Narration, reflection, diffraction: Aspects of fiction in educational inquiry

1994 ◽  
Vol 21 (3) ◽  
pp. 47-76 ◽  
Author(s):  
Noel Gough
Keyword(s):  
Educational Inquiry

Building the Queenslander: the contribution of school architecture to the formation of the child

1996 ◽  
Vol 3 (2) ◽  
pp. 86-99
Author(s):  
Colin Symes
Keyword(s):  
Public Good ◽  
Michel Foucault ◽  
Classroom Practice ◽  
Social Planning ◽  
Special Significance ◽  
School Architecture ◽  
The Public ◽  
Educational Inquiry ◽  
The Impact ◽  
Conditions Of Learning

The material practices of school, as they relate to the child, have not figured prominently in the repertoire of educational inquiry. They have been examined only in so far that their understanding might result in optimising the conditions of learning or provide systematic explanations as to why school processes are inadequate. Any idea that the practices themselves might encode and instantiate visions of childhood and pedagogy contingent on broader schemes of social planning and ideas of the public good, does not appear to have entered the purview of those writing about education. Under the impact of thenouvelle histoireof Philippe Ariès and Michel Foucault, this situation is being redressed and there is an evolving body of literature devoted to the genealogy of classroom practice, with a specific focus on its origins and underpinning logics. Of special significance to such practice is the venue in which it takes place, namely, the school, which is a specialised form of architecture, housing a range of furnishings and facilities designed to enhance the positions of teacher and child in such a way as to advance the cause of education.

scholarly journals Postdigital Possibilities: Operaismo, Co-research, and Educational Inquiry

2019 ◽  
Vol 2 (2) ◽  
pp. 380-396
Author(s):  
Patrick Carmichael
Keyword(s):  
Research And Development ◽  
Educational Programme ◽  
Teacher Inquiry ◽  
Educational Settings ◽  
Comprehensive Strategy ◽  
Critical Data ◽  
Educational Inquiry

AbstractThere are parallels between the post-Marxist traditions of operaismo (workerism) and autonomism and emerging ideas about the ‘postdigital’. Operaist analyses and approaches, and particularly the work of Romano Alquati on co-research, have the potential to contribute to discourses as to what might be involved in postdigital inquiry in educational settings, and to better understand of critical data literacies. For such educational inquiry to evolve into a comprehensive strategy of ‘co-research’, it is argued that what is needed are models of teacher inquiry with the potential to challenge dominant rhetorics, to support emancipatory research and development, and to establish the postdigital as a counter-hegemonic educational programme.

The (quaran)timeliness of art educational inquiry

2020 ◽  
Vol 16 (3) ◽  
pp. 299-302
Author(s):  
Nadine M. Kalin ◽  
Mira Kallio-Tavin ◽  
Sheri Klein ◽  
Alexandra Lasczik
Keyword(s):  
Educational Inquiry
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