- Critical Pedagogy, Educational Inequalities (class; race; gender etc), Program Evaluation (Research Methodology), Ethnography of Communication, Ethnography (Research Methodology), New Models Of Participatory And Direct Democracy, and 171 moreDemocracy and Citizenship Education, Citizenship identities, Human Rights, Radical Democracy, Social Conflict, Globalization, Xenophobia, Racism, Securitization, Transmigration, Immigration, Speculative Realism, Critical Discourse Analysis, Critical Theory, Political Economy, Political Philosophy, Political Theory, Democratization, Cultural Theory, Public Sphere, Antonio Negri and Michael Hardt, Social movements and revolution, No borders, Biopolitics, Philosophy and Rhetoric, Schizoanalysis, Anthropology of Knowledge, Biopower and Biopolitics, Post-Marxism, Libertarian socialism, Mutualism, Political Subjectivity, Sociology, Political Sociology, Debates on public space and public life, urban design theory, urban culture and history, Social Inequality, Postanarchism, Nancy Fraser, Philosophy of Education, Agonistic Pluralism, Pluralism, Resistance (Social), Education, Henry Giroux, Civic Education, Civic Engagement, The Sociology Of Citizenship, Aesthetics and Politics, Christophe Dejours, Michel Foucault, Jean-François Lyotard, Undocumented Immigration, Research Ethics, Social Theory, Social Sciences, Political Culture, Identity politics, Democratic Theory, Democratic Education, Space and Place, Political Identity, Political Science, Political communication, Sociology of Education, Cultural Sociology, Phenomenology of the body, Human Geography, Social Psychology, Social Media, Welfare State, Democracy, Deliberative Democracy, Radical Geography, Radical Educational Philosophy, Radical Feminism, Liberalism, Neoliberalism, Neoliberalisms and the Transformation of the Cultural Sphere, Cultural Politics, Middle East Politics, Identity Politics (Political Science), Power (social), Research Methodology, Educational Research, Discourse Analysis, Education and diversity, Social Activism, Qualitative methodology, Public Space, Biopolitcs, Future of Education and Education in the Future, Democratic Transitions, Democratic Socialism, Ideology, Political Rhetoric, Pedagogy, Discourse, Social Justice, Journalism, Curriculum Theory, Social and Political Philosophy, Ethics, Sexuality, Gender, Marxism, Theories of Socialism, Feminist Theory, Feminist Philosophy, Solidarity Economy, Psychoanalysis, Ethnicity, Democratic Representation, Critical Thinking, Equality Studies, Secondary Education, Organizational Change, Managing Change, Change Implementation, Multicultural, Change Resistance, Readiness for Change, Coping With Change, Communication, Involvement, Middle Management, Case Study, Change Factors, Intercultural Management, Change agents, Social Exclusion and Social Inequalities, Cultural Studies, Hermeneutics and Narrative, Empire, Intersectionality, Neoliberalism and Discourse, Alfred Schutz (Sociology), Ethnomethodology, Arab Spring (Arab Revolts), Occupy Wall Street, Social Movements, Latin American feminisms, Antiglobalization Social Movements, Power, Social Exclusion, Frankfurt School, Sigmund Freud, Corporatism and Democracy, Humanities Curriculum Project, Stenhouse Biography, Intersectionality and Social Inequality, Intersectionality Theory, Cultural Intersectionality, Sociological Theory, Lacanian psychoanalysis, Giorgio Agamben, Educations, Surveillance Studies, Surveillance, Media and Democracy, Participatory Democracy, Democracy and Cyber-Democracy Theory and Practice, Educational Leadership, Alternative Education, Democratic Schools, Democratic Education, Radical Education, Radical Pedagogy, Schooling, Teaching and Learning, Contemporary Political Theory, New Materialism, History Of Psychoanalysis, Social learning, and Social Learning Theoryedit
- I'm an emeritus professor of education at the faculty of Education at MMU. For me, education is a process of challe... moreI'm an emeritus professor of education at the faculty of Education at MMU.
For me, education is a process of challenging the 'schoolings' and 'public pedgogies' that impose values, identities and behaviours upon people in order to meet the demands of the elites, whether these elites are in business, government or 'welfare'.
Perhaps one of my key concerns is what seems to me to be a central global issue: the debasement of democratic discourses in all spheres of social, political, community and working lives. How do we as researchers, educators, professionals and in our ordinary lives increase the reality of democratic practice in all the organisations in which we participate?
I have been talking with the Co-operative College about potentials for educational and community change (http://www.co-op.ac.uk/). Co-operative forms of organisation and practice could make a real difference. I shall be talking about this at a key note symposium at the conference of the British Education Research Association in 2016 - come and join us! See: https://www.bera.ac.uk/beraconference-2016
More generally, I am continually engaged in research and publishing with the hope of contributing to the development of radical research methodologies that increase the chances of social justice and what Laclau, Mouffe and others refer to as radical democracy. I have over the years been involved in around 70 funded projects in areas as diverse as schooling, health, policing, health promotion, information technology, communities and business. The projects have included ethnnographies, case studies,multi-site case studies, evaluations and action research. They have ranged from small scale to national and international in scope. I am always on the lookout for new partnerships and opportunities to engage in research and publication.
Funders have included: Economic and Social Research Council; European Union; English National Board for Nursing and Midwifery and Health Visiting; AERC. For more detailed information see my cv.edit
Schooling is one of those words the meaning of which oscillates between positive and negative connotations. The concept of life-long schooling is capable of sending shudders down the spine at the same time as coercing a degree of assent... more
Schooling is one of those words the meaning of which oscillates between positive and negative connotations. The concept of life-long schooling is capable of sending shudders down the spine at the same time as coercing a degree of assent that somehow it is a ‘good idea’. Its smoother variants are of course, ‘life-long learning’ or ‘life-long education/professional development’. What they amount to in contemporary practice is a recognition of the need to be ‘flexible’ in a fast changing labour market that is subject to the whims of the global financial dealers and multinational enterprises which pick or drop whatever local community suits their purpose. In short, throughout our lives we must expect to require schooling in whatever ‘knowledges’, ‘skills’, ‘personal qualities’ are required by a market governed by globalised business corporations increasingly capable of influencing governments to service their needs.
Research Interests:
Discourses provide the personal and public conditions through which subjects and their worlds are constructed both as places of the present and as dreams to be realised or nightmares to be avoided. As such then, discourses transmit... more
Discourses provide the personal and public conditions through which subjects and their worlds are constructed both as places of the present and as dreams to be realised or nightmares to be avoided. As such then, discourses transmit knowledge, values and beliefs about worlds thus moulding minds and behaviours as well as shaping identities. However, discourses have always to be interpreted according to circumstances and are thus essentially open ended. As a form of power through which individual powers are organised discourses have the power to shape and consolidate but also to convey new forms through new discourses. To understand power, how it develops and how it may be used to construct, subvert and invent worlds requires understanding how discourses configure subjective experience, interpersonal relationships, knowledge, agency and the truth-status of subjects, events, and objects. In this chapter, how power is organised between actors are explored in relation to Lacan’s 4 discourses: the master, the university, the hysteric and the analyst. Through a discussion of these discourses, it is argued that, rather than democracy, it is perversions of democracy that have been written into the present, repressing freedoms in the name of the market as a corrupted machine for the appropriation of wealth power and privilege by elites. Illustrated through contemporary neoliberal discourse and practice it is argued that democracy, schools and schooling and more broadly, the idea of ‘the public’ have been designed by elites who profoundly distrust the ‘masses’, the ‘ordinary’, the ‘little person’ in order to contain unruly passions and instil habits of submission, compliance and ‘respect’, and a fear of the law through discipline.
Research Interests: Critical Theory, Sociology, Political Sociology, Education, Media Studies, and 15 moreSocial Sciences, Democratic Education, Democratic Theory, Critical Pedagogy, Social Justice, Social Media, Capitalism, Education Policy, Critical Discourse Analysis, Neoliberalism, Politics Of Education, Radical Democracy, Lacanian psychoanalysis, Political Discourse, and Curriculum and Pedagogy
This is a scan of the final pre-publication but uncorrected paper for : Schostak, J. F. (1983) 'Making and Breaking Lies in a Pastoral Care Context' Research in Education, No. 30. 71-93. The article was written following my... more
This is a scan of the final pre-publication but uncorrected paper for :
Schostak, J. F. (1983) 'Making and Breaking Lies in a Pastoral Care Context' Research in Education, No. 30. 71-93.
The article was written following my experiences of having undertaken ethnographic research in a large comprehensive school.
It seemed to me that the issue of ‘lying’, what counts as ‘lies, the social functions and personal impacts was a much under researched issue in education at the time. For many years it remained one of the few papers on the subject.
Some of these themes were again taken up in my book of the time:
Schostak, J. F. (1983) Maladjusted Schooling: Deviance, Social Control and Individuality in Secondary Schooling, London, Philadelphia. Falmer. (reprinted 2012, 2014 Routledge Library Editions and 2014)
It seems to me that the broad theme of lies, truth and knowledge is one that needs to be revisited within the context of contemporary discourses of ‘post truth’, ‘false/fake news’ and indifference to the ‘truth’, knowledge and expertise. If education means anything at all, it should at least have something to say here.
Schostak, J. F. (1983) 'Making and Breaking Lies in a Pastoral Care Context' Research in Education, No. 30. 71-93.
The article was written following my experiences of having undertaken ethnographic research in a large comprehensive school.
It seemed to me that the issue of ‘lying’, what counts as ‘lies, the social functions and personal impacts was a much under researched issue in education at the time. For many years it remained one of the few papers on the subject.
Some of these themes were again taken up in my book of the time:
Schostak, J. F. (1983) Maladjusted Schooling: Deviance, Social Control and Individuality in Secondary Schooling, London, Philadelphia. Falmer. (reprinted 2012, 2014 Routledge Library Editions and 2014)
It seems to me that the broad theme of lies, truth and knowledge is one that needs to be revisited within the context of contemporary discourses of ‘post truth’, ‘false/fake news’ and indifference to the ‘truth’, knowledge and expertise. If education means anything at all, it should at least have something to say here.
Research Interests: Sociology, Sociology Of Deviance, Education, Research Methodology, Social Identity, and 15 moreCritical Pedagogy, Social Justice, Phenomenological Research Methodology, Critical Discourse Analysis, Social Justice in Education, Discipline, Deception, Subjectivity, Pastoral Care and Counselling, Reflective Teaching, Lying, Deception, Truthfulness, Discipline Problems in School, Schooling, Post-Truth, and Post-truth politics
Paradoxes of Democracy, Leadership and Education engages both critically and creatively with important social, political and educational issues, and argues that the organisational forms of contemporary schooling are caught up in... more
Paradoxes of Democracy, Leadership and Education engages both critically and creatively with important social, political and educational issues, and argues that the organisational forms of contemporary schooling are caught up in politically significant contradictions. Highlighting the inescapable paradoxes that educators must grapple with in their thought and practice as they seek to reconcile democracy and leadership in education, this book addresses the question of whether socially just democratic futures can be realised through education.
Divided into two parts, the first part explores theoretical frameworks and concepts, presenting theory and raising issues and questions, while the second shares diverse examples of practice, renewing and reanimating the links between education, leadership and democracy, and providing models of alternatives. Studying a number of global developments that can be seen as potentially threatening, such as a growing inequality in wealth and income and the declining participation and trust in democratic processes, this text is at the forefront of international innovations in educational theory and philosophy.
A fascinating and vital read for all researchers and students, Paradoxes of Democracy, Leadership and Education considers the opportunities and challenges that are confronting and threatening education in the modern world.
Divided into two parts, the first part explores theoretical frameworks and concepts, presenting theory and raising issues and questions, while the second shares diverse examples of practice, renewing and reanimating the links between education, leadership and democracy, and providing models of alternatives. Studying a number of global developments that can be seen as potentially threatening, such as a growing inequality in wealth and income and the declining participation and trust in democratic processes, this text is at the forefront of international innovations in educational theory and philosophy.
A fascinating and vital read for all researchers and students, Paradoxes of Democracy, Leadership and Education considers the opportunities and challenges that are confronting and threatening education in the modern world.
Research Interests: Critical Theory, Political Sociology, Psychoanalysis, Political Philosophy, Education, and 15 moreEducational Leadership, Democratic Education, Teacher Education, History of Education, Critical Pedagogy, Educational Research, Critical Social Theory, Social Justice, Equality and Diversity, Neoliberalism, Social Justice in Education, Critical sociology and politics of education, Radical Educational Philosophy, Radical Democracy, and Educational Policy Studies
The challenge for education and research is to reimagine democracy. Democracy is often called the politics of hope, but what sort of hope is democracy in a world where social inequalities are killing people on a grand scale? What sort... more
The challenge for education and research is to reimagine democracy. Democracy is often called the politics of hope, but what sort of hope is democracy in a world where social inequalities are killing people on a grand scale? What sort of politics is it that ignores, discounts, dismisses the consequences of decisions and actions for those who do not count as citizens? And what sort of public is it, whose ‘consent’ sustains inequalities, hostilities towards others and celebrates displays of military power?
Research Interests: Critical Theory, Sociology, Education, Media Studies, Sociology of Education, and 15 moreResearch Methodology, Sociology of Knowledge, Critical Pedagogy, Politics, Critical Discourse Analysis, Emancipation, Politics Of Education, Democracy, Direct Democracy, Participatory Democracy, Progressive Education, Critical sociology and politics of education, Radical Democracy, Public Pedagogy, and Qualitative Research Methdology Systemic Family Therapy
Research Interests: Critical Theory, Sociology, Cultural Studies, Social Change, Social Movements, and 15 moreEducation, Media Studies, Social Sciences, Democratic Education, Research Methodology, Democratic Theory, Critical Pedagogy, Educational Research, Politics, Social Justice, Political Extremism/Radicalism/Populism, Social Media, Democracy, Cooperatives, and Radical Democracy
This is the published version. I want to start with a couple of naive questions. To what extent is leadership needed for a democratic life? Or to put it another way, what form of democratic organisation, if any, is compatible with... more
This is the published version.
I want to start with a couple of naive questions.
To what extent is leadership needed for a democratic life? Or to put it another way, what form of democratic organisation, if any, is compatible with leadership?
Then I want to end with a final couple: is democracy undermined by leadership? If it is, what can be done about it?
I want to start with a couple of naive questions.
To what extent is leadership needed for a democratic life? Or to put it another way, what form of democratic organisation, if any, is compatible with leadership?
Then I want to end with a final couple: is democracy undermined by leadership? If it is, what can be done about it?
Research Interests:
This is the final pre-publication version of the report published by the then English National Board for Nursing, Midwifery and Health Visitors. It provides an insight into undertaking qualitative research in workplace settings. Th... more
This is the final pre-publication version of the report published by the then English National Board for Nursing, Midwifery and Health Visitors.
It provides an insight into undertaking qualitative research in workplace settings. Th substantive focus is on the experiences of practitioners reflecting upon issues of learning, competence and professional practice in a complex environment.
It provides an insight into undertaking qualitative research in workplace settings. Th substantive focus is on the experiences of practitioners reflecting upon issues of learning, competence and professional practice in a complex environment.
Research Interests: Nursing, Teaching and Learning, Education, Reflective Practice, Assessment, and 24 moreMentoring, Qualitative methodology, Learning and Teaching, Evidence Based Practice, Formative Assessment, Case Study Research, Evidence Based Nursing, Competence in Practice, Workplace Studies, Assessment in Higher Education, Qualitative Health Research, Qualitative Research, Midwifery, Grounded Theory, Evidence based Practice (Health Sciences), Learning And Teaching In Higher Education, Workplace Learning, Competence, Nursing Research, Reflective Teaching, Nursing Education, Nursing and midwifery, Reflective Diaries, and Nursing and Health Curriculum and Pedagogy
The chapter explores reflective practice, professionality and competence, taking nursing and midwifery as examples. The discussions are based on national research studies undertaken by the author and his team.
Research Interests: Nursing, Education, Reflective Practice, Assessment, Training and Supervision, and 16 moreEvidence Based Practice, Formative Assessment, Evidence Based Nursing, Competence in Practice, Nurse Education, Nurse education research, Midwifery, Teacher Training, Evidence based Practice (Health Sciences), Professional Development, Teachers' professional development, Nursing Research, Practitioner Research, Nursing Education, Nursing and midwifery, and Reflective Practices
Research Interests: Creative Writing, Critical Theory, Discourse Analysis, Semiotics, Religion, and 179 moreHistory, Sociology, Social Change, Social Theory, Psychology, Psychoanalysis, Social Psychology, Gender Studies, Economics, Philosophy, Communication, Legitimacy and Authority, Education, Intercultural Communication, New Media, Critical Discourse Studies, Rhetoric, Sociology of Education, Feminist Theory, Social Research Methods and Methodology, Social Sciences, Research Methods and Methodology, Participatory Research, Participatory Action Research, Domestic Violence, Action Research, Paradox (handling ambiguity), Plato, Research Methodology, Research Design, Ethnography, Psychotherapy, Mimesis, Research Ethics, Qualitative Methods (Sociology), Diversity, Evaluation Research, Hermeneutics (Research Methodology), Narrative, Critical Realism, Methodology, Queer Theory, Qualitative methodology, Qualitative Methods, Subjectivities, Poststructuralism, Critical Pedagogy, Educational Research, Educational Inequalities (class; race; gender etc), Professional Writing, Cultural Semiotics, Eating Disorders, Jean-Luc Nancy, Critical Thinking, Grounded Theory (Research Methodology), Case Study Research, Academic Writing, Deconstruction, Critical Social Theory, Critical Psychology, Discourse, Politics, Social Justice, German Idealism, Human Resource Management, Poetics, Rhetoric and Social Theory, Classical rhetoric, Gender, Teacher Research, Symbolic Interaction, Symbolic Boundaries, Roland Barthes, Argumentation, Phenomenological Research Methodology, Equality and Diversity, Applied Research, Interpretive research methodology, Intertextuality, ICT, Qualitative Health Research, Critical Social Psychology, Feminism, Public Sphere, Critical Discourse Analysis, Modernity, Subversion, Ethnography (Research Methodology), Critical Media Studies, Jacques Derrida, Qualitative Research, Judith Butler, Body Image, Risk communication, Marginalized Identities, Julia Kristeva, Qualitative Research (Education), Rereading and Intertextuality, Biopolitics, Semiotics Of Culture, Phd Writing, Socio-cultural theory, Diversity & Inclusion, Ideology and Discourse Analysis, Sexual Identity, Social Inclusion, Narrative Theory, Research, Invention, Qualitative Research Methods, Critical and Cultural Theory, Public Culture, Feminist Research Methods, Ethnographic Methods, Women and Work, Schelling, Discourse Analysis (Research Methodology), Diversity and Inclusion, Social Semiotics, Intersectionality, Counseling, Homosexuality, Symbolic Interactionism, Identity, Rethoric, Phenomenology, Hermeneutics, contemporary continental philosophy, axiology (theories and applied research on values), philosophical and cultural anthropology, diversity managment, gender studies, intercultural communication, and translations studies, Jacob Boehme, Criticism, Experimental Writing, Uncertainty, Urban Marginality, Queer, Gay, Dieting, Qualitative Methodologies, Lesbian, Ambiguity, Curriculum Theory and Development, Global communication, Critical Social Research, Hegemony and Counter-Hegemony, Script, Lgbtq, Bisexual, Social theory. Sociology of modernity, Framing Analysis, Contemporary Rhetorical Theory, Impact of New Media, Life Histories Methodology, Employment Equity Policies, Women and Food/eating, Ingenium, Copia, Phenomenology/Hermeneutics, Interpersonal Dialogue, Theories of Interpretation, Linguistic Anthropolgy, Mobile and Internet Use on Marginalised Cultures; Relationship Between Caste, Use of Communication and Mobilities; Critical Media and Communication Research Methods, Questions of Literary, Social Subversion, Translation Studies and Practices, Contemporary Imagery and Media, Crossmediality, Discources Analysis, Embracing Paradox, Impossibility, Unpopularity, Countering Authority to Create, Imagine and Apply, Practice Based Approaches to the Study of Knowing, Learning and Change In Organisations, Higher Education Feminist Studies of Science and Technology, Collaborative Action Research Methodologies, Teaching and Learning In Adult and Higher Education, Social Justice Issues In Adult and Higher Education, Critical Education and Student Affairs Issues In Higher Education, Oetinger, and Public Policy
Research Interests: Critical Theory, Sociology, Cultural Studies, Media Sociology, Political Sociology, and 112 moreSocial Change, Social Movements, Social Theory, Sociology of Culture, Psychology, Social Psychology, Gender Studies, Communication, Education, Media Studies, Media and Cultural Studies, Critical Discourse Studies, Social Policy, Cultural Sociology, Self and Identity, Sociology of Education, Journalism, Public Opinion, Social Sciences, Alternative Education, Globalization, Social Identity, Material Culture Studies, Corporate Communication, Popular Culture, Visual Culture, Critical Pedagogy, Development communication, Cultural Theory, Political Science, Critical Social Theory, Identity (Culture), Discourse, Political Culture, Politics, Social Justice, Consumerism, Human Resource Management, Media Education, Culture, Urban Studies, Youth Culture, Socialization, Media Literacy, Culture Studies, Empowerment, Civil Society and the Public Sphere, Social Media, Protest, Consumer Behavior, The Self, Critical Social Psychology, Postmodernism, Critical Discourse Analysis, Honneth, Michel Foucault, Qualitative Research, Neoliberalism, Alternative Pedagogy, Social Justice in Education, Social Exclusion, Nietzsche, Media, Levinas, Qualitative Research (Education), Baudrillard, Urban Sociology, Counter Culture, Democracy, Socio-cultural theory, Culture and Communication, Socialism, Adorno, Media/ News Print Analysis: War in Iraq reporting, Critical and Cultural Theory, Socio-cultural, Women and Work, Cybercultures, Radical Democracy, Intersectionality, Identity, Media and Politics, Youth, Power, Media Research, Advertisement, Hidden Curriculum, Ir, Socialisation, Qualitative Methodologies, McLuhan, Social Communication, Political Socialisation, Hegemony and Counter-Hegemony, Media and identity, Race and Racism in Higher Education Persistence Strategies of Minority Leaders in Predominantly White Institutions Social Justice in Higher Education Higher Education Institutional Leadership Organizational Socialization and Culture, Media Impact and Effects and Usages, Self Representation, Media and Culture, Consumption Culture, Sociology of Journalism, News Analysis, News ethics, Alternate Media, Life Histories Methodology, Employment Equity Policies, Political / International Communication, Mass Media and Society, Muslim and Western Political Thought, Contemporary Capitalism, Youth Employment and Labour Markets, and Socio Political Philosophy
Research Interests: Critical Theory, Sociology, Cultural Studies, Political Sociology, Social Change, and 47 moreSocial Movements, Gender Studies, Education, Media Studies, Media and Cultural Studies, Rhetoric, Sociology of Education, Public Opinion, Alternative Education, Globalization, Propaganda, Digital rhetoric, Visual Rhetoric, Propaganda & Indoctrination Studies, Political Science, Politics, Social Justice, Consumerism, Youth Culture, Empowerment, Social Media, Pedagogy, Protest, Political Rhetoric, Neoliberalism, Social Justice in Education, Social Exclusion, Democracy, Rhetorical Theory, Socialism, Media/ News Print Analysis: War in Iraq reporting, Cybercultures, Radical Democracy, Composition, Identity, Media and Politics, Youth, Power, Ir, Style, Media and identity, Self Representation, Political / International Communication, Mass Media and Society, Muslim and Western Political Thought, Contemporary Capitalism, and Youth Employment and Labour Markets
Jill Schostak and I wrote this book as part of our evolving interest in doing research radically. By radically we mean engaging with people's voices to learn how to create the conditions for social justice and for democratising all the... more
Jill Schostak and I wrote this book as part of our evolving interest in doing research radically. By radically we mean engaging with people's voices to learn how to create the conditions for social justice and for democratising all the organisations of everyday life. We draw on our own research but also on the ways in which the media is used to shaw people's voices and behaviours. We explore all the ways in which the desires and demands of elites are inscribed upon minds and bodies as well as how writing may create the conditions for counter inscriptions. Writing research is to engage politically. Whether it is the Arab Spring re-inscribing hopes for freedom, the Occupy Movement or young people challenging orthodoxies at home or in classrooms through use of the media, it is the power of writing in its broadest sense that makes the difference.
Research Interests: Creative Writing, Critical Theory, Critical Theory, Critical Theory, Marketing, and 639 moreBusiness Ethics, Discourse Analysis, Discourse Analysis, Semiotics, Religion, History, Intellectual History, Sociology, Cultural Studies, Media Sociology, Media Sociology, Political Sociology, Social Change, Social Change, Social Change, Social Movements, Social Movements, Social Movements, Social Theory, Social Theory, Sociology of Culture, Psychology, Psychology, Psychoanalysis, Psychoanalysis, Social Psychology, Social Psychology, Social Geography, Law, Gender Studies, Economics, Neuroeconomics, Anthropology, American Politics, International Relations, Public Administration, Political Economy, Philosophy, Political Philosophy, Ethics, Communication, Multiculturalism, Art History, Media Studies, Media Studies, Intercultural Communication, New Media, New Media, Media and Cultural Studies, Media and Cultural Studies, Critical Discourse Studies, Critical Discourse Studies, Social Policy, Social Policy, Social Policy, Social Policy, Rhetoric, Organizational Communication, Cultural Sociology, Self and Identity, Sociology of Education, Composition and Rhetoric, Health Promotion, Journalism, Journalism, Organizational Theory, Educational Leadership, Social epidemiology, Public Opinion, Political Participation, Cultural Policy, Feminist Theory, European integration, Social Research Methods and Methodology, Social Research Methods and Methodology, Social Networks, Social Sciences, Social Sciences, Democratic Education, Alternative Education, Alternative Education, Theology, Organizational Change, Globalization, Corporate Social Responsibility, Research Methods and Methodology, Teacher Education, Participatory Action Research, Social Entrepreneurship, Political Theory, Political Theory, Marxism, Action Research, Creativity, Plato, Critical Geopolitics, Research Methodology, Research Methodology, Psychotherapy, Mimesis, Literature, Urban Politics, Social Philosophy, Political Psychology, Social Networking, Philosophy of Education, International Law, Human Rights, Welfare State, Corporate Communication, Privacy, Evaluation Research, Poverty, Education and Youth Exclusion, Hermeneutics (Research Methodology), Narrative, Popular Culture, Organizational Culture, Democratic Theory, Leadership, Sociology of Knowledge, Sociology of Knowledge, Religion and Politics, Queer Theory, Political Ecology, Qualitative methodology, Governmentality, Constructivism, Qualitative Methods, Poststructuralism, Propaganda, Propaganda, Self-Organization, Critical Pedagogy, Critical Pedagogy, Critical Pedagogy, Educational Psychology, Educational Research, Educational Research, Virtue Ethics, Community Development, Virtual Communities, Contemporary History, Intercultural Management, Ranciere, Cultural Semiotics, Media Rhetoric, Digital rhetoric, Visual Rhetoric, Propaganda & Indoctrination Studies, Development communication, Feminist Philosophy, Corporate Governance, Textual Criticism, Cultural Theory, Cultural Theory, Data Analysis, Stigma, Natural Law, Social Movement, Jean-Luc Nancy, Critical Thinking, Political Science, Civic Education, Liberalism, Sexuality, Global Social Change, Mass Communication, Mass Communication, Academic Writing, Academic Writing, Urban Planning, HIV/AIDS, Migration, Deconstruction, Anarchism, Public Relations, Critical Social Theory, Critical Social Theory, Critical Psychology, Discursive Social Psychology, Discursive Psychology, Discursive Psychology, Democratization, Governance, Dialogue, Critical Race Theory, Critical Race Theory, Critical Race Theory, Identity (Culture), Reflexivity, Sociology of Identity, Narrative and interpretation, Critical Security Studies, Critical Security Studies, Political Culture, Collective Action, Politics, Social Capital, Power System, Social Justice, Identity politics, Nationalism, Local Government, Continental Philosophy, Critical Management Studies, Critical Management Studies, Alternative forms of management and organization, Subject of Experience, German Idealism, Organization Studies, Human Resource Management, Media Education, Non-Governmental Organizations (NGOs), Philosophy Of Law, Cultural Politics, Securitization, Rhetoric and Social Theory, Rhetoric and Social Theory, Rhetoric and Public Culture, Rhetoric and Public Culture, Classical rhetoric, Gender, Culture, Political communication, Political communication, Political communication, Communism, Oral Traditions, Comparative Constitutional Law, Environmental Management, Urban Studies, Symbolic Interaction, Symbolic Boundaries, Resistance (Social), Systemic Therapy, Networks, Media Literacy, Media Literacy, Gilles Deleuze, Walter Benjamin, Culture Studies, Louis Althusser, Participation, Narrative Methods, Sigmund Freud, Roland Barthes, Argumentation, Poverty Reduction Strategies, Jacques Rancière, Jacques Rancière, Civil Society and the Public Sphere, National and Organisation Culture, Social Media, Research Paradigm, Rhetorical Criticism, Pedagogy, Giorgio Agamben, Consumer Behavior, Materialism, Cultural Identity, Capitalism, Education Policy, Deliberative Democracy, Intertextuality, Intertextuality, Writing, European Politics, Political Violence, Political Rhetoric, Subjectivity (Identity Politics), Subjectivity (Identity Politics), Critical Social Psychology, Postmodernism, Media and Democracy, Public Sphere, Critical Discourse Analysis, State Theory, Human Security, Modernity, Intellectuals, Hacktivism, Communication Theory, Philosophy of Criminal Law, Honneth, Subalternity, Subaltern Agency, Deleuze, Critical Media Studies, Critical Media Studies, Social Systems Theory, Michel Foucault, Jacques Derrida, Qualitative Research, Critical Geography, Judith Butler, Neoliberalism, Neoliberalism, Violence Against Women, Egypt, Quantitative methodology, Social Exclusion, Risk communication, Nietzsche, Social Epistemology, Media, Postcolonial Theory, Levinas, Alain Badiou, Giorgio Agamben, and Slavoj Zizek, Julia Kristeva, Hermeneutics and Narrative, Narrative and Identity, Latin American social movements, Neoliberal Economies in the Postcolony, Social Movements, Political Ecology, Indigeneity, Cultures of Disposession, Urban Form in Asia, Non-Linear Systems, Fieldwork and Disruptive Epistemologies, Biopolitics, India, Neoliberal Economies in the Postcolony, Social Movements, Political Ecology, Indigeneity, Cultures of Disposession, Urban Form in Asia, Non-Linear Systems, Fieldwork and Disruptive Epistemologies, Biopolitics, India, Educational Equity and Justice, Structural Marxism, Structuralism/Post-Structuralism, Ernesto Laclau and Chantal Mouffe, Rereading and Intertextuality, Islam, Baudrillard, Critical Race Theory and Whiteness theory, Public Health, Biopolitics, Politics Of Education, Psychoanalysis And Literature, Social movements and revolution, Urban Sociology, Counter Culture, Democracy, International Economic Relations, Semiotics Of Culture, Socio-cultural theory, Socio-cultural theory, Diversity & Inclusion, Social Constructionism/ Constructivism, Jacques Ranciere, Environmental Justice, Culture and Communication, Middle East Politics, Environmental Sustainability, Narrative Analysis, Democratic Participation and Struggles, Rhetoric and discourse in every day life, Community Participation, Public Relations & Social Media, Public Relations & Social Media, Contemporary Poetry, Social Inclusion, Narrative Theory, Research, Analytical Method Development, Rhetorical Theory, Internet politics, Invention, Socialism, Educational reform, Educational reform, Schizoanalysis, Adorno, Civic Engagement, Civic Engagement, Qualitative Research Methods, Social and Political Philosophy, Frankfurt School, Transnational Feminism, Critical and Cultural Theory, Public Culture, Feminist Research Methods, Ethnicity, Hegemony, Hegemony, Ethnographic Methods, Islamism, Audience, Solidarity Economy, Development, Education and Development, Socio-cultural, Visual Arts, Intersectionality and Social Inequality, Women and Work, Schelling, Badiou, Theories of Sovereignty, Financial Crisis of 2008/2009, Space, Rancière, Arts-Based Research, Empire, Cultural power and resistance, Organization Behavior, Organization Theory, Public Space, Diversity and Inclusion, The Internet, Construction of Meaning, Radical Democracy, Karl Marx, Intercultural dialogue, Social Semiotics, Narrative Inquiry, Reality TV, Intersectionality, Disability, Psychoanalysis and Politics, Social Media Marketing, Teaching, Agamben, Paul Virilio, Refugees, Critical Theory, Deconstruction, Graphic Narrative, Comics, Latin American Literature, Film Studies, Cultural Studies, Ethnic Studies, Citizenship, Epistemology of the Social Sciences, Emotions, Ethics and economics, Civil Society, Composition, Political efficacy, Symbolic Interactionism, Identity, Curriculum, Analytics, Media and Politics, Mass media, Social Inequality, Debates on public space and public life, urban design theory, urban culture and history, Accumulation by Dispossession, TIME, ethnography, comparative visual media, humanitarianism, human rights, biopolitics, Marxist critique, postcolonial studies, documentary studies, critical theory and cultural studies, posthumanism, animal studies, discourses of the child, Green Supply Chain Management, Hypnotherapy, Neuromarketing, Globalization. Digital Economy. Digital Inclusion. Global Political Economy. International Relations. Feminism and Women and Policy ., Globalization. Digital Economy. Digital Inclusion. Global Political Economy. International Relations. 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"Radical Research explores the view that research is not a neutral tool to be employed without bias in the search for truth. Rather the radical roots of research are to be seen in the focus on freedom and emancipation from blind... more
"Radical Research explores the view that research is not a neutral tool to be employed without bias in the search for truth. Rather the radical roots of research are to be seen in the focus on freedom and emancipation from blind allegiance to tradition, ‘common sense’, religion, or powerful individuals and organisations.
Radical Research introduces and draws upon leading contemporary debates and data gathered from a diversity of funded projects in; health, education, police training, youth and community, schools, business, and the use of information technology.
This book presents a radical view of research in a way that enables both beginner and the experienced professional researcher to explore its approaches in the formation of their own views and practices. It progressively leads the reader from discussions of case studies to critical explorations of the philosophical and methodological concepts, theories and arguments that are central to contemporary debates. In essence, this book shows how to design, develop and write radical research under conditions where ‘normal’ research rules apply and it offers a ground-breaking and proven alternative to traditional research techniques."
Radical Research introduces and draws upon leading contemporary debates and data gathered from a diversity of funded projects in; health, education, police training, youth and community, schools, business, and the use of information technology.
This book presents a radical view of research in a way that enables both beginner and the experienced professional researcher to explore its approaches in the formation of their own views and practices. It progressively leads the reader from discussions of case studies to critical explorations of the philosophical and methodological concepts, theories and arguments that are central to contemporary debates. In essence, this book shows how to design, develop and write radical research under conditions where ‘normal’ research rules apply and it offers a ground-breaking and proven alternative to traditional research techniques."
Research Interests: Critical Theory, Discourse Analysis, Semiotics, Sociology, Political Sociology, and 150 moreSocial Change, Social Movements, Social Theory, Social Psychology, Gender Studies, Political Philosophy, Legitimacy and Authority, Education, Critical Discourse Studies, Social Policy, Cultural Sociology, Sociology of Education, Feminist Theory, Social Research Methods and Methodology, Social Sciences, Democratic Education, Research Methods and Methodology, Participatory Research, Participatory Action Research, Domestic Violence, Action Research, Research Methodology, Research Design, Ethnography, Qualitative studies (Psychology), Psychotherapy, Material Culture Studies, Research Ethics, Evaluation Research, Hermeneutics (Research Methodology), Popular Culture, Critical Realism, Methodology, Mixed Methods, Qualitative methodology, Visual Culture, Qualitative Methods, Global Civil Society, Subjectivities, Critical Pedagogy, Educational Psychology, Educational Research, Methodology (Education), Cultural Semiotics, Feminist Philosophy, Eating Disorders, Data Analysis, Critical Thinking, Grounded Theory (Research Methodology), Case Study Research, Academic Writing, Critical Social Theory, Governance, Critical Race Theory, Identity (Culture), Discourse, Language and Ideology, Ideology, Social Justice, Critical Management Studies, Alternative forms of management and organization, Organization Studies, Human Resource Management, Non-Governmental Organizations (NGOs), Securitization, Gender, Culture, Action research (Methodology), Teacher Research, Youth Culture, Political Legitimacy, Civil Society and the Public Sphere, Phenomenological Research Methodology, Pedagogy, Giorgio Agamben, Equality and Diversity, Applied Research, Interpretive research methodology, Qualitative Health Research, Critical Social Psychology, Postmodernism, Feminism, Critical Discourse Analysis, Honneth, Ethnography (Research Methodology), Critical Media Studies, Michel Foucault, Qualitative Research, Ethnomethodology, Body Image, Emancipation, Market Research, Phenomenological Sociology, Nietzsche, Levinas, Hermeneutics and Narrative, Qualitative Research (Education), Baudrillard, Biopolitics, Democracy, Semiotics Of Culture, Socio-cultural theory, Diversity & Inclusion, Ideology and Discourse Analysis, Social Inclusion, Research, Argumentation, Critical Thinking, DIscourse, Adorno, Civic Engagement, Qualitative Research Methods, Qualitative Methodology (Sociology), Critical and Cultural Theory, Phenomenology (Research Methodology), Feminist Research Methods, Socio-cultural, Women and Work, Theories of Sovereignty, Empire, Discourse Analysis (Research Methodology), Radical Democracy, Social Semiotics, Intersectionality, Counseling, Agamben, Civil Society, Identity, Imperialism, Emancipatory Research, Corruption, Dieting, Qualitative Methodologies, Case Study, Democratic Legitimacy, McLuhan, Critical Social Research, Negri, Qualitatative Research, Water governance and management in Central Asia, Participant Action Research, Life Histories Methodology, Employment Equity Policies, Women and Food/eating, Empirical Phenomenology, Socio Political Philosophy, Governance Reforms, Practice Based Approaches to the Study of Knowing, Learning and Change In Organisations, Higher Education Feminist Studies of Science and Technology, Collaborative Action Research Methodologies, and Public Policy
"Too often interviewing is seen as simply a tool for data collection, while in reality it is a complex, subtle process that cannot be separated from the dynamic of the project or from the multiple and changing contexts of everyday life.... more
"Too often interviewing is seen as simply a tool for data collection, while in reality it is a complex, subtle process that cannot be separated from the dynamic of the project or from the multiple and changing contexts of everyday life. In posing the question, 'what is research for?', Interviewing and Representation in Qualitative Research explores the processes of interviewing as itself a project intimately involved in contemporary debates around knowledge, freedom, power, ethics, modernism postmodernism, and globalisation.
What makes the book distinctive is its focus on interviewing not just as a tool to be used within other frameworks such as case study, action research, evaluation and surveys, but as an approach to organise a project as a whole, to provide frameworks for organising perspectives on the multiple `worlds' of everyday life. It is argued that every project, every methodology, every theoretical perspective has its own rhetorical framework that interacts with the `world' as subject of study or focus for intervention. The interview, as defined in this book, is both the process of constituting and de-constructing world views ' it is the inter-view, the place between worlds. Without the `inter-view' no dialogue and no alternatives as a basis for difference, change, and development would be possible. The inter-view as conceived in the book is fundamental to qualitative research as an emancipatory project.
Research practice is thus placed in the context of philosophical, theoretical and methodological debates, taking the reader beyond many introductory texts, making it suitable for all students and researchers who wish to advance the frontiers of their research and engage with contemporary social and political realities."
What makes the book distinctive is its focus on interviewing not just as a tool to be used within other frameworks such as case study, action research, evaluation and surveys, but as an approach to organise a project as a whole, to provide frameworks for organising perspectives on the multiple `worlds' of everyday life. It is argued that every project, every methodology, every theoretical perspective has its own rhetorical framework that interacts with the `world' as subject of study or focus for intervention. The interview, as defined in this book, is both the process of constituting and de-constructing world views ' it is the inter-view, the place between worlds. Without the `inter-view' no dialogue and no alternatives as a basis for difference, change, and development would be possible. The inter-view as conceived in the book is fundamental to qualitative research as an emancipatory project.
Research practice is thus placed in the context of philosophical, theoretical and methodological debates, taking the reader beyond many introductory texts, making it suitable for all students and researchers who wish to advance the frontiers of their research and engage with contemporary social and political realities."
