialogue; and technology and education. His current philosophical work focuses primarily on the idea of “situated” philosophy of education, a way of reframing the question of whether philosophy of education is merely a derivative branch of pure philosophy or an “applied” field. Situated philosophy of education begins with real cases and problems and derives philosophical questions from them, rather than beginning with philosophical problems and then using educational cases as examples or illustrations. He is also continuing to work on the topic of dialogue and communicative virtues. His current work on technology emphasizes the topic of ubiquitous learning, the study of new models of “anywhere, anytime” teaching and learning arising from the proliferation of mobile technologies and pervasive wireless connectivity. He has published several papers and given numerous talks on the topic. He is currently the Education Director for the National Center on Professional and Research Ethics, located at Illinois. His most recent books are Showing and Doing: Wittgenstein as a Pedagogical Philosopher, coauthored with Michael Peters and Paul Smeyers (2010, Paradigm Press) and Feminisms and Educational Research, coauthored with Wendy Kohli (2012, Rowman and Littlefield).

Morwenna Griffiths is the Chair of Classroom Learning in the Moray House School of Education at Edinburgh University. She has taught in primary schools in Bristol, and at the University of Isfahan, Iran, at Christ Church College HE in Canterbury, and at Oxford Brookes, Nottingham and Nottingham Trent Universities. Her recent research has included philosophical theorising and empirical investigation, related to social justice, the nature of practice, pedagogy, the feminisation of teaching and creativity. Her books include Action for Social Justice in Education: Fairly Different; Educational Research for Social Justice, and Feminisms and the Self; the Web of Identity. She has contributed chapters on social justice and educational research methods to International Handbooks in a range of research areas: International Handbook of Educational Leadership and Social (In)Justice, (eds.) Ira Bogotch and Carolyn M. Shields 2013, Routledge Companion to Research in the Arts Routledge, (eds.) Biggs, M. and Karlsson, H. 2010,  Handbook of Educational Action Research, (eds.) Bridget Somekh and Susan Noffke 2009 and International Handbook of Self-Study of Teaching and Teacher Education Practices, (eds.) J. Loughran, M.L. Hamilton, V. LaBoskey and T. Russell. Her other publications include quantitative studies of computers in schools, action research, self-study, research evaluations based on interview data. Her current interests are related to a concern about how to be and to act justly in a world which is constituted of relationships with our natural world that includes but also exceeds human beings.

Blurb

This handbook focuses on the often neglected dimension of interpretation in educational research. It argues that all educational research is in some sense ‘interpretive’, and that understanding this issue belies some usual dualisms of thought and practice, such as the sharp dichotomy between ‘qualitative’ and ‘quantitative’ research. Interpretation extends from the very framing of the research task, through the sources which constitute the data, the process of their recording, representation and analysis, to the way in which the research is finally or provisionally presented. The thesis of the handbook is that interpretation cuts across the fields (both philosophically, organizationally and methodologically).

By covering a comprehensive range of research approaches and methodologies, the handbook gives (early career) researchers what they need to know in order to decide what particular methods can offer for various educational research contexts/fields. An extensive overview includes concrete examples of different kinds of research (not limited for example to ‘teaching’ and ‘learning’ examples as present in the Anglo-Saxon tradition, but including as well what in the German Continental tradition is labelled ‘pädagogisch’, examples from child rearing and other contexts of non-formal education) with full description and explanation of why these were chosen in particular circumstances and reflection on the wisdom or otherwise of the choice – combined in each case with consideration of the role of interpretation in the process.

The handbook includes examples of a large number of methods traditionally classified as qualitative, interpretive and quantitative used across the area of the study of education. Examples are drawn from across the globe, thus exemplifying the different ‘opportunities and constraints’ that educational research has to confront in different societies.