Teachers' Voices for School Change

An Introduction to Educative Research
1. Auflage 2027
ISBN: 978-1-041-55167-6
Verlag: Taylor & Francis

Buch, Englisch, 222 Seiten, Format (B × H): 138 mm x 216 mm

Reihe: Routledge Revivals

Originally published in 1992, this book posed the question ‘who owns knowledge in education?’ The debate over theory and practice which had raged in education over the previous few years had increasingly placed the interests of education academics and those of teachers in schools in opposition.

This timely book described an alternative approach to research in which experiential knowledge and knowledge based on academic inquiry are equally valued. In a detailed methodological section it shows how teachers and academics working together can use personal and social histories and collaborative peer evaluation to explore their own values and to back pressure for institutional change. The second half of the book, written by teachers, shows the educative research process in practice as the teachers work together to give themselves an effective voice. Today it can be read in its historical context.

Zielgruppe

Adult education, General, and Postgraduate

Autoren/Hrsg.

Gitlin, Andrew

Bringhurst, K.

Burns, M.

Cooley, V.

Myers, B.

Price, K.

Russell, R.

Tiess, P.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Acknowledgements.  Part I: What is Educative Research? 1. Protest and Silence 2. Educative Research Practices and Assumptions 3. Personal and School Histories 4. Horizontal Evaluation 5. The Research Context  Part II: Case Studies in Educative Research 6. Out of the Silence: Developing Teacher Voice 7. Out Standing in a Field: One Teacher’s Search for Success 8. Computers: The Link to Tomorrow or the Reproduction of Today’s Inequalities 9. A Community of Learners: Developing Student Voice Through Personal History  Part III: Reflections on Educative Research 10. A Turning Point. Notes. References. Index.

Über Autor(innen)

Andrew Gitlin. His work centered in Critical Theory, has the common theme of making a difference, a difference that not only connects theory to practice but does so in ways where activism pushes against theory, thereby expanding our vision, as theory directs our activism informing more inclusive ways to make a difference. His initial work looked at ways of listening to and acting with teachers in a methodology he called Educative Research. Part of this methodology was a teacher peer review process he developed called Horizontal Evaluation. Later he returned to some common themes found in Critical Theory such as whose interests are served by educational reforms that deskilled teachers to issues of power and method found in research methodologies. His latest and most important research is a critique of Critical Theory arguing that this community including himself have made a significant misstep by separating culture and a detailed critique of capitalism. He argues for Oneness theory that weaves together culture and capitalist critique by revitalizing Marx and his insights on fighting the oppressive relations that are shaped by these twin systems.