Research Interests: Critical Theory, Sociology, Cultural Studies, Political Sociology, Social Psychology, and 77 moreGender Studies, Critical Discourse Studies, Cultural Sociology, Sociology of Education, Social Research Methods and Methodology, Social Sciences, Research Methods and Methodology, Participatory Research, Participatory Action Research, Domestic Violence, Action Research, Economic Policy Evaluation, Research Methodology, Research Design, Psychotherapy, Research Ethics, Qualitative Methods (Sociology), Evaluation Research, Popular Culture, Qualitative methodology, Qualitative Methods, Subjectivities, Critical Pedagogy, Educational Research, Eating Disorders, Case Study Research, Educational evaluation, Critical Social Theory, Dialogue, Reflexivity, Social Justice, Human Resource Management, Gender, Systemic Therapy, Applied Research, Writing, Subjectivity (Identity Politics), Qualitative Health Research, Critical Social Psychology, Postmodernism, Feminism, Critical Discourse Analysis, Ethnography (Research Methodology), Qualitative Research, Body Image, Marketing Research, In-depth Interviews, Qualitative Research (Education), Structuralism/Post-Structuralism, Social Constructionism/ Constructivism, Developmental Education, Research, Qualitative Research Methods, Critical and Cultural Theory, Feminist Research Methods, Women and Work, Arts-Based Research, Intersectionality, Teaching, Counseling, Identity, Impact evaluation, causality and evaluation methodologies for public policies, programs, and development projects, Subjectivity, Androgogy, Contextual Learning, Dialogic narrative analysis, Qualitative Interviews, Qualitative inquiry, Dieting, Qualitative Methodologies, Critical Social Research, Media theory and Research, Life Histories Methodology, Employment Equity Policies, Women and Food/eating, Counselling, and Dialogical Teaching
Research Interests:
"The problems this book discusses are the same now as they were 25 years ago: unemployment, poor housing, inadequate facilities, poverty, racism, violence. I wrote the book in anger. I still feel that anger when I re-read it and... more
"The problems this book discusses are the same now as they were 25 years ago: unemployment, poor housing, inadequate facilities, poverty, racism, violence.
I wrote the book in anger. I still feel that anger when I re-read it and compare with what is still happening today. What kind of methodology is required to make real changes? In the book, I try to answer this."
I wrote the book in anger. I still feel that anger when I re-read it and compare with what is still happening today. What kind of methodology is required to make real changes? In the book, I try to answer this."
Research Interests: Critical Theory, Sociology, Cultural Studies, Political Sociology, Social Change, and 61 moreSocial Theory, Sociology Of Deviance, Social Psychology, Gender Studies, Education, Critical Discourse Studies, Social Work, Cultural Sociology, Sociology of Education, Social Research Methods and Methodology, Sociology of Children and Childhood, Social Sciences, Research Methodology, Ethnography, Poverty, Sociology of Crime and Deviance, Sociology of Knowledge, Critical Pedagogy, Educational Research, Educational Inequalities (class; race; gender etc), Urban Education, Critical Race Theory, Identity (Culture), Sociology of Identity, Social Justice, Gender, Urban Studies, Education Policy, Critical Social Psychology, Critical Discourse Analysis, Ethnography (Research Methodology), Critical Media Studies, Violence Against Women, Social Justice in Education, Latin American social movements, Urban Sociology, Social Justice Issues, Children and Youth, Social Justice Education, Ethnographic fieldwork, Transnational Feminism, Critical and Cultural Theory, Poverty (Sociology), Education and Development, Critical sociology and politics of education, Ethnographic Studies, Curriculum, Sociology of Education, Social Stratification and Inequality, Community Education, Race and Class, Education Reform, Political Economy of Education, Youth Unemployment, Democracy and Citizenship Education, Postcolonial feminisms, National Qualifications Frameworks, Education for Work, Human Rights and Social Justice, Theories of Mobility and Inequality, Inductive Theory Building, and Resistance Formation
"Violence, democracy and rights are issues that are not fully addressed in research methodology literatures, yet violence is of vital interest in substantive and theoretical debates across the social sciences, education, philosophy,... more
"Violence, democracy and rights are issues that are not fully addressed in research methodology literatures, yet violence is of vital interest in substantive and theoretical debates across the social sciences, education, philosophy, politics and cultural studies. Methodology needs to be informed by, and be relevant to, the debates and practices within and across these perspectives on the worlds of everyday life.
Research is fundamentally entwined with the political, the ethical and the legal. When it presumes the neutrality of method and ignores its radical roots of inquiry, it is in danger of being politically co-opted and ethically naïve. Research that reveals what is at stake politically, ethically and legally is typically open to accusations of being partisan and therefore political. It cannot avoid being political in the broadest sense of the word, and consequently the researcher cannot escape – through some mystical notion of being ‘objective’ – the political, ethical and legal consequences of undertaking research.
Research is vital to the construction of public spaces for debate, decision making and action. Hence, there is a close relationship between methodological practices, research design and the conditions under which violence, democracy and rights can be addressed.
Researching Violence, Democracy and the Rights of People explores what is at stake methodologically (both theoretically and practically) for researchers seeking to expand opportunities for people to become visible upon the public stages of debate, decision making and action, and thus make audible their experiences of wrongs and injustices, express their rights, and engage democratically in processes of change.
Drawing on international contributions and contexts, this book introduces readers to the complex realities of real research and the substantive issues that their methodological approaches strive to deal with. It will benefit undergraduate and postgraduate students as well as post-doctoral and experienced researchers across a range of cultural and social science disciplines, as well as educational and sociological researchers. Its aim is to explore and contribute to the development of innovatory approaches to engaging in research that make a difference in the lives of people.
"
Research is fundamentally entwined with the political, the ethical and the legal. When it presumes the neutrality of method and ignores its radical roots of inquiry, it is in danger of being politically co-opted and ethically naïve. Research that reveals what is at stake politically, ethically and legally is typically open to accusations of being partisan and therefore political. It cannot avoid being political in the broadest sense of the word, and consequently the researcher cannot escape – through some mystical notion of being ‘objective’ – the political, ethical and legal consequences of undertaking research.
Research is vital to the construction of public spaces for debate, decision making and action. Hence, there is a close relationship between methodological practices, research design and the conditions under which violence, democracy and rights can be addressed.
Researching Violence, Democracy and the Rights of People explores what is at stake methodologically (both theoretically and practically) for researchers seeking to expand opportunities for people to become visible upon the public stages of debate, decision making and action, and thus make audible their experiences of wrongs and injustices, express their rights, and engage democratically in processes of change.
Drawing on international contributions and contexts, this book introduces readers to the complex realities of real research and the substantive issues that their methodological approaches strive to deal with. It will benefit undergraduate and postgraduate students as well as post-doctoral and experienced researchers across a range of cultural and social science disciplines, as well as educational and sociological researchers. Its aim is to explore and contribute to the development of innovatory approaches to engaging in research that make a difference in the lives of people.
"
Research Interests: Critical Theory, Discourse Analysis, Sociology, Cultural Studies, Political Sociology, and 191 moreSocial Change, Social Movements, Social Theory, Social Psychology, Gender Studies, Communication, Teaching and Learning, Legitimacy and Authority, Media Studies, Media and Cultural Studies, Critical Discourse Studies, Social Policy, Cultural Sociology, Sociology of Education, Health Promotion, Journalism, Social epidemiology, Political Participation, Social Research Methods and Methodology, Sociology of Children and Childhood, Social Networks, Social Sciences, Democratic Education, Alternative Education, Sociology of Violence, Globalization, Research Methods and Methodology, Political Theory, Political Theory, Violence, Marxism, Action Research, Research Methodology, Social Identity, Qualitative Methods (Sociology), Human Rights, Higher Education, Personality, Poverty, Power (social), Popular Culture, Mentoring, Qualitative methodology, Qualitative Methods, Critical Pedagogy, Educational Psychology, Educational Research, Learning and Teaching, Educational Inequalities (class; race; gender etc), Development communication, Cultural Theory, Stigma, Critical Thinking, Sustainable Development, Education (Social Policy), Sexuality, Academic Writing, HIV/AIDS, Critical Social Theory, Critical Psychology, Governance, Critical Race Theory, Language and Power, Political Culture, Collective Action, Social Capital, Social Justice, Identity politics, Consumerism, Self-Efficacy, Human Resource Management, Media Education, Gender, Communism, Education, Work And Politics, Urban Studies, Media Literacy, Political Legitimacy, Louis Althusser, Narrative Methods, Civil Society and the Public Sphere, Social Media, Pedagogy, Protest, Materialism, Capitalism, Education Policy, Critical Social Psychology, Critical Discourse Analysis, Power and Legitimacy, Critical Media Studies, Jacques Derrida, Qualitative Research, Neoliberalism, Violence Against Women, Quantitative methodology, Alternative Pedagogy, Social Justice in Education, Social Exclusion, Media, Autonomy, Sociological Theory, Latin American social movements, Educational Equity and Justice, Qualitative Research (Education), Structural Marxism, Public Health, Politics Of Education, Urban Sociology, Democracy, Socio-cultural theory, Jacques Ranciere, Equity and Social Justice in Higher Education, Social learning, Community Participation, Public Relations & Social Media, Social Inclusion, Research, Educational Leadership and Policy Analysis, The Theory and practice of democracy, Educational reform, Children's Rights, Civic Engagement, Qualitative Research Methods, Qualitative Methodology (Sociology), Transnational Feminism, Critical and Cultural Theory, Hegemony, Women and Work, Critical sociology and politics of education, Cultural power and resistance, Radical Democracy, Intersectionality, Gramsci and Cultural Hegemony, Civil Society, Identity, Youth, Social Inequality, Debates on public space and public life, urban design theory, urban culture and history, Power, Etienne Balibar, Media Research, Malnutrition, Emancipatory Research, Protest Movements, Innovations, Corruption, Educational research, Qualitative reseach education, Henry Giroux, Qualitative Methodologies, Community Education, Work Life Balance, Social Communication, Curriculum Theory and Development, Protest and resistance, Sociological theory/analysis, qualitative research methods, social anthropology, political sociology, social movements, democratization, State-society relations, civil society role in developing countries, Military Industrial Complex, Hegemony and Counter-Hegemony, Urban Education, Critical Theory/Pedagogy, Critical Literacies, Youth Culture, Hip Hop Culture, Curriculum & Development, Conformity, Authority, Emancipatory Pedagogy, Loic Wacquant, Media Impact and Effects and Usages, Faculty Diversity, Water governance and management in Central Asia, Alternate Media, Postcolonial feminisms, Power and Empowerment, Life Histories Methodology, Employment Equity Policies, Contemporary Capitalism, Youth Employment and Labour Markets, Health & Social Determinants, Professional Women, Governance Reforms, Human Rights and Social Justice, Methods of Research, Comparative Sociological Research, Practice Based Approaches to the Study of Knowing, Learning and Change In Organisations, Higher Education Feminist Studies of Science and Technology, Collaborative Action Research Methodologies, Teaching and Learning In Adult and Higher Education, Social Justice Issues In Adult and Higher Education, Critical Education and Student Affairs Issues In Higher Education, Women and Minority In STEM Fields, Pipeline Issues, Career Progression In Science and Engineering, Resistance Formation, and Public Policy
How can research - our own capacities for finding out - be employed to turn the tables on the big Powers that dominate our lives? Too often we as individuals feel so small against the political, economic and social organisations that set... more
How can research - our own capacities for finding out - be employed to turn the tables on the big Powers that dominate our lives? Too often we as individuals feel so small against the political, economic and social organisations that set the agendas, define what is truth and ‘educate’ our ways of thinking and behaving. Yet, research as a practice of truth finding can be undertaken by anyone. As students, teachers and researchers how can we then really engage with Power in ways that really make a difference?
The book from which this chapter is taken addresses this question - it opens up the paths that can be taken. Chapter 5 is another step on this path that we can all take. It is all about being open to new ways of seeing and knowing in order to take action.
The book from which this chapter is taken addresses this question - it opens up the paths that can be taken. Chapter 5 is another step on this path that we can all take. It is all about being open to new ways of seeing and knowing in order to take action.
Research Interests: Discourse Analysis, Cultural Studies, Political Philosophy, Education, Social Sciences, and 15 moreDemocratic Education, Research Methodology, Human Rights, Government, Qualitative methodology, Political Science, Politics, Social Justice, Equality, Neoliberalism, Social Justice in Education, Democracy, Radical Democracy, Power and domination, and Neoliberalism and Education
There is a crisis of power, whether for those who do not have any or those who have too much and fear losing it. There is something fragile about great power, particularly in a world of wars, protests, revolutions and likely environmental... more
There is a crisis of power, whether for those who do not have any or those who have too much and fear losing it. There is something fragile about great power, particularly in a world of wars, protests, revolutions and likely environmental breakdowns, where the global rich are outnumbered by many millions to one.
Perhaps there is also a crisis of confidence about what can be done to change things. As people increasingly look to right and far right solutions to the problems created by the super rich and powerful, they risk losing their futures, indeed, losing the world itself. Can we tame these masters of our lives, is there still a hope?
Perhaps there is also a crisis of confidence about what can be done to change things. As people increasingly look to right and far right solutions to the problems created by the super rich and powerful, they risk losing their futures, indeed, losing the world itself. Can we tame these masters of our lives, is there still a hope?
Research Interests: Critical Theory, Political Sociology, Social Change, Education, Social Sciences, and 15 moreContemporary History, Politics, Social Justice, Egalitarianism, Empowerment, Capitalism, Critique of Political Economy, Neoliberalism, Elites (Political Science), Political Elites, Democracy, Social Influence, Hegemony and Counter-Hegemony, Extreme and Far Right, and Donald Trump
Looking back on this chapter as we continue to face the rise in extreme rightwing political parties, the populist demand for ‘strong leaders’ (typically, but not exclusively, men) and the outbreak of wars, the question of how these trends... more
Looking back on this chapter as we continue to face the rise in extreme rightwing political parties, the populist demand for ‘strong leaders’ (typically, but not exclusively, men) and the outbreak of wars, the question of how these trends are to be challenged, resisted and overcome is all the more urgent. This chapter of the book considers and discusses how collective action, learning and knowledge as forms of challenge and resistance have effectively been subverted in the interests of the powerful and the strong leaders they fund. What threatens the power elites is precisely the possibility of collective action based upon the principles of equality, freedom and regard for others implicit if not always explicit in the philosophies and practices of democracy that emerged from the Enlightenment and the Age of Revolutions. This 3rd chapter of the book takes a step further forward in identifying what is needed in order to undo the antidemocratic practices of power elites. Education has played a double role in creating contemporary political, economic and social conditions. On one side it has schooled and tamed in the service of the elites, on the other it has enabled the development of values, knowledge and practical know how to contest the dominance of the elites and work for alternative futures.
Research Interests: Political Sociology, Education, Democratic Education, Teacher Education, Democratic Theory, and 15 moreCritical Pedagogy, Politics, Social Justice, Conservative Revolution, Capitalism, Emancipation, Democracy, Radical Democracy, Neo-liberalism, Civil Society, Power and domination, Freedom, Oppression, Extreme and Far Right, and Schooling
f research is to impact on public decision-making, the research and educational challenge is to create the conditions for free and equal access to knowledge and the conditions of further discovery. This is essential to the kind of... more
f research is to impact on public decision-making, the research and educational challenge is to create the conditions for free and equal access to knowledge and the conditions of further discovery. This is essential to the kind of democracy we envisage, where all people participate. By all, we mean a democracy that is in no way restricted merely to age groups, ‘citizens’ or any other categories of individuals. As to the definition of ‘the people’, we mean all who live regardless of birthplace. In this sense, there are no frontiers to manage apart from the ever-expanding horizon of actively inclusive democracy – as Hannah Arendt put it, each birth adds a new perspective to be taken into account. For such a global dynamic multitude, the conditions framing the contemporary political challenge focus attention on how to control, or at least constrain, the leaders, their territorial ambitions and the management systems put into place by elites. How? By creating the conditions for an effective public (Schostak and Schostak, 2013) that is co-extensive with the work of research and education involved in establishing truth, facts, objectivity, reliability, validity, subjectivity, representation, generalisation and universalisation. This is the challenge.
Research Interests: Critical Theory, History, Sociology, Cultural Studies, Education, and 15 moreMedia Studies, Critical Pedagogy, Curriculum Studies, Politics, Social Justice, Equality and Diversity, Neoliberalism, Emancipation, Democracy, Radical Democracy, Civil Society, Neoconservatism, Far-Right Politics, Donald Trump, and Public Policy
The paper explores pedagogies of surveillance and counter pedagogies of radical democracy and co-operative practice and their implications for continuing professional development (CPD). Teachers have had to respond to an increasing... more
The paper explores pedagogies of surveillance and counter pedagogies of radical democracy and co-operative practice and their implications for continuing professional development (CPD). Teachers have had to respond to an increasing naturalisation of surveillance in schools. However, this naturalisation can be countered by drawing upon the emergent development of the co-operative education movement in the UK. I argue that critical to developing effective pedagogies of radical democracy and co-operation is the formation of a “public space” of discussion and debate about courses of action. This will be illustrated through research drawn from a co-operative school and its use of information technologies. Although the intentions are to improve standards of learning, the hidden curriculum implicit in the use of the technologies can lead to “supersurveillance.” Teachers, I argue, have a critical role in the deconstruction of the naturalisation of supersurveillance and both pre-service and CPD urgently need to address this.
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Artikal ini memberi kesedaran kepada pembaca tiada siapa yang dapat menukar keadaan sosial, menolak paradikma yang sedia atau menentukan sesuatu revolusi yang akan datang kerana semua ini dikawal oleh suatu kuasa yang berpunca daripada... more
Artikal ini memberi kesedaran kepada pembaca tiada siapa yang dapat menukar keadaan sosial, menolak paradikma yang sedia atau menentukan sesuatu revolusi yang akan datang kerana semua ini dikawal oleh suatu kuasa yang berpunca daripada mekanisma politlk dan undang-undang global dan tempatan
Research Interests: Sociology and Capitalism
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This is not a standard guide to writing a dissertation, thesis, project report, journal article or book. Rather, this book will help researchers who are dissatisfied with the typical recipe approaches to standardised forms of writing-up... more
This is not a standard guide to writing a dissertation, thesis, project report, journal article or book. Rather, this book will help researchers who are dissatisfied with the typical recipe approaches to standardised forms of writing-up and want to explore how academic writing can be used to greater effect.
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Invited article to a Portuguese journal exploring themes of techology, education, and radical democracy.
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This is based on an ethnographic case study undertaken principally in a large comprehensive school in the UK. It draws also on comparative ethnographic data drawn from smaller studies to produce the fictionalised school and community of... more
This is based on an ethnographic case study undertaken principally in a large comprehensive school in the UK. It draws also on comparative ethnographic data drawn from smaller studies to produce the fictionalised school and community of 'slumptown'. The study was carried out in the early 1980s but the areas upon which it is based continue to be extremely depressed economically. The broad issues remain. The question of the role of schools, teachers and the meaning of 'education' remain as critical issues to be examined in the context of how to produce a vital democracy.
Research Interests: Sociology, Education, Sociology of Education, Research Methodology, Ethnography, and 13 moreSociology of Crime and Deviance, Qualitative methodology, Race and Racism, Critical Pedagogy, Curriculum Studies, Case Study Research, Critical Discourse Analysis, Ethnography (Research Methodology), Qualitative Research (Education), Critical sociology and politics of education, Curriculum, Hidden Curriculum, and Urban Education, Critical Theory/Pedagogy, Critical Literacies, Youth Culture, Hip Hop Culture, Curriculum & Development
transforming the child into a pupil.
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In distinguishing between education and schooling, the paper reviews several publications in order to see which if any are capable of providing an educational critique of social, cultural political issues. It considers how independent... more
In distinguishing between education and schooling, the paper reviews several publications in order to see which if any are capable of providing an educational critique of social, cultural political issues. It considers how independent education is of other disciplines and political demands.
Research Interests: Critical Theory, Teaching and Learning, Education, Special Education, Critical Pedagogy, and 9 moreCurriculum Studies, Curriculum Theory, Curriculum Development, Schools, Children, Teachers, Special Education Needs and Inclusive Practice, Special needs education, and Provision of School Needs and Its Effects on Pupils Performance
Evaluation of an early use of computers in rural schools in the north of Portugal to develop locally based curricula that had a culturally enriching impact.
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It is common to argue that Western and Westernised societies are ‘democratic’. However, it is difficult to describe the corporations that dominate their public and private sectors as exemplars of democratic organisation. In particular,... more
It is common to argue that Western and Westernised societies are ‘democratic’. However, it is difficult to describe the corporations that dominate their public and private sectors as exemplars of democratic organisation. In particular, their schools are largely driven by non-democratic managerialism imposed through a system wedded to hierarchy and inequality. In Ranciere’s (2005: 71) terms such so called ‘democratic’ states and their key organisations are ruled by a ‘dominant intelligencia’ who broadly, willingly or unwillingly, serve the interests of an economic elite. However, if a society claims to be democratic, then it would be reasonable to expect its key systems and institutions should exemplify forms of organisation and practice that articulate democratic principles. Thus, it is possible to argue as Dewey (1927) did, that re-engaging in ‘democratic practices’ could reawaken the desire for freedoms that will allow all to have an equal voice in order to influence the present and the future of our children and thus of society, positively towards a more equal, socially just world. It is possible too as Robert Owen (1816) argued that by adopting co-operative rather than competitive practices society could be reformed for the better. The Rochdale pioneers drew upon the views of Owen and others to create a practical model that has grown to the extent that it has “supported at least half the world’s population” (Woodin 2014: 2). It is relatively easy to point to such existing legacies and models of democratic forms of social, economic and indeed educational organisation that can be drawn upon (Fielding 2005; Fielding and Moss 2011) - but given contemporary societies are still overwhelmingly hierarchical and competitive, the odds remain stacked against their practical accomplishment. At its most radical, democracy demands both freedom and equality. Balibar (1994) called this the principle of egaliberte in order to articulate the co-extensiveness of freedom with equality. Thus for example, in a world of wealth inequality, where the billionaire can use wealth to influence political parties, manipulate markets and shape the behaviour of individuals in their market and political decision making, those who are relatively or absolutely poor have their freedom of choice of where to live, of access to the best education and the best jobs, restricted by the capacity of the rich. Geographically, the relation between inequality for the many and freedom for the few can be seen in the contrasts between thriving, well sourced centers of financial activity and depressed, overlooked areas that had once been industrial powerhouses and are now ‘rust belts’. Infrastructures are skewed towards sustaining and responding to the demands of the rich and powerful. It echoes Simon’s (1960) historical description of education for the ‘two nations’. In this context, schools represent, if not a microcosm, then at least a quasi-laboratory for the testing of personal freedoms against the controls of superior forces. It is in this space where the place of authority constructs its powers over the subjective experience, behaviour and capacities to act of individuals. Here there is the individual in the role of adult of being in ‘locus parentis’ and teacher as the one who is supposed to know and be able to speak that knowledge to others. There is also the individual in the role of pupil, of being a locus of present and future potentials and of being a growing developing child in need of protection and in want of knowledge. This division contributes powerfully to the psychological conditions necessary to accept later divisions between bosses and employees and more generally between a governing class and those to be managed, disciplined, or moulded. The head teacher then is in a place of governance that amplifies and reinforces these divisions, a mediator, as it were, between the policy forming governing classes and those who most directly deliver policy face-to-face with the children whose performance is to be managed. It does not have to be this way though.
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Research Interests: Critical Theory, Cultural Studies, Education, Critical Discourse Studies, Cultural Sociology, and 15 moreDomestic Violence, Critical Pedagogy, Educational Psychology, Educational Research, Eating Disorders, Critical Social Theory, Culture, Critical Discourse Analysis, Body Image, Critical and Cultural Theory, Cybercultures, Counseling, Adolescence, Dieting, and Critical Social Research
Participant observation is employed in any academic discipline or professional field requiring in-depth studies of everyday life. The article describes the key processes of undertaking participant observation involving joining members of... more
Participant observation is employed in any academic discipline or professional field requiring in-depth studies of everyday life. The article describes the key processes of undertaking participant observation involving joining members of a social group, learning how to participate, and undertake fieldwork. Methodological issues such as validity, generalisation and representations are discussed in relation to the collection and analysis of data. Participant observation whether open or covert is seen to involve a continuous reflection on ethical issues and contributes to the inclusion of the voices of those who are marginalised or rendered invisible in public debates.
Research Interests: Discourse Analysis, Gender Studies, Cultural Sociology, Action Research, Ethnography, and 15 moreEvaluation Research, Educational Research, Case Study Research, Human Resource Management, Applied Research, Interpretive research methodology, Ethnomethodology, Ethnographic fieldwork, Feminist Research Methods, Ethnographic Methods, Action Research Methodology, Ethnography Research methodology, Autoethnography Participant Observation, Employment Equity Policies, and Empirical Phenomenology
A revised version of this paper is now published in: Woodin, T. (2014) Co-operation, Learning and Co-operative Values. Contemporary Issues in Education. Routledge. http://www.routledge.com/books/details/9780415725248/ "Education... more
A revised version of this paper is now published in: Woodin, T. (2014) Co-operation, Learning and Co-operative Values. Contemporary Issues in Education. Routledge. http://www.routledge.com/books/details/9780415725248/ "Education involves drawing out the powers of individuals to think, imagine, feel and act. In particular it is about the development of the powers of communication, debate, decision and the power to form associations between people to create organisations for the achievement of common projects. How those powers to organise are shaped through social, cultural, economic, political and legal processes, practices and procedures is critical to what kind of society results. In this sense, then, education directly addresses the question of what kind of society people want. We explore the contribution of cooperative ideas and practices to achieve such an idea."
Research Interests: Critical Theory, Economic Sociology, Education, Adult Education, Democratic Theory, and 15 moreCritical Pedagogy, Civic Education, Comparative Constitutional Law, Civil Society and the Public Sphere, Deliberative Democracy, Critical Discourse Analysis, Democracy, Cooperatives, Critical sociology and politics of education, Civil Society, Corruption, Contemporary Liberalism, Democracy and Citizenship Education, Education Politics and Planning, and Early Modern English Political Philosophy
Research Interests: Education, Instructional Design, Educational Technology, Democratic Education, Adult Education, and 15 moreDistance Education, Critical Pedagogy, Learning and Teaching, Curriculum Studies, Online Instruction, Instructional Technology, ICT in Education, Education Policy, Curriculum Theory, Online Learning, Online Education, Online and Distance Education, Distance Learning, Emancipatory Pedagogy, and E Learning
There is no pure 'thing' called democracy. Yet its perversion from an ideal held however indistinctly by those who yearn to be free of some 'thing' that holds them back from expressing what they feel is... more
There is no pure 'thing' called democracy. Yet its perversion from an ideal held however indistinctly by those who yearn to be free of some 'thing' that holds them back from expressing what they feel is their potential, their right, their dream, is a source of anguish, anxiety, anger and ultimately violence. It suggests a 'thing' never quite lost, never quite found but always a nagging hope of something better that could be achieved if only .. if only what? Some sense of trying to give shape to the 'if only' as a dream of a democracy of the people has variously been seen recently in the broadly termed Arab Spring, Occupy and Indignados movements (Ancelovici et al 2016), with arguably a degree of radical democratic expression in Syriza and Podemos (Hancox 2015), but also in forms of a rightwing populism as in Trump and Brexit (Inglehart and Norris 2016). In each case, democracy is typically evoked as a 'thing' to increase freedom, give a voice, increase equality for some particular group, or indeed the 'people'. Rather than having a clear and determined meaning, such terms can be deployed as 'empty signifiers', that is, as categories where there is no necessary fixed meaning, rather they are like empty spaces where there is a contest to place meanings that can occupy the space. Where those on the political right talk about the freedom of individuals to compete and to win wealth and privilege, those on the left talk about being 'left out', 'dispossessed' by the winners and thus their loss of freedoms and equality of voice to engage in or influence decision making. Democracy, in all its forms, sets into play discourses about the capacities of people to engage freely and equally with others in the decisions and forms of organization that impact upon their lives. At its most radical, democracy may take the form of an anarchy , that is a state of affairs where there is no leader. This suggests direct equal participation of all, in all decision making affecting the lives of people. Typically it is argued that this is impossible in practical terms in all but the smallest and simplest forms of collective organization (c.f. Lippmann 1927). Hence, various mediating mechanisms and forms of organization need to be created to fill the gap between the voices of the many and the few who make and enact policy decisions. In contemporary 'democratic' states these are typically in the form of elected politicians, the use of experts to provide evidence, and the creation of laws to ensure 'fairness' or 'justice' and the forms of organization required to enforce them. Democracy as a historical, practical accomplishment has variously evolved according to circumstances in different nation states as a pragmatic political form to resolve disagreements without resorting to violence between the contestants where the strongest and most ruthless wins. The discourses of democracy do not arise outside of history but are already inscribed in the struggles for freedom from domination between the richest and the poorest, the strongest and the weakest. This struggle is encapsulated in the Hegelian master-slave/servant dialectic. The master is the one with the power of life or death over the other. That is to say, in more everyday terms the master is signified by or embodied by any person or form of organisation that is, at least, perceived capable of ruining the life of another. In contemporary terms, this may be a line manager with the legitimized power to make 'hard' decisions about sacking, redundancy, salary cuts and so on. The master in this sense is incarnated in any individual with real or imagined power due to a given position in a hierarchy to harm the wellbeing, exclude, imprison or indeed at the extreme, to end the life of another. Thus, for example, as described by McCormick (2006, 2011b) and Rosanvallon (2012) early democratic revolutionaries advocated adopting an attitude of suspicious and distrust towards those in power and developing forms of monitoring (or surveillance by an informed public) in order to prevent the abuse of democratic forms of governance by politicians and the wealthy. Alongside such
Research Interests: Critical Theory, Discourse Analysis, Psychoanalysis, Philosophy, Political Philosophy, and 13 moreEducation, Critical Pedagogy, Politics, Social Justice, Equality, Democracy, Radical Democracy, Lacanian Theory (Culture), Lacanian psychoanalysis, Freedom, Political Discourse, Donald Trump, and Brexit
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Goodson approaches the question of social change through narrative as a way of understanding how the life of a subject connects with deeper, longer moving historical trends. This approach is explored in the context of how policy makers... more
Goodson approaches the question of social change through narrative as a way of understanding how the life of a subject connects with deeper, longer moving historical trends. This approach is explored in the context of how policy makers try strategically to manage the consent of individuals to their policies. This is illustrated by the 2016 campaign in the UK to leave the European Union and the manipulation of ‘truth’ by the Trump presidential campaign and presidency. The task of challenging such manipulations in order to bring genuine change involves developing counter narratives to challenge the ‘us-them’ oppositions underlying contemporary politics. This involves using what Goodson calls the 5 Rs of research in order to develop a democratic public able to challenge the lies and post-truths of manipulative elites.
Research Interests: Critical Theory, Discourse Analysis, History, Social Change, Education, and 15 moreDemocratic Education, Research Methodology, Narrative, Qualitative methodology, Critical Pedagogy, Educational Research, Social Justice, Narrative Methods, Qualitative Research, Biographical Methods, Politics Of Education, Social Class, Public Intellectuals, Politics of Education, and Routledge
Research Interests: Critical Theory, Discourse Analysis, Cultural Studies, Political Sociology, Gender Studies, and 15 moreEducation, Critical Discourse Studies, Qualitative methodology, Qualitative Methods, Critical Pedagogy, Educational Research, Cultural Theory, Equality and Diversity, Applied Research, Critical Discourse Analysis, Critical and Cultural Theory, Cybercultures, Qualitative Methodologies, Interested in Writing Research Papers, and Media and identity
democracy and society. Not only does it eloquently and incisively challenge contemporary norms, it explores grounded, inspiring alternatives that have the wisdom, imagination and power to help us develop new practices and possibilities. A... more
democracy and society. Not only does it eloquently and incisively challenge contemporary norms, it explores grounded, inspiring alternatives that have the wisdom, imagination and power to help us develop new practices and possibilities. A deeply thoughtful, thought-provoking book; a book of integrity, power, possibility and occasional beauty. A book which, in its own words, helps us ‘Create the conditions for young people to write the poetry of their own futures’. Michael Fielding, Emeritus Professor of Education at the Institute of Education, University College London, UK
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Research Interests: Critical Theory, Social Movements, Education, Sociology of Education, Social Sciences, and 14 moreCritical Pedagogy, Educational Research, Political Science, Equality and Diversity, Education Policy, Critical Discourse Analysis, John Dewey, Ideology Critique, Critique as Political Practice, Radical Educational Philosophy, Radical Democracy, Educational, Democracy and Education, and Education Systems
ABSTRACT The radical inclusion of the different interests and powers of all is fundamental to social equality. Moreover, both democracy and the associated practices of cooperation depend upon an equality of different voices if they are... more
ABSTRACT The radical inclusion of the different interests and powers of all is fundamental to social equality. Moreover, both democracy and the associated practices of cooperation depend upon an equality of different voices if they are not to fall into forms of authoritarianism. Cooperation involves the free association of individuals who aggregate their individual powers to complete projects they could not accomplish alone. Those mutual dependencies require equality of participation and reward if co-operation is not to become hierarchical line management where the powers and participation of some are more greatly rewarded than those of others. And if education is employed to privilege the development of the powers and interests of some over others, it becomes reduced to a form of engineering to fit the interests of the powerful. Thus, I argue that discourses of equality and radical inclusion are co-extensive with democracy, co-operation and education.
Research Interests: Sociology, Education, Special Education, Democratic Education, Democratic Theory, and 15 moreCritical Pedagogy, Political Science, Social Justice, Inclusive education (Learning And Teaching), Equality and Diversity, Social Justice in Education, Democracy, Diversity & Inclusion, Inclusive Education, Social Inclusion, School effectiveness and school improvement, Radical Democracy, Cooperative Learning, Special Education Needs and Inclusive Practice, and Social Exclusion and Inclusion
... juxtapositions of epistemic and material violence in transnational migration and domestic violence research 42 ERICA BURMAN Reflections on ... 10 The return of the repressed 159 LOIC WACQUANT Reflections on Wacquant's chapter 170... more
... juxtapositions of epistemic and material violence in transnational migration and domestic violence research 42 ERICA BURMAN Reflections on ... 10 The return of the repressed 159 LOIC WACQUANT Reflections on Wacquant's chapter 170 Methodological discussion section iii ...
Research Interests: Communication, Alternative Education, Action Research, Academic Writing, Collective Action, and 15 moreCommunism, Civil Society and the Public Sphere, Capitalism, Alternative Pedagogy, Autonomy, Community Participation, Civic Engagement, Civil Society, Community Education, Conformity, Authority, Alternate Media, Comparative Sociological Research, Collaborative Action Research Methodologies, and Career Progression In Science and Engineering
Many argue that it is futile to see schools as agents of social reform, much less revolution, rather they are agents of class division in the service of elites (e.g., Marsh, 2011; Blacker, 2013). Resistance to class oppression is merely a... more
Many argue that it is futile to see schools as agents of social reform, much less revolution, rather they are agents of class division in the service of elites (e.g., Marsh, 2011; Blacker, 2013). Resistance to class oppression is merely a defensive strategy where the question is, as Willis (1977) might put it, not so much why elites appropriate so much power and wealth but why the rest let them. It is this question that a re-imagination of the strategic power of co-operation addresses because it directly challenges both competition and inequality by returning to the ambivalent role of education and the discourses of freedom, democracy, commerce and work that liberalism and neoliberalism have misappropriated.
Research Interests: Critical Theory, Political Sociology, Education, Educational Leadership, Political Theory, and 15 moreEquality Studies, Leadership, Critical Pedagogy, Jacques Rancière, Critical Discourse Analysis, Equality, Neoliberalism, Democracy, Cooperatives, Radical Democracy, Civil Society, Cooperation, Cooperative Learning, Freedom, and Democracy and Citizenship Education
This article is taken from a talk given by John Schostak at the Co-Operative Head Office, Manchester on 25 September 2015.
Research Interests: Management, Sociology, Political Philosophy, Education, Educational Leadership, and 15 moreDemocratic Education, Teacher Education, Democratic Theory, Leadership, Political Science, Politics, Transformational Leadership, Management Education, Democracy, Radical Democracy, Educational management and leadership, Educational, Educational Leadership and Management, Democracy and Citizenship Education, and School management and leadership
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The article provides historical and political background to contemporary issues facing education and research. In doing so, it argues that there has been a fundamental inversion of democracy. What this means is that instead of democracy... more
The article provides historical and political background to contemporary issues facing education and research. In doing so, it argues that there has been a fundamental inversion of democracy. What this means is that instead of democracy providing a political framework for the voices of people, it is employed as a cover for the interests of the wealthy. The article explores this inversion, drawing upon the theoretical insights of the Annaliste school of history and its contemporary expression in the work of such people as David Harvey and Immanuel Wallerstein. It is argued that, rather than an effective public historically emerging, there is what Walter Lipmann in 1927 called a ‘phantom public’ whose views, beliefs and conduct are open to manipulation. He called it the ‘manufacture of consent’. The article explores the implications of the transformations of the economic and political scenes in conjunction with this shaping of public opinion for both research and education.
Research Interests: Critical Discourse Studies, Critical Pedagogy, Anarchism, Critical Management Studies, Consumerism, and 15 moreCivil Society and the Public Sphere, Critical Discourse Analysis, Critical Media Studies, Biopolitics, Anarchist Philosophy of Education, Annales school, Agamben, Civil Society, Corruption, Anarchist Economics, Borders and Borderlands, Alterglobalization Movement, Classical and Contemporary Social Theory, Contemporary Capitalism, and Anti Capitalist Social Movements
This chapter sketches the scene for contemporary discussions about the nature of representation in the context of what counts as research and as education. In particular, it focuses on the struggle for voice, the representation of voice,... more
This chapter sketches the scene for contemporary discussions about the nature of representation in the context of what counts as research and as education. In particular, it focuses on the struggle for voice, the representation of voice, and the creation of public educational spaces where voices may be heard and views represented. It asks, who has the ‘right’ – politically, ethically – to represent themselves, others, events, circumstances, and ‘realities’ in education research? More specifically, in what ways may representations be expressed and to what extent should representations be negotiated in contexts where power is distributed unequally and where people complain of injustice? It is here that the political and ethical senses of representation come to the fore and educational research must confront what counts as a view or a voice that can be recognised, as well as how to render ‘data’ and ‘evidence’ visible in ways that can be called ‘valid’ and ‘generalisable’. Rather than reducing the experiences of people to measurable facts alone, the complexities, richness and messiness of everyday life requires methods capable of exploring the discourses, feelings, observed practices and meanings given to those practices. Thus the chapter traces the development of methodologies and critical perspectives developed to meet the challenges posed by the complexities of social life and educational experiences in the construction of democratic public space.
Research Interests: Education, Democratic Education, Action Research, Research Methodology, History of Education, and 15 moreHigher Education, Evaluation Research, Qualitative methodology, Qualitative Methods, Critical Pedagogy, Educational Research, Political Science, Education Policy, Qualitative Research, Research, Qualitative Research Methods, Public Pedagogy, Innovations, Methods of Research, and Comparative Sociological Research
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Research Interests: Education, Democratic Education, Continuing Professional Development, Critical Pedagogy, Educational Psychology, and 15 moreCritical Management Studies, Applied Research, Education Policy, Body Modification Studies, Emancipation, Education and Development, Critical sociology and politics of education, Curriculum, Education and Schooling, Education Systems, Education Reform, Christophe Dejours, Education for Work, Cooperative Studies, and Alternative Economic Arrangements
This paper was drawn from the initial-and largely naïveexperiences of doing doctoral fieldwork, in 1980. These initial experiences and the initial theorisations made raise a range of methodological as well as educational and ethical... more
This paper was drawn from the initial-and largely naïveexperiences of doing doctoral fieldwork, in 1980. These initial experiences and the initial theorisations made raise a range of methodological as well as educational and ethical issues that are common to the experience and will be discussed following the paper. The paper was written for a doctoral study group session held at the
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These were notes employed for an introductory course for postgraduate students
Research Interests: Sociology, Psychology, Social Psychology, Education, Social Research Methods and Methodology, and 9 moreSocial Sciences, Research Methods and Methodology, Research Methodology, Qualitative methodology, Qualitative Methods, Qualitative Health Research, Qualitative Research, Qualitative Research Methods, and Critical Social Research
The following is a check-list to help in the preparation of the research based assignment, dissertation or thesis employing qualitative methods. It is not meant to be a 'straightjacket' to be followed slavishly, nor is it likely to be... more
The following is a check-list to help in the preparation of the research based assignment, dissertation or thesis employing qualitative methods. It is not meant to be a 'straightjacket' to be followed slavishly, nor is it likely to be exhaustive since each research based piece of writing will have its own demands depending on the nature of the subject being studied. However, any dissertation is likely to include within its structure, the elements or themes set out in the following sections. It is up to the assignment, dissertation or thesis writer whether these are appropriate to their own purposes and if according to the judgement of the writer in consultation with their research/university appointed supervisor they are found appropriate, then it is still up to the writer to interpret them in ways that are appropriate, interesting and useful. In short, all depends on the creativity, insight and knowledge of the assignment, dissertation or thesis writer. The checklist is merely a prompt for critical reflection
It was first developed for a masters degree course and is presented here, substantially extended, as a way of thinking through some issues that assignment, masters, doctoral students often face when preparing to write up their research. They should be read in conjunction with other books and guides on research and in discussion with friends, colleagues and supervisors. It is to be stressed again, the checklist in no way represents a recipe for doing or writing up research, nor does it provide a model to be slavishly followed. The quality of the research and how it is written up is down to the work, the creativity, imagination and careful reasoning of the thesis/dissertation writer. I hope the following helps the process.
It was first developed for a masters degree course and is presented here, substantially extended, as a way of thinking through some issues that assignment, masters, doctoral students often face when preparing to write up their research. They should be read in conjunction with other books and guides on research and in discussion with friends, colleagues and supervisors. It is to be stressed again, the checklist in no way represents a recipe for doing or writing up research, nor does it provide a model to be slavishly followed. The quality of the research and how it is written up is down to the work, the creativity, imagination and careful reasoning of the thesis/dissertation writer. I hope the following helps the process.
