Democratic Knowledge Processes in Participatory Educational Research for Social Change

2008 ◽  
pp. 171-181 ◽  
Keyword(s):  
Social Change ◽  
Educational Research ◽  
Knowledge Processes ◽  
Democratic Knowledge

scholarly journals Research with a Transformative Activist Agenda: Creating the Future through Education for Social Change

2014 ◽  
Vol 116 (14) ◽  
pp. 575-602
Author(s):  
Eduardo Vianna ◽  
Anna Stetsenko
Keyword(s):  
Social Change ◽  
Foster Care ◽  
Human Development ◽  
Educational Research ◽  
Group Home ◽  
Collaborative Project ◽  
Disadvantaged Populations ◽  
The Future ◽  
The Creation ◽  
Youth In Foster Care

A transformative activist stance is a theoretically grounded model for educational research based on a radically revised theory of human development and learning. Its purpose is to advance a transformative agenda that contributes to the creation of equitable futures for students, especially those from disadvantaged populations. A collaborative project conducted in a group home for youth in foster care provides a dramatic illustration for this approach.

Education and Social Change: A Critique of Contextualism

1986 ◽  
Vol 30 (2) ◽  
pp. 150-167 ◽  
Author(s):  
Terri Seddon
Keyword(s):  
Social Change ◽  
Social Context ◽  
Educational Research ◽  
Theoretical Frameworks ◽  
The Social ◽  
Explanatory Adequacy ◽  
Education And Social Change

The concept ‘social context’ has become increasingly common in educational research. But unproblematic use of the concept has masked significant differences in its conceptualization. This paper examines the ‘social context’ and hence the trend to contextualism, as a locus of conceptual conflict. The origins of the concept are traced and competing contemporary conceptualizations are critically examined. The analysis indicates that different conceptualizations are underpinned by different philosophical assumptions and theoretical frameworks. These give rise to quite different analyses and understandings of educational phenomena. The paper argues that such conceptual conflict should not be ignored. The already valuable trend to contextualism would be enhanced by confronting and evaluating the competing conceptualizations. By highlighting the limitations and potential of different positions their explanatory adequacy would be revealed, thereby setting an agenda of necessary critical work for their advocates.

scholarly journals International studies of school design – Lessons for Europe on innovation and risk

2021 ◽  
pp. 147490412110146
Author(s):  
Joanne Deppeler ◽  
Ian Thompson ◽  
Deborah Corrigan
Keyword(s):  
Social Change ◽  
Educational Research ◽  
Learning Environments ◽  
School Design ◽  
International Studies ◽  
Special Issue ◽  
Participatory Approaches ◽  
Research Journal ◽  
Innovative Learning ◽  
Innovative Learning Environments

This editorial sets out the context and agenda for this special issue of European Educational Research Journal, which brings together five accounts of research from diverse international contexts in relation to schools that are being designed and promoted as innovative learning environments (ILEs). The overall purpose is to advance what is known about innovation and the challenges and risks involved for those engaged in the design and occupation of ILEs. We begin by outlining some of the important considerations for researchers working in ILE projects that specifically place an emphasis on participatory approaches to innovation and put educational and social change, at the centre of the work. We then highlight some themes for readers to keep in mind as they consider the arguments developed in the papers.

scholarly journals An International Comparison of Official Educational Research Institutes: Research Roles and Types

2017 ◽  
Vol 7 (1&2) ◽  
Author(s):  
Bo-Ruey Huang
Keyword(s):  
Education Research ◽  
Social Change ◽  
Education Policy ◽  
Educational Research ◽  
Applied Research ◽  
Comparative Method ◽  
Academic Community ◽  
Documentary Analysis ◽  
Research Institutes ◽  
Research Types

In this paper, the research roles, research types, and effectiveness evaluations of official educational research institutes were investigated to understand the positioning of official educational research institutes in the academic community by employing documentary analysis and comparative method. Official education research institutes established with government resources conduct educational research with roles that emphasize the investigation and resolving of various educational problems in response to social change in the academic community. The types of research conducted by official education research institutes indicate specific bases for action in education policy, provide solutions to educational problems, or compile and disseminate information on education throughout their countries by conducting applied research. Assessments of the effectiveness of the research conducted by official educational research institutes should be considered rigorous, relevant, and utility.

Against Repetition: Addressing Resistance to Anti-Oppressive Change in the Practices of Learning, Teaching, Supervising, and Researching

2002 ◽  
Vol 72 (1) ◽  
pp. 67-93 ◽  
Author(s):  
Kevin Kumashiro
Keyword(s):  
Social Change ◽  
Student Teachers ◽  
Educational Research ◽  
Teacher Educator ◽  
Missed Opportunities ◽  
Education Researcher

In this article, Kevin K. Kumashiro draws on his experience as a teacher, teacher educator,and education researcher to analyze how anti-oppressive educators may operate in ways that challenge some forms of oppression yet unintentionally comply with others. Drawing on Butler's work, which views oppression in society as being characterized by harmful repetitions of certain privileged knowledge and practices, the author examines how theories of anti-oppressive education can help educators learn,teach, and supervise student teachers, and conduct educational research in ways that work against such harmful repetitions. Kumashiro describes incidents in which his students sought knowledge that confirmed what they already knew, and when he as the teacher unintentionally missed opportunities to resist this repetition and guide his students through an emotional crisis. Using the framework of repetition,Kumashiro challenges anti-oppressive activists and educators to disrupt some of their own unconscious commonsense discourses that serve as barriers to social change.

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