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Teachers as researchers : qualitative inquiry as a path to empowerment
\"Teachers as Researchers urges teachers - as both producers and consumers of knowledge - to engage in the debate about educational research by undertaking meaningful research themselves. Teachers are being encouraged to carry out research in order to improve their effectiveness in the classroom, but this book suggests that they also reflect on and challenge the reductionist and technicist methods that promote a 'top down' system of education. It argues that only by engaging in complex, critical research will teachers rediscover their professional status, empower their practice in the classroom and improve the quality of education for their pupils. Now re-released to introduce this classic guide for teachers, the new edition of Teachers as Researchers now also includes an introductory chapter by Shirley R. Steinberg, McGill University, that sets the book within the context of both the subject and the historical perspective. In addition, she also provides information on some key writing that extends the bibliography of this influential book thereby bringing the material fully up to date with current research. Postgraduate students of education and experienced teachers will find much to inspire and encourage them in this definitive book\"-- Provided by publisher.
Book
Teachers as Researchers
This book urges teachers - as both producers and consumers of knowledge - to engage in the debate about educational research by undertaking meaningful research themsleves.
Teachers are now being encouraged to carry out research in order to improve their effectiveness in the classroom, but this book suggests that they also reflect on and challenge the reductionist and technicist methods that promote a 'top down' system of education. The author, a leading proponent of qualitative research, argues that only by engaging in complex, critical research will teachers rediscover their professional status, empower their practice in the classroom and improve the quality of education for their pupils.
Postgraduate students of education and experienced teachers will find much to inspire and encourage them in this book. Updated and revised for this new edition, it retains both its clarity and insistence on sound research practice.
Joe L. Kincheloe is Professor of Education at the City University of New York Graduate Center and Brooklyn College. he is the author and editor of many books on critical pedagogy and qualitative research in education.
Series Editor: Ivor F. Goodson.
1. Introduction: Positivistic Standards and the Bizarre Educational World of the Twenty-first Century 2. Teachers as Researchers, Good Work and Troubled Times 3. Connecting Knower and Known: Constructing an Emancipating System of Meaning 4. Exploring Assumptions Behind Education Research - Defining Positivism in a Neo-Positivist Era 5. What constitutes knowledge? 6. Purposes of Research: the Concept of Instrumental Rationality 7. The Quest for Certainty 8. Verifiability and the Concept of Rigor in Qualitative Research 9. The Value of the Qualitative Dimension 10. Values, Objectivity, and Ideology The Foundations of Teacher Research: A Sample Syllabus
eBook
Key works in critical pedagogy : Joe L. Kincheloe
\"Key Works in Critical Pedagogy: Joe L. Kincheloe comprises sixteen papers written within a twenty-year period in which Kincheloe inspired legions of educators with his incisive analyses of education. Kincheloe was a prolific thinker and writer who produced an enormous number of books and chapters and journal articles. In a career cut short by his untimely death, Kincheloe led the way with an approach to research and pedagogy that incorporated multiperspectival approaches that examined a wide range of topics including schooling, cultural studies, research bricolage, kinderculture, Christotainment, and capitalism. In these works Kincheloe used accessible, elegantly produced language to capture his emotional yet scholarly ways of engaging with the world. He was a champion of the disenfranchised and his writing consistently examined social life from the perspective of participants who were often treated harshly because of their marginalization. The articles in this book were selected to encompass Kincheloe's impressive scholarly career and to draw attention to the necessity for educators to take a critical stance with respect to the enactment of education to reproduce disadvantage. Among the theoretical frameworks included in the works are critical pedagogy, research, hermeneutics, phenomenology, cultural studies, and post-formal thought. Key Works in Critical Pedagogy is a comprehensive introduction to the scholarly contributions of one of the foremost educational researchers of our time. The selected chapters and associated scholarly review essays constitute a reference resource for researchers, educators, students of education -- and all of those with an interest in adopting a deeper view of ways in which policies and practices shape education and social life to produce privilege and disadvantage simultaneously in ways that are often hidden from view. The critical perspective that permeates these works constitute ways of thinking and being in the world that others can adopt as a framework for analyzing their engagement in education as researchers, teacher educators, policymakers, students, parents of students, and members of the community at large. Responding to each of Kincheloe's chapters is a scholar/teacher who is intimately familiar with the works, theories, and epistemologies of this unique scholar.\"--Publisher's website.
Book
The much exaggerated death of positivism
Approaches to research in the social sciences often embrace schema that are consistent with positivism, even though it is widely held that positivism is discredited and essentially dead. Accordingly, many of the methods used in present day scholarship are supported by the tenets of positivism, and are sources of hegemony. We exhort researchers to employ reflexive methods to identify the epistemologies, ontologies and axiologies that are salient in their scholarship and, when necessary, transform practices such that forms of oppression associated with crypto-positivism are identified and extinguished.
Journal Article
Teachers as Researchers
Teachers as Researchers urges teachers - as both producers and consumers of knowledge - to engage in the debate about educational research by undertaking meaningful research themselves.