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This is the list of references to accompany the 3 seminars delivered at the University of Sao Paulo April 2013. I had been invited to provide a background to radical research for interested postgraduates and staff in the institute of... more
This is the list of references to accompany the 3 seminars delivered at the University of Sao Paulo April 2013. I had been invited to provide a background to radical research for interested postgraduates and staff in the institute of psychology and work. .
Research Interests: Critical Theory, Discourse Analysis, Sociology, Political Sociology, Gender Studies, and 37 moreEducation, Critical Discourse Studies, Research Methods and Methodology, Participatory Research, Action Research, Research Methodology, Research Design, Qualitative Methods (Sociology), Evaluation Research, Critical Realism, Qualitative methodology, Qualitative Methods, Critical Pedagogy, Educational Research, Case Study Research, Critical Social Theory, Critical Race Theory, Discourse, Human Resource Management, Qualitative Health Research, Critical Social Psychology, Critical Discourse Analysis, Qualitative Research, Qualitative Research (Education), Political Discourse Analysis, Ideology and Discourse Analysis, Research, Qualitative Research Methods, Critical and Cultural Theory, Women and Work, Intersectionality, Qualitative Methodologies, Political Discourse, Media theory and Research, Feminine Studies, Life Histories Methodology, and Employment Equity Policies
This seminar was one of three given at the University of Sao Paulo April 2013. I had been invited to provide a background to radical research for interested postgraduates and staff in the institute of psychology and work. .
Research Interests: Critical Theory, Discourse Analysis, Sociology, Cultural Studies, Political Sociology, and 115 moreSocial Change, Social Theory, Social Psychology, Gender Studies, Political Philosophy, Critical Discourse Studies, Social Anthropology, Sociology of Education, Political Participation, Feminist Theory, Social Research Methods and Methodology, Social Networks, Social Sciences, Democratic Education, Globalization, Research Methods and Methodology, Domestic Violence, Political Theory, Action Research, Research Methodology, Psychotherapy, Human Rights, Power (social), Critical Realism, Methodology, Democratic Theory, Religion and Politics, Queer Theory, Political Ecology, Qualitative methodology, Qualitative Methods, Subjectivities, Critical Pedagogy, Educational Research, Community Engagement & Participation, Feminist Philosophy, Eating Disorders, Cultural Theory, Civic Education, Grounded Theory (Research Methodology), Anarchism, Critical Social Theory, Language and Power, Discourse, Politics, Social Capital, Development anthropology, Human Resource Management, Cultural Politics, Securitization, Gender, Comparative Constitutional Law, Social Media, Giorgio Agamben, Critical Social Psychology, Feminism, Critical Discourse Analysis, Philosophy of Criminal Law, Critical Media Studies, Michel Foucault, Qualitative Research, Neoliberalism, Quantitative methodology, Body Image, Social Exclusion, Qualitative Research (Education), Biopolitics, Public Participation In Governance, Ideology Critique, Political Discourse Analysis, Ideology and Discourse Analysis, Critique, Participatory Democracy, Research, Argumentation, Critical Thinking, DIscourse, Civic Engagement, Qualitative Research Methods, Frankfurt School, Critical and Cultural Theory, Food Sovereignty, Women and Work, Theories of Sovereignty, Youth Political Participation, Empire, Neoliberalisms and the Transformation of the Cultural Sphere, Discourse Analysis (Research Methodology), Radical Democracy, Intersectionality, Counseling, Agamben, Identity, ethnography, comparative visual media, humanitarianism, human rights, biopolitics, Marxist critique, postcolonial studies, documentary studies, critical theory and cultural studies, posthumanism, animal studies, discourses of the child, Literary studies, Power, Imperialism, Dieting, Qualitative Methodologies, Porn Studies, Critical Social Research, Cutural Studies, Negri, Radical Political Economy, Anarchist Economics, Contemporary Liberalism, Sociologie du journalisme, Community participation and engagement, Life Histories Methodology, Employment Equity Policies, Women and Food/eating, Sémiologie Des Médias, Enjeux De La Participation Citoyenne Et Des Réseaux Sociaux, Neoliberalism & Governmentality, Anti Capitalist Social Movements, Ethics of Humanitarian Intervention, and Early Modern English Political Philosophy
This seminar was one of three given at the University of Sao Paulo April 2013. I had been invited to provide a background to radical research for interested postgraduates and staff in the institute of psychology and work. .
Research Interests: Critical Theory, Sociology, Cultural Studies, Political Sociology, Social Movements, and 53 moreSocial Theory, Social Psychology, Gender Studies, Education, Critical Discourse Studies, Social Research Methods and Methodology, Social Sciences, Democratic Education, Research Methods and Methodology, Participatory Research, Action Research, Research Methodology, Research Design, Social Identity, Qualitative Methods (Sociology), Evaluation Research, Critical Realism, Methodology, Qualitative methodology, Qualitative Methods, Critical Pedagogy, Educational Research, Grounded Theory (Research Methodology), Case Study Research, Public Relations, Critical Social Theory, Democratization, Governance, Ideology, Critical Management Studies, Human Resource Management, Applied Research, Critical Social Psychology, Media and Democracy, Critical Discourse Analysis, Ethnography (Research Methodology), Qualitative Research, Qualitative Research (Education), Democracy, Research, Qualitative Research Methods, Critical and Cultural Theory, Women and Work, Radical Democracy, Intersectionality, Civil Society, Corruption, Qualitative Methodologies, Water governance and management in Central Asia, Life Histories Methodology, Employment Equity Policies, Governance Reforms, and Public Policy
This seminar was one of three given at the University of Sao Paulo April 2013. I had been invited to provide a background to radical research for interested postgraduates and staff in the institute of psychology and work. .
Research Interests: Critical Theory, Discourse Analysis, Sociology, Political Sociology, Social Change, and 34 moreSocial Theory, Social Psychology, Political Philosophy, Education, Critical Discourse Studies, Social Research Methods and Methodology, Social Sciences, Research Methods and Methodology, Political Theory, Action Research, Research Methodology, Methodology, Qualitative methodology, Critical Pedagogy, Educational Psychology, Educational Research, Political Science, Case Study Research, Social Justice, Critical Social Psychology, Critical Discourse Analysis, Ethnography (Research Methodology), Qualitative Research, Educational Equity and Justice, Social Inclusion, Research, Public Space, Radical Democracy, Educational studies, Practice Based Approaches to the Study of Knowing, Learning and Change In Organisations, Higher Education Feminist Studies of Science and Technology, Collaborative Action Research Methodologies, and Public Policy
This is an unpublished paper, written I think, as a CARE seminar at the University of East Anglia where I was at the time a lecturer. Many of the ideas were developed into a book: Schostak, J. F. (1986) Schooling the Violent... more
This is an unpublished paper, written I think, as a CARE seminar at the University of East Anglia where I was at the time a lecturer. Many of the ideas were developed into a book:
Schostak, J. F. (1986) Schooling the Violent Imagination, London, New York. Routledge and Kegan Paul. Republished 2021. https://www.routledge.com/Schooling-the-Violent-Imagination/Schostak/p/book/9780367441494
This earlier paper contains extended versions of the data and details of methods.
Schostak, J. F. (1986) Schooling the Violent Imagination, London, New York. Routledge and Kegan Paul. Republished 2021. https://www.routledge.com/Schooling-the-Violent-Imagination/Schostak/p/book/9780367441494
This earlier paper contains extended versions of the data and details of methods.
Research Interests: Critical Theory, Sociology, Sociology Of Deviance, Education, Research Methods and Methodology, and 12 moreViolence, Research Methodology, Ethnography, Qualitative methodology, Critical Pedagogy, Critical Social Theory, Phenomenology, School violence, Pedagogy, Ethnography (Research Methodology), Critical Race Theory and Whiteness theory, and Hidden Curriculum
There is no pure 'thing' called democracy. Yet its perversion from an ideal held however indistinctly by those who yearn to be free of some 'thing' that holds them back from expressing what they feel is their potential, their right, their... more
There is no pure 'thing' called democracy. Yet its perversion from an ideal held however indistinctly by those who yearn to be free of some 'thing' that holds them back from expressing what they feel is their potential, their right, their dream, is a source of anguish, anxiety, anger and ultimately violence. It suggests a 'thing' never quite lost, never quite found but always a nagging hope of something better that could be achieved if only .. if only what? Some sense of trying to give shape to the 'if only' as a dream of a democracy of the people has variously been seen recently in the broadly termed Arab Spring, Occupy and Indignados movements (Ancelovici et al 2016), with arguably a degree of radical democratic expression in Syriza and Podemos (Hancox 2015), but also in forms of a rightwing populism as in Trump and Brexit (Inglehart and Norris 2016). In each case, democracy is typically evoked as a 'thing' to increase freedom, give a voice, increase equality for some particular group, or indeed the 'people'. Rather than having a clear and determined meaning, such terms can be deployed as 'empty signifiers', that is, as categories where there is no necessary fixed meaning, rather they are like empty spaces where there is a contest to place meanings that can occupy the space. Where those on the political right talk about the freedom of individuals to compete and to win wealth and privilege, those on the left talk about being 'left out', 'dispossessed' by the winners and thus their loss of freedoms and equality of voice to engage in or influence decision making. Democracy, in all its forms, sets into play discourses about the capacities of people to engage freely and equally with others in the decisions and forms of organization that impact upon their lives. At its most radical, democracy may take the form of an anarchy , that is a state of affairs where there is no leader. This suggests direct equal participation of all, in all decision making affecting the lives of people. Typically it is argued that this is impossible in practical terms in all but the smallest and simplest forms of collective organization (c.f. Lippmann 1927). Hence, various mediating mechanisms and forms of organization need to be created to fill the gap between the voices of the many and the few who make and enact policy decisions. In contemporary 'democratic' states these are typically in the form of elected politicians, the use of experts to provide evidence, and the creation of laws to ensure 'fairness' or 'justice' and the forms of organization required to enforce them. Democracy as a historical, practical accomplishment has variously evolved according to circumstances in different nation states as a pragmatic political form to resolve disagreements without resorting to violence between the contestants where the strongest and most ruthless wins. The discourses of democracy do not arise outside of history but are already inscribed in the struggles for freedom from domination between the richest and the poorest, the strongest and the weakest. This struggle is encapsulated in the Hegelian master-slave/servant dialectic. The master is the one with the power of life or death over the other. That is to say, in more everyday terms the master is signified by or embodied by any person or form of organisation that is, at least, perceived capable of ruining the life of another. In contemporary terms, this may be a line manager with the legitimized power to make 'hard' decisions about sacking, redundancy, salary cuts and so on. The master in this sense is incarnated in any individual with real or imagined power due to a given position in a hierarchy to harm the wellbeing, exclude, imprison or indeed at the extreme, to end the life of another. Thus, for example, as described by McCormick (2006, 2011b) and Rosanvallon (2012) early democratic revolutionaries advocated adopting an attitude of suspicious and distrust towards those in power and developing forms of monitoring (or surveillance by an informed public) in order to prevent the abuse of democratic forms of governance by politicians and the wealthy. Alongside such
Research Interests: Critical Theory, Discourse Analysis, Psychoanalysis, Philosophy, Political Philosophy, and 13 moreEducation, Critical Pedagogy, Politics, Social Justice, Equality, Democracy, Radical Democracy, Lacanian Theory (Culture), Lacanian psychoanalysis, Freedom, Political Discourse, Donald Trump, and Brexit
A reflection on contemporary schooling over a period of 30 years.
Research Interests: Critical Theory, Sociology, Teaching and Learning, Education, Sociology of Education, and 12 moreDemocratic Education, Sociology of Violence, Violence, Critical Pedagogy, Educational Research, Critical Discourse Analysis, Democracy, School effectiveness and school improvement, Pupil/student Voice, Community Education, Educational Change, and Curriculum and Pedagogy
Paper presented at ECER Conference, Geneva 2006
Research Interests: Sociology, Political Sociology, Education, Sociology of Education, Social Research Methods and Methodology, and 12 moreResearch Methods and Methodology, Research Methodology, Qualitative Methods (Sociology), Methodology, Qualitative methodology, Qualitative Methods, Qualitative Research, Qualitative Research (Education), Theories Of Truth, Qualitative Research Methods, Radical Democracy, and Writing Qualitative Research
There is a major myth put about by people who should know better: that someone, somewhere actually knows what is going on, a person typically called The Expert. Schooling generates conceptions about expertise of all kinds: from... more
There is a major myth put about by people who should know better: that someone, somewhere actually knows what is going on, a person typically called The Expert. Schooling generates conceptions about expertise of all kinds: from academic expertise to expertise concerning 'what is in the best interests' of any particular child. This central structural separation of The Expert from those who are defined by the powerful as not knowing what is in their best interests, is I shall argue, a major violation of the integrity of the individual and the individual's democratic participation in the creation and maintenance of community. It is a model of all other major institutions a child will enter in later adulthood.
Research Interests: Sociology, Education, Political Theory, Violence, Expertise, and 15 moreSociology of Knowledge, School violence, Sociology of Expertise, Narrative and Identity, Politics Of Education, Democracy, Social and Political Theories of Justice & Human Rights, Critical sociology and politics of education, Narrative Research, School culture, Hidden Curriculum, Freedom, Political Power, Oppression, and School Climate(Pupil and Teacher Discipline)
It is not just a postmodernist play on the word ‘desire’, where the Sire is a lord and master connoting the divine law of patriarchal authority through which gender roles, rights and powers are defined and controlled coercively throughout... more
It is not just a postmodernist play on the word ‘desire’, where the Sire is a lord and master connoting the divine law of patriarchal authority through which gender roles, rights and powers are defined and controlled coercively throughout the generations (siring). It refers to the development of an ethnographic methodology that is elaborated not merely descriptively and analytically but deconstructively and creatively. It is this latter approach which I argue moves ethnography beyond being a cluster of methods to being a critical perspective that opens the possibility of educational activity. In order to focus discussion concretely, I want to consider in this paper what it means to do an educational ethnography of the ‘de/Sire to care’ across a range of possible contexts - such as home, school, health, social services, church - where ‘care’ is defined as a key purpose defining activities carried out by professionals/carers in relation to others who become objects of care. I want to tease out some of the complex subterfuges through which care is gendered in the interests of a social order which is still predominantly defined patriarchally.
