Philosophy and Theory in Educational Research: Writing in the margin explores the practices of reading and writing in educational philosophy and theory. Showing that there is no ‘right way’ to approach research in educational philosophy, but illustrating its possibilities, this text invites an engagement with philosophy as a possibility – and opening possibilities – for educational research. Drawing on their own research and theoretical and philosophical sources, the authors investigate the important issue of what it means to read and write when there is no prescribed structure. Innovative in its contribution to the literature, this edited volume enlightens readers in three ways.
With contributions from international scholars in the field of educational philosophy, this book is a valuable guide for practitioner-researchers, taught postgraduate and doctoral students, and early career researchers in university education departments. Academic staff teaching research methods and seeking to introduce their students to philosophy-as-research without wishing to offer a prescriptive ‘how to’ guide will also find this book of particular interest.
Illustrates the multiple ways in which non-empirical research can be undertaken in education, as outlined in Part I. It will do this by presenting a number of examples of ongoing research by international scholars and practitioners in the field, each addressing a different substantive area of policy or practice, and each illustrating a different mode of analysis.
This final part of the text is a critical reflection on Part II. It has three broad aims: