Criticisms of educational research: key topics and levels of analysis
The article is an exploration of the meanings and worthiness of criticism as a significant phenomenon in the evolution of educational research during the 1990s. While drawing on an overview of the vast amount of documents expressing criticisms of educational research in the UK, western and eastern c...
| Main Author: | |
|---|---|
| Format: | Journal article |
| Published: |
Wiley
2013
|
| _version_ | 1797106035589120000 |
|---|---|
| author | Oancea, A |
| author_facet | Oancea, A |
| author_sort | Oancea, A |
| collection | OXFORD |
| description | The article is an exploration of the meanings and worthiness of criticism as a significant phenomenon in the evolution of educational research during the 1990s. While drawing on an overview of the vast amount of documents expressing criticisms of educational research in the UK, western and eastern continental Europe and the USA, it summarises the findings of a study based on the analysis of some of the most influential texts that criticised educational research in the UK during the mid-1990s: Hargreaves (1996), Tooley and Darby (1998), Hillage et al. (1998). An understanding of the targets, sources, solutions and actors that are characteristic of the recent criticisms of educational research is proposed, together with an exploration of the rhetorical devices employed in expressing criticism and of some of the philosophical themes that underpin the recent debates. © 2005 British Educational Research Association. |
| first_indexed | 2024-03-07T06:55:57Z |
| format | Journal article |
| id | oxford-uuid:fe27027b-da06-4dc2-99b6-5481eb5817aa |
| institution | University of Oxford |
| last_indexed | 2024-03-07T06:55:57Z |
| publishDate | 2013 |
| publisher | Wiley |
| record_format | dspace |
| spelling | oxford-uuid:fe27027b-da06-4dc2-99b6-5481eb5817aa2022-03-27T13:34:07ZCriticisms of educational research: key topics and levels of analysisJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:fe27027b-da06-4dc2-99b6-5481eb5817aaSymplectic Elements at OxfordWiley2013Oancea, AThe article is an exploration of the meanings and worthiness of criticism as a significant phenomenon in the evolution of educational research during the 1990s. While drawing on an overview of the vast amount of documents expressing criticisms of educational research in the UK, western and eastern continental Europe and the USA, it summarises the findings of a study based on the analysis of some of the most influential texts that criticised educational research in the UK during the mid-1990s: Hargreaves (1996), Tooley and Darby (1998), Hillage et al. (1998). An understanding of the targets, sources, solutions and actors that are characteristic of the recent criticisms of educational research is proposed, together with an exploration of the rhetorical devices employed in expressing criticism and of some of the philosophical themes that underpin the recent debates. © 2005 British Educational Research Association. |
| spellingShingle | Oancea, A Criticisms of educational research: key topics and levels of analysis |
| title | Criticisms of educational research: key topics and levels of analysis |
| title_full | Criticisms of educational research: key topics and levels of analysis |
| title_fullStr | Criticisms of educational research: key topics and levels of analysis |
| title_full_unstemmed | Criticisms of educational research: key topics and levels of analysis |
| title_short | Criticisms of educational research: key topics and levels of analysis |
| title_sort | criticisms of educational research key topics and levels of analysis |
| work_keys_str_mv | AT oanceaa criticismsofeducationalresearchkeytopicsandlevelsofanalysis |