Is it possible, methodologically, to liberate care from patriarchal gender positions? If so, what would an educational ethnography look like that could do this?
The paper will draw upon work in a range of projects in nursing, midwifery, schooling and other ‘caring’ agencies.
Is it possible, methodologically, to liberate care from patriarchal gender positions? If so, what would an educational ethnography look like that could do this?
The paper will draw upon work in a range of projects in nursing, midwifery, schooling and other ‘caring’ agencies.
Research Interests: Discourse Analysis, Sociology, Philosophy, Social Research Methods and Methodology, Social Sciences, and 10 moreHealth Professional Education, Research Methodology, Ethnography, Qualitative methodology, Deconstruction, Social Justice, Gender, Postmodernism, Caring / Care Ethics, and Health and Social Care
Preface from 2020 My head at the time of this writing from 1992 was full of the projects undertaken during the previous decade and their legacies of voices from the people I'd met, whose lives touched mine and have left lasting... more
Preface from 2020 My head at the time of this writing from 1992 was full of the projects undertaken during the previous decade and their legacies of voices from the people I'd met, whose lives touched mine and have left lasting impressions that still speak to me in 2020.
Research Interests: Critical Theory, Political Sociology, Social Change, Education, Social Research Methods and Methodology, and 15 moreCritical Pedagogy, Educational Research, Curriculum Theory, Critical Discourse Analysis, Qualitative Research, Biographical Methods, Narrative and Identity, Narrative Analysis, Curriculum Development, Critical sociology and politics of education, Educational Change, Curriculum Theory and Development, Alternative Education, Democratic Schools, Democratic Education, Politics of Education and Social Policy, and Curriculum and Pedagogy
Paradoxes of Democracy, Leadership and Education engages both critically and creatively with important social, political and educational issues, and argues that the organisational forms of contemporary schooling are caught up in... more
Paradoxes of Democracy, Leadership and Education engages both critically and creatively with important social, political and educational issues, and argues that the organisational forms of contemporary schooling are caught up in politically significant contradictions. Highlighting the inescapable paradoxes that educators must grapple with in their thought and practice as they seek to reconcile democracy and leadership in education, this book addresses the question of whether socially just democratic futures can be realised through education.
Divided into two parts, the first part explores theoretical frameworks and concepts, presenting theory and raising issues and questions, while the second shares diverse examples of practice, renewing and reanimating the links between education, leadership and democracy, and providing models of alternatives. Studying a number of global developments that can be seen as potentially threatening, such as a growing inequality in wealth and income and the declining participation and trust in democratic processes, this text is at the forefront of international innovations in educational theory and philosophy.
A fascinating and vital read for all researchers and students, Paradoxes of Democracy, Leadership and Education considers the opportunities and challenges that are confronting and threatening education in the modern world.
Divided into two parts, the first part explores theoretical frameworks and concepts, presenting theory and raising issues and questions, while the second shares diverse examples of practice, renewing and reanimating the links between education, leadership and democracy, and providing models of alternatives. Studying a number of global developments that can be seen as potentially threatening, such as a growing inequality in wealth and income and the declining participation and trust in democratic processes, this text is at the forefront of international innovations in educational theory and philosophy.
A fascinating and vital read for all researchers and students, Paradoxes of Democracy, Leadership and Education considers the opportunities and challenges that are confronting and threatening education in the modern world.
Research Interests: Critical Theory, Sociology, Social Change, Education, Media Studies, and 15 moreLeadership, Critical Pedagogy, Politics, Social Justice, Social Media, Equality and Diversity, Critical Discourse Analysis, Neoliberalism, Democracy, Diversity & Inclusion, Radical Democracy, Lacanian psychoanalysis, Social Inequality, Neoliberalism and Education, and Public Policy
If education is supposed to be a preparation for life, then, for what kind of life is a curriculum to be a preparation? And what counts as knowledge and teaching in a pluralist society? Perhaps these questions have already been made... more
If education is supposed to be a preparation for life, then, for what kind of life is a curriculum to be a preparation? And what counts as knowledge and teaching in a pluralist society? Perhaps these questions have already been made redundant by political and economic events.
Should educationists in the 1990s just retire gracefully and gratefully from the scene to write their biographies and autobiographies? I ask this, only in part whimsically, because the real curricula in this age of mass information have been taken out of the hands of educationists by the great global systems of information processing, image making and attitude forming. The most powerful narratives in circulation that frame experience, provide grist for mass reflection, judgement, appreciation and reasons for action are part of a global industry, generated for reasons of profit, power and control not education. That reforms in education are made by politicians in the name of preparing for the life created by the economic challenges of the new world order at least points which of the two - education or political economy - is really the motivation behind the school curriculum. But this is old news.
So what's changed? Where are the openings, margins, gaps in the old structures that provide the possibility for alternatives? It is claimed that some changes, or at least some sort of a sense of the end of an age has occurred since the 1960s - or is it that a certain group of post-war 'baby-boomers' has reached the age of nostalgia and self-importance? This change, it is claimed is the sense of an ending for Modernism and the period we are in is to be characterised as Post-Modernist. The debate, if nothing else, provides some useful distinctions and issues for reflection.
Should educationists in the 1990s just retire gracefully and gratefully from the scene to write their biographies and autobiographies? I ask this, only in part whimsically, because the real curricula in this age of mass information have been taken out of the hands of educationists by the great global systems of information processing, image making and attitude forming. The most powerful narratives in circulation that frame experience, provide grist for mass reflection, judgement, appreciation and reasons for action are part of a global industry, generated for reasons of profit, power and control not education. That reforms in education are made by politicians in the name of preparing for the life created by the economic challenges of the new world order at least points which of the two - education or political economy - is really the motivation behind the school curriculum. But this is old news.
So what's changed? Where are the openings, margins, gaps in the old structures that provide the possibility for alternatives? It is claimed that some changes, or at least some sort of a sense of the end of an age has occurred since the 1960s - or is it that a certain group of post-war 'baby-boomers' has reached the age of nostalgia and self-importance? This change, it is claimed is the sense of an ending for Modernism and the period we are in is to be characterised as Post-Modernist. The debate, if nothing else, provides some useful distinctions and issues for reflection.
Research Interests: Critical Theory, Education, Sociology of Education, Critical Pedagogy, Learning and Teaching, and 12 moreCurriculum Studies, Narrative Methods, Children's Voices, Pedagogy, Curriculum Theory, Postmodernism, School effectiveness and school improvement, Curriculum, Schools, Curriculum Theory and Development, Teachers, and Curriculum and Pedagogy
If education is supposed to be a preparation for life, then, for what kind of life is a curriculum to be a preparation? And what counts as knowledge and teaching in a pluralist society? Should educationists in the 1990s just retire... more
If education is supposed to be a preparation for life, then, for what kind of life is a curriculum to be a preparation? And what counts as knowledge and teaching in a pluralist society?
Should educationists in the 1990s just retire gracefully and gratefully from the scene to write their biographies and autobiographies? I ask this, only in part whimsically, because the real curricula in this age of mass information have been taken out of the hands of educationists by the great global systems of information processing, image making and attitude forming. The most powerful narratives in circulation that frame experience, provide grist for mass reflection, judgement, appreciation and reasons for action are part of a global industry, generated for reasons of profit, power and control not education. That reforms in education are made by politicians in the name of preparing for the life created by the economic challenges of the new world order at least points which of the two - education or political economy - is really the motivation behind the school curriculum. But this is old news.
So what's changed? Where are the openings, margins, gaps in the old structures that provide the possibility for alternatives?
Should educationists in the 1990s just retire gracefully and gratefully from the scene to write their biographies and autobiographies? I ask this, only in part whimsically, because the real curricula in this age of mass information have been taken out of the hands of educationists by the great global systems of information processing, image making and attitude forming. The most powerful narratives in circulation that frame experience, provide grist for mass reflection, judgement, appreciation and reasons for action are part of a global industry, generated for reasons of profit, power and control not education. That reforms in education are made by politicians in the name of preparing for the life created by the economic challenges of the new world order at least points which of the two - education or political economy - is really the motivation behind the school curriculum. But this is old news.
So what's changed? Where are the openings, margins, gaps in the old structures that provide the possibility for alternatives?
Research Interests: Critical Theory, Education, Sociology of Education, Critical Pedagogy, Learning and Teaching, and 10 moreNarrative Methods, Children's Voices, Pedagogy, Postmodernism, Teachers' professional development, Progressive Education, Curriculum, Post-modernism, Curriculum Theory and Development, and Curriculum and Pedagogy
Post-truth has, in a sense, always been with us as a strategy for the manipulation of others. Education, as I want to use the term, identifies and draws out the strategic processes to escape such manipulations. At stake is the freedom... more
Post-truth has, in a sense, always been with us as a strategy for the manipulation of others. Education, as I want to use the term, identifies and draws out the strategic processes to escape such manipulations. At stake is the freedom of each individual to create and participate in worlds that develop and sustain their powers as human beings. Broadly speaking, politics involves how worlds are made and specifically, in whose images and values, desires and intentions they are made, sustained and challenged. The leader, however defined, has two key characteristics that cannot be changed if the leader and if leadership is not to crumble into relations of equality. The leader, the strategies and the processes of leadership must stand out as the focus of attention in order to become the authority defining the values, the duties, the laws that direct behaviours; and secondly, there must be followers. How those followers are to be ‘constructed’ is a matter of discipline, a schooling of mind and body to obey whether through fear, love, or some calculation of self-benefit involved in choosing sides as between alternative ‘leaders’. It is this latter position that enables the paradoxical sounding emergence of ‘democratic leadership’. Choosing a leader democratically takes the edge off of both the egalitarian principle of democracy where each voice is equally counted in decision making; and by implication, renders inequality of relationship acceptable, since the inequality is freely chosen. Given that until people stop following, there will be leaders, then there are three further possibilities: 1) either there is some genetic disposition that underpins the conditions for leaders and followers; or, 2) people are schooled into its acceptance; or some combination of both. I argue the latter. And search for a way out!
Research Interests: Critical Theory, Discourse Analysis, Social Theory, Education, Media and Cultural Studies, and 20 moreEducational Leadership, Democratic Education, Equality Studies, Democratic Theory, Leadership, Critical Pedagogy, Critical Social Theory, Lacanian theory, Critical Discourse Analysis, Political Discourse Analysis, Radical Democracy, Lacanian psychoanalysis, Schools, Public Pedagogy, Political Discourse, Fake News, Donald Trump, Brexit, Post-Truth, and Post-truth politics
I want to explore the wider, critical and creative powers of education to bring about a society where no one person is valued more than another and where each person is celebrated for their differences - in short, the society of equals. ... more
I want to explore the wider, critical and creative powers of education to bring about a society where no one person is valued more than another and where each person is celebrated for their differences - in short, the society of equals. I argue that discourses of equality are not only co-extensive with democracy, they are coextensive with co-operation and education. The extent to which equalities between people are limited to certain spheres of activity is also the limit to which democracy and co-operation are exercised in the affairs of everyday life. To what extent are democracy and co-operation evidenced in schools, colleges and universities - the supposedly privileged places for the development of people’s powers? In whose interests and for what purposes are those powers to be developed? And how may socially just democratic futures be realised through co-operative forms of education?
Research Interests: Sociology, Political Sociology, Social Change, Social Theory, Education, and 17 moreSociology of Education, Alternative Education, Critical Pedagogy, Social Justice, Equality and Diversity, Equality, Social Justice in Education, John Dewey, Radical Educational Philosophy, Radical Democracy, Social Inequality, Cooperative Learning, Public Pedagogy, Co-operatives, Alternative Education, Democratic Schools, Democratic Education, Radical Education, Radical Pedagogy, and John Dewey Educational Thought
Research Interests:
Research Interests: Social Theory, Education, Sociology of Education, Educational Leadership, Democratic Education, and 14 moreAlternative Education, Democratic Theory, Leadership, Civil Society and the Public Sphere, Transformational Leadership, Equality and Diversity, Equality, John Dewey, Cooperatives, Cooperative Learning, Co-operatives, Pierre Rosanvallon, Alternative Education, Democratic Schools, Democratic Education, and Educational Leadership and Management
During the Spring of 1996 I carried out a pilot study of a city based Canadian newspaper. This was funded in connection with a study directed by Ivor Goodson and funded by the Social Sciences and Humanities Research Council of Canada to... more
During the Spring of 1996 I carried out a pilot study of a city based Canadian newspaper. This was funded in connection with a study directed by Ivor Goodson and funded by the Social Sciences and Humanities Research Council of Canada to look at the life history of a school. This study led us into wider issues concerning the construction of community and collective memory. Although the newspaper sub-study cannot be called an ethnography, it can be seen as a precursor to carrying out an ethnography. The central issue that I want to explore is the notion of an educational ethnography of a newspaper. By this is meant something different to doing an ethnography of a particular institution in the education system. It is a broadening of the term leading to a reconsideration of the perspective that educational ethnographers can take upon institutions-or social processes/structures/phenomena more generally-falling outside of the more narrowly defined 'education system'. Although a fuller definition/description will be worked out for the paper, I am broadly taking the educational perspective to cover all social practices involved in transformational processes wherever these may occur. More specifically, in terms of the newspaper the angle of interest focuses on the ways in which a newspaper 'educates' or 'schools' its public through the ways it processes information, prioritizes, and generates 'alternatives' as a basis for public and private decision making and action. A central theme within this process is the role of the media in producing and manipulating a sense of 'public memory'. The paper will seek to explore the methodological issues involved in carrying out an ethnography in a newspaper setting and the educational implications of these issues.