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"This is a provocative, important book. It moves the discourses of postmodernism and deconstructionism to new levels of insight and analysis. Authors Stronach and MacLure perform a major service to the field, showing how these complex discourses can be fitted to the concrete practices of educational research and pedagogy. In so doing they set new goals and priorities for the next generation of educational research and theory"
- Norman K Denzin, College of Communications Scholar, Distinguished Professor of Communication, Research Professor of Sociology, Criticism and Interpretive Theory, University of Illinois at Urbana-Champaign.
"As intelligent a hearing as postmodernism is likely to receive."
- Professor Ernie House, School of Education, University of Colorado at Boulder.
This book is the first educational research text in the UK to come to terms with postmodernism and deconstruction, connecting these emerging problematics of 'representation' to issues in philosophy, research methodology, and policy critique, and both providing and criticising its own examples. The authors draw on literary theory, anthropology, and sociology in order to construct alternative ways of reading and writing educational research, claiming that it is with a 'reformed inheritance' that such research can best address the condition of postmodernity as well as the positive and negative aspects of postmodernism. The book will appeal to educational and social researchers, as well as to research students.
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Formerly Professor of Education at the University of Stirling, and Lecturer at the Centre for Applied Research in Education (CARE), University of East Anglia, Ian Stronach is Research Professor of Education at The Manchester Metropolitan University. He has a general interest in qualitative research approaches and policy critique, and is Editor of the British Educational Research Journal.
Maggie MacLure is Reader in Education in the School of Education and Professional Development at the University of East Anglia. Her research interests include discourse analysis, teacher identity and qualitative methodology. She is the UK Regional Editor of The International Journal of Qualitative Studies in Education.
"Much that is written about post-modernism and social research is irritatingly futile and trivial in the extreme. Here at last is a book about postmodernism and research in education that is writtenwith a sharp wit and has real bite. Maggie Maclure and Ian Stronach have written a book that makes a difference. As I read it I found myselfrethinking the advice I have given to students, to colleagues and to myself about current projects, and as I started to read it again I found more. This book is original, and the authors clearly delight in the seeming contradiction this invites." - Rob Walker "This is a book to be embraced and with which to engage. It iscertainly one of the most interesting and engaging on postmodernism and educational research to have been published to date...Stronach's and MacLure's book is an extremely valuable contribution to the ongoing debates surrounding postmodernism and educational research." - British Journal of Educational Studies "As intelligent a hearing as postmodernism is likely to receive." - Professor Ernie House, School of Education, University of Colorado at Boulder.
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Book Description Open University Press, 1997. Paperback. Condition: New. Never used!. Seller Inventory # P110335194338
Book Description Open University Press, 1997. Paperback. Condition: New. 1. Seller Inventory # DADAX0335194338
Book Description Open University Press, 1997. Condition: New. book. Seller Inventory # M0335194338