Teachers are being encouraged to carry out research in order to improve their effectiveness in the classroom, but this book suggests that they also reflect on and challenge the reductionist and technicist methods that promote a 'top down' system of education. It argues that only by engaging in complex, critical research will teachers rediscover their professional status, empower their practice in the classroom and improve the quality of education for their pupils.
Now re-released to introduce this classic guide for teachers, the new edition of Teachers as Researchers now also includes an introductory chapter by Shirley R. Steinberg that sets the book within the context of both the subject and the historical perspective. In addition, she also provides information on some key writing that extends the bibliography of this influential book thereby bringing the material fully up to date with current research.
Postgraduate students of education and experienced teachers will find much to inspire and encourage them in this definitive book.
eBook
Regenerating the philosophy of education
This collection contains the following essays: 1. Shirley R. Steinberg: The philosophical soul: where did it come from? Where did it go? [Introduction]; 2. Dennis Carlson: Eyes of the education faculty: Derrida, philosophy, and teacher education in the postmodern university; 3. Robert V. Bullough Jr., Craig Kridel: Lost soul: the eradication of philosophy from colleges of education; 4. Paul Theobald, Clifton S. Tanabe: \"It's just the way things are\": the lamentable erosion of philosophy in teacher education; 5. P. L. Thomas, Ed Weichel: The practitioner has no clothes: resisting practice divorced from philosophy in teacher education and the classroom; 6. David Kennedy: After Socrates: community of philosophical inquiry and the new world order; 7. John E. Petrovic, Aaron M. Kunz: (Re)placing: foundations in education: politics of survival in conservative times; 8. James H. Adams, Natalie G. Adams: Vocational education and the continuing struggle for critical democratic pedagogy; 9. George J. Sefa Dei, Marlon Simmons: Indigenous knowledge and the challenge for rethinking conventional educational philosophy: a Ghanaian case study; 10. Clar Doyle, John Hoben: No room for wonder; 11. Barbara J. Thayer-Bacon: Philosophy applied to education, revisited; 12. Craig A. Cunningham: Cultivating unique potential in schools: revisioning democratic teacher education; 13. David A. Granger, Jane Fowler Morse: Pluralism and praxis: philosophy of education for teachers; 14. Susan Schramm-Pate: Taking teacher education into alien terrain: the future of educational theorizing; 15. Greg Seals: On the importance of philosophy to the study of teachers; 16. Douglas J. Simpson, Lee S. Duemer: Philosophy of education: looking back to the crossroads and forward to the possibilities; 17. William B. Stanley: Education, philosophy, and the cultivation of humanity; 18. Joe L. Kincheloe: A critical complex epistemology of practice; Joe L. Kincheloe: Appendix 1: The Southern epistemology; Joe L. Kincheloe: Appendix 2: Soul. (DIPF/Orig.).
Book
What you don't know about schools
We live in an era where our view of school is reduced by a superficial public conversation. In this context, the complexity of the educational process and the debate over the purpose of schooling is lost. This book brings together leading scholars of education to analyze these issues and engage the public in different ways of looking at school.
eBook
The miseducation of the West : how schools and the media distort our understanding of the Islamic world
The Miseducation of the West examines the ways in which educational institutions such as media and schools have shaped Western views of Islam. The nature of these messages tells readers as much, if not more, about Western self-images as they do about Islam and Islamic peoples. Quickly emerging is a Western perspective on the other. Westerners found easy justification for the colonial conquest of many Islamic lands. In the 18th, 19th, and early 20th centuries England, France, and to a lesser extent Russia colonized much of the Mulsim world with the United States entering the picture after World War II. Economic colonialization, the oil business, interference with various governments, and the way these events and people are represented in the formal curriculum of schools and the informal curriculum of the media are central dimensions of this work. The contemporary expression of these stories involve the Bush administration's and its conservative allies' efforts to teach the nation about the true meaning of 9/11 and Islamic terrorism. In various reports, conservative organizations with close ties to the Bush White House, present forceful views of what historical concepts should be taught in U.S. schools. As Joe L. Kincheloe states in his thoughtful introduction, these efforts represent a return to a 1954 view of America as the bearer of the democratic torch to the anti-democratic forces of the world. A critical education must counter such tendencies and work to conceptualize 9/11 in a variety of contexts. The essayists in this book write with different voices from diverse viewpoints, contributing to a discussion that will not end for years to come.
eBook
What is Indigenous Knowledge?
First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
Ladislaus M. Semali is Associate Professor of Education at the Pennsylvania State University. Originally from Tanzania, his major areas of research are language, media, and literacy education. He is currently the Director of the Interinstitutional Consortium for Indigenous Knowledge. He is author of Postliteracy in the Age of Democracy and co-edited Intermediality: The Teachers' Handbook of Critical Media Literacy . Joe L. Kincheloe teaches Pedagogy and Cultural Studies at the Pennsylvania State University. Currently he is Belle Zeller Visiting Chair of Public Policy and Administration at CUNY Brooklyn College. He is the author of numerous books, including Teachers as Researchers: Qualitative Paths to Empowerment and Toil and Trouble: Good Work, Smart Workers and the Integration of Academic and Vocational Education
eBook
