Becoming Critical: Education Knowledge and Action ResearchFirst published in 1986. There is now a growing movement to extend the professionalism of teachers by providing them with greater opportunities to engage in curriculum theorizing and educational research. The purpose of this book is to offer a rationale by outlining a philosophical justification for the view that teachers have a special role as researchers and that the most plausible way to construe educational research is as a form of critical social science. |
From inside the book
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... theorists ' in the English- speaking world . What makes this kind of work ' grand theory ' is that it has a consciousness of the need to place education as a process of ' coming to know ' in the context of a general theory of society on ...
... theorists ' in the English- speaking world . What makes this kind of work ' grand theory ' is that it has a consciousness of the need to place education as a process of ' coming to know ' in the context of a general theory of society on ...
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... theorists focused on the theory from which its guiding principles could issue . ) The distinction between theory and practice upon which technical rationality depended was there in the technical view of curriculum ; and the ' pure ' vs ...
... theorists focused on the theory from which its guiding principles could issue . ) The distinction between theory and practice upon which technical rationality depended was there in the technical view of curriculum ; and the ' pure ' vs ...
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... theorists and the Tylerian curriculum technologists . Picking up adherents quickly from the ranks of those disaffected by the increasingly technical perspective of the applied science and educational theory g. paradigms, Schwab's views ...
... theorists and the Tylerian curriculum technologists . Picking up adherents quickly from the ranks of those disaffected by the increasingly technical perspective of the applied science and educational theory g. paradigms, Schwab's views ...
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... theorists or the educational systems designer, and it reinstated practical judgment as an essential art in the doing of curriculum. Teachers as Researchers It would be too simplistic to assert that Schwab's view of the practical ...
... theorists or the educational systems designer, and it reinstated practical judgment as an essential art in the doing of curriculum. Teachers as Researchers It would be too simplistic to assert that Schwab's view of the practical ...
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... theorists have studied the relationship between curriculum and culture. Dewey and the progressives were interested in this relationship the social reconstructionists (including Harold Rugg, and, much more recently, Malcolm Skilbeck) ...
... theorists have studied the relationship between curriculum and culture. Dewey and the progressives were interested in this relationship the social reconstructionists (including Harold Rugg, and, much more recently, Malcolm Skilbeck) ...
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Becoming Critical: Education Knowledge and Action Research Wilfred Carr,Stephen Kemmis Limited preview - 2003 |
Common terms and phrases
achieve activity actors aims approach to educational argued beliefs Chapter classroom collaborative commitment communities of action concepts concerned constraints context critical educational science critical social science critical theory curriculum research Deakin University dialectical discourse educational action research educational practice educational problems educational research educational situations educational theory emancipatory action research enquiry epistemology evaluation example explanandum explanations Falmer framework Frankfurt School Geelong Habermas hermeneutic historical human ideas ideology improvement individuals institutions interest interpretive approach involved Kegan Paul KEMMIS kind knowledge learning London means methods nature objective observations paradigm participants particular perspective philosophy Philosophy of Education philosophy of science phronesis political positivism positivist praxis produced professional purpose questions rational reflection relationship requires role Routledge and Kegan scientific self-reflection sense social reality society strategies structure task teachers teaching technical theoretical theorists theory and practice transform understandings and situations values view of educational