The ‘C’ word in educational research
An appreciative response
Dados Bibliográficos
| ID | 12906124 |
|---|---|
| Autores | Helen Gunter (0000-0002-6486-5033, University of Manchester, autor correspondente) |
| Ano | 2009 |
| Volume | 50 |
| Fascículo | 1 |
| Páginas | 93-102 |
| Data de publicação | 2009-02-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Critical Studies in Education (JOURNAL) |
| Identificadores do periódico | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508480802541248 |
| OpenAlex | W2055639198 |
| Idioma | EN |
| Citações recebidas | 3 |
| Referências citadas | 11 |
Honored by the invitation to read and comment on the papers in this special edition, this final contribution is an appreciation of critical studies in education. This ‘C’ word is dangerous in a neo‐liberal world, but as the authors show there is much intellectually practical work that researchers and theorizers are doing. I take my starting point from the exclusion of children from the decision‐making processes about their lives and education, and draw on the research directions and arguments in the papers to examine how we might think ourselves out of the situation. I argue for a rehabilitation of active dependency as a socially critical approach to how we live together, and consequently we need to be comfortable with strangers and strangeness as an antidote to vision and mission which not only fabricates social practice but also deludes us into social blandness
Critical theory · Epistemology · Pedagogy · Social science · Sociology · Children's Rights and Participation · Critical and Liberation Pedagogy · Global Educational Policies and Reforms · Philosophy
| Obras citantes distintas | 3 |
|---|---|
| Citações por ano | 0,19 |
| Intervalo de citações | 2010 - 2017 (8) |
| Velocidade de citação | historical |
| Altamente citado | Não |
| Tipos de citação | Neutras: 3 |