Emergent Pedagogy in England: A Critical Realist Study of Structure-Agency Interactions in Higher Education: New Studies in Critical Realism and Education (Routledge Critical Realism)
Autor Bushra Shararen Limba Engleză Paperback – 30 iun 2020
Conceptual approaches to pedagogy are developed through an application of critical realism to the nature of knowledge, human agency and structure-agency interactions against the changing landscape in higher education at global, national and institutional levels. The book offers a way out of the current malaise in educational research which appears to be stuck between empiricist reductionism and hermeneutic interpretive positions. Highlighting the importance of ontological analyses, this book explores a realist approach to learning, pedagogy and knowledge in English higher education and will be of interest to students, scholars and practitioners working in education, critical realism and philosophy more generally.
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Specificații
ISBN-13: 9780367596910
ISBN-10: 0367596911
Pagini: 224
Dimensiuni: 156 x 234 mm
Greutate: 0.45 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria New Studies in Critical Realism and Education (Routledge Critical Realism)
Locul publicării:Oxford, United Kingdom
ISBN-10: 0367596911
Pagini: 224
Dimensiuni: 156 x 234 mm
Greutate: 0.45 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria New Studies in Critical Realism and Education (Routledge Critical Realism)
Locul publicării:Oxford, United Kingdom
Public țintă
Postgraduate and UndergraduateCuprins
1. Introduction 2. Philosophical Framework 3. Structure, Agency and their interaction. 4. Knowledge and Pedagogy 5. The changing nature of higher education. 6. Methodology 7. University X 8. University Y 9. University Z 10. Conclusions
Notă biografică
Bushra Sharar is the pen name of Dr Bushra Connors; a critical realist and a senior lecturer in the Faculty of Education at the University of Hertfordshire, UK.
Descriere
This book aims to show how a meta-theory of critical realism can be applied to research about pedagogy in the changing landscape of higher education in England.