Research News And Comment

Deciphering Postmodern Educational Research

Datos Bibliográficos

ID9730774
AutoresMark A Constas (autor de correspondencia)
Año1998
Volumen27
Número9
Páginas36-42
Fecha de publicación1998-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x027009036
OpenAlexW2138689373
IdiomaEN
Citas recibidas9
Referencias citadas27

Whereas there may be disparate views on the value of adopting a postmodern perspective with in educational research, the increased levels of activity associated with trying to establish a link between postmodernism and educational inquiry remain undeniable. The heightened interest in post modernism, however, has not been accompanied by clear descriptions of the nature of postmodern educational inquiry. In response to this situation, this article sketches a definitional framework for educational inquiry in which postmodern varieties of educational research may be defined. To lay the foundation for this framework, the article describes a selection of interests that may be considered in a given study. It is argued that any one piece of research exhibits, either implicitly or explicitly, a commitment to a particular configuration of interests. By describing three dimensions of inquiry, the article demonstrates how postmodern educational research distinguishes itself by its political aims, its methodological practices, and its representational styles. These three dimensions are integrated to form a three-dimensional model that provides a graphic illustration of how postmodern varieties of educational research may be defined in reference to other approaches to educational inquiry. Brief descriptions of samples of postmodern educational research are provided. The implications of this model are considered in the context of the general debate concerning the sensibility of trying to isolate the elusive nature of postmodernism. Contrary to views expressed by postmodernists, this article argues that postmodern discourse in education exhibits, somewhat paradoxically, a regular set of features suggestive of a metanarrative. In conclusion, the article emphasizes the importance of educational researcher's maintaining a balanced, constructive dialogue about postmodern inquiry

Context (archaeology · Educational research · Epistemology · Foundation (evidence · Linguistics · Metanarrative · Narrative · Political science · Politics · Postmodern theatre · Postmodernism · Sensibility · Social science · Sociology · Digital Storytelling and Education · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Law · Philosophy