Researching Pedagogy in a Contested Space
Bibliographic Data
| ID | 10898744 |
|---|---|
| Authors | Patricia Cartney (0000-0002-0564-1881, corresponding author) |
| Year | 2015 |
| Volume | 45 |
| Issue | 4 |
| Pages | 1137-1154 |
| Publication date | 2015-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The British Journal of Social Work (JOURNAL) |
| Journal identifiers | ISSN: 0045-3102 • E-ISSN: 1468-263X |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/bjsw/bct151 |
| OpenAlex | W2107429447 |
| Language | EN |
| Citations received | 3 |
| References cited | 21 |
The Context Statement is Part One of my submission for my thesis submitted in partial fulfilment of the requirements for the Degree of Doctor of Philosophy by Public Works. It is presented to be read in conjunction with Part Two of this submission, which contains the submitted works. The Context Statement is written in line with the requirements of Middlesex University regulations for doctoral awards and the chapters are structured in relation to these requirements. \nThe submitted works were not initially written for submission as part of a PhD. The Context Statement has enabled me to be more explicit about my thinking and the processes underpinning each of the submissions. Chapter One focuses on placing my submitted works within the literature in relation to pedagogy as a field of study/inquiry and broader current debates. The contested space occupied by pedagogic research is highlighted in this process. Chapter Two provides an account and critique of the research methodology and the research methods used in the submitted works. Reference is also made to the methodological and theoretical frameworks underpinning my works. \nChapter Three presents the works as a coherent whole and critiques each submission individually. Interconnecting themes across the works are identified. The predominant unifying theme across all my submitted works is that when seeking to enhance student learning it is necessary to explore the processes underpinning learning and to contextualise these within their social and emotional as well as their cognitive context. The Context Statement draws attention to the contested nature of the space currently inhabited by pedagogic research and my submitted works that have explored the lived experience of students being educated in this terrain. Strengths and weaknesses of the works overall are identified in this process. Chapter Four offers a reflective account of my development as a researcher and highlights the influence of how who I am influences what I do in relation to my research. \nThe Context Statement outlines the significant and original contribution to the knowledge base of pedagogic research made by my submitted works. The works are based on a predominant theme providing both unity and continuity. Read in conjunction with Part Two, the submitted works, the Context Statement has enabled me to fulfil the requirements for the doctoral award which is equivalent to that of a PhD by thesis.
Context (archaeology) · Criticism · Educational research · Field (mathematics) · Pedagogy · Political science · Politics · Public relations · Relation (database) · Social science · Sociology · Space (punctuation) · Work (physics) · Engineering · Interprofessional Education and Collaboration · Law · Mental Health and Patient Involvement · Social Work Education and Practice
Modernity and Self-Identity
The Logic of Practice
Evidence-Informed Practice
Podcasting in an Age of Austerity
The Myth of Evidence-Based Practice
What have we been thinking of? A critical overview of 40 years of student learning research in higher education
Academic manager or managed academic? Academic identity schisms in higher education
The 'research-teaching nexus' and 'education through research
Situated Learning
Toward a Theory of Social Practices
| Unique citing works | 3 |
|---|---|
| Citations per year | 0.3 |
| Citation span | 2016 - 2020 (5) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |