In this book, the authors explore and clarify the nature of postmodernism and provide a detailed introduction to key writers in the field such as Lacan, Derrida, Foucault and Lyotard. They examine the impact which this thinking has had upon contemporary theory and practice of education, concentrating particularly upon how postmodernist ideas challenge existing concepts, structures and hierarchies. Usher has also published, with Bryant, Adult Education as Theory, Practice and Research (Routledge, 1989). Edwards has published, with Thorpe and Hanson, Culture and Processes of Adult Learning...
In this book, the authors explore and clarify the nature of postmodernism and provide a detailed introduction to key writers in the field such as Laca...
Educational policy is often dismissed as simply rhetoric and a collection of half truths. However, this is to underestimate the power of rhetoric and the ways in which rhetorical strategies are integral to persuasive acts. Through a series of illustrative chapters, this book argues that rather than something to be dismissed, rhetorical analysis offers a rich and deep arena in which to explore and examine educational issues and practices. It adopts an original stance in relation to contemporary debates and will make a significant contribution to educational debates in elucidating and...
Educational policy is often dismissed as simply rhetoric and a collection of half truths. However, this is to underestimate the power of rhetoric and ...
This volume is a study of the theory and practice of researching education. It examines the philosophical, historical, political and social contexts of researching and the implications of these for the collection and analysis of data. The authors argue that power is ever present in the construction of research texts and this is inevitable, as research imposes a closure of the world through representation and thus is always involved with and implicated in the operation of power. The book addresses such fundamental questions as: What is legitimate knowledge?, What is the relationship between...
This volume is a study of the theory and practice of researching education. It examines the philosophical, historical, political and social contexts o...
This innovative urban history of Dublin explores the symbols and spaces of the Irish capital between the Restoration in 1660 and the advent of neoclassical public architecture in the 1770s. The meanings ascribed to statues, churches, houses, and public buildings are traced in detail, using a wide range of visual and written sources.
This innovative urban history of Dublin explores the symbols and spaces of the Irish capital between the Restoration in 1660 and the advent of neoclas...
The authors argue that the aim of research should be to improve practice through a process of critical reflection. Focusing clearly on the everyday concerns and problems of practitioners, they emphasize the importance of practical knowledge. Their definition of practice is wide, and includes the generation of theory and the doing of research as well as front-line teaching. They show how notions of adult learning and the adult learner have been constituted mainly through theory and research in psychology and sociology, and examine action research as a mode of understanding. They conclude by...
The authors argue that the aim of research should be to improve practice through a process of critical reflection. Focusing clearly on the everyday...
This text explores the different ways in which the various social practices in which people participate becomes signed as learning, how and why that occurs and with what consequences. It takes seriously the linguistic turn in social theory to draw upon semiotics and poststructuralism through which to explore the significance of lifelong learning as an emerging discourse in education.
This text explores the different ways in which the various social practices in which people participate becomes signed as learning, how and why tha...
The authors argue that the aim of research should be to improve practice through a process of critical reflection. Focusing clearly on the everyday concerns and problems of practitioners, they emphasize the importance of practical knowledge. Their definition of practice is wide, and includes the generation of theory and the doing of research as well as front-line teaching. They show how notions of adult learning and the adult learner have been constituted mainly through theory and research in psychology and sociology, and examine action research as a mode of understanding. They conclude by...
The authors argue that the aim of research should be to improve practice through a process of critical reflection. Focusing clearly on the everyday...
