One of the greatest contributors to the field of Sociology, Jürgen Habermas has had a wide-ranging and significant impact on understandings of social change and social conflict. He has inspired researchers in a range of disciplines with his multidimensional social theory, however an overview of his theory in applied settings is long overdue.
This collection brings together in one convenient volume a set of researchers who place Jürgen Habermas’ key concepts such as colonisation, deliberation and communication at the centre of their research methodologies. Full of insight and innovation, this book is an essential read for those who want to harness the potential of Habermas’ core concepts in their own work, thereby helping to bridge the gap between theory and method in social research. Structured around three core themes, Habermas and Social Research provides a range of research case studies looking at system colonization, the politics of deliberation and communicative interactions. Issues as diverse as social movements, the digital public sphere, patient involvement, migration and preschool education, are all covered in the book, intertwined with a set of innovative approaches to theory application in social research.
Designed to help researchers harness the potential of Habermas’ core concepts as methodological tools, this timely volume will prove highly useful for graduate and upper level undergraduates within the fields of theory and method, research design, public policy, education policy, urban and environmental planning.
While education researchers have drawn on the work of a wide diversity of theorists over the years, much contemporary theory building in these areas has revolved around the work of Pierre Bourdieu. Theory as Method in Research develops the capacity of students, researchers and teachers to successfully put Bourdieu’s ideas to work in their own research and prepare them effectively for conducting Masters and Doctoral scholarships.
Structured around four core themes, this book provides a range of research case studies exploring educational identities, educational inequalities, school leadership and management, and research in teacher education. Issues as diverse as Chinese language learning and identity, school leadership in Australia and the school experience of Afro-Trinidadian boys, are covered, intertwined with a set of innovative approaches to theory application in education research.
This collection brings together, in one comprehensive volume, a set of education researchers who place Pierre Bourdieu’s key concepts such as habitus, capital and field at the centre of their research methodologies. Full of insight and innovation, the book is an essential read for practitioners, student teachers, researchers and academics who want to harness the potential of Bourdieu’s core concepts in their own work, thereby helping to bridge the gap between theory and method in education research.
The purpose of this collection is to explore how habitus can be used in different areas of knowledge as both theory and method. In other words, through which mechanisms can research ‘capture’, operationalise and theorise habitus?
The conceptualisation of habitus is a reflection of Bourdieu’s attempt to overcome the dichotomy between structure and agency whilst acknowledging the external and historical factors that condition, restrict and/or promote change. Central to fulfilling this objective is an exploration of the particular ways in which the Bourdieuian habitus has been applied to different areas. Research on habitus embeds itself in a wide variety of contexts. Below is a list of different areas featured in the book:
- Social and economic mobility
- Youth and crime
- Digital practices
Educational researchers take a number of decisions that define the credibility and scope of their enquiry – the approaches they adopt, the strategies they employ, the methods they use and the ways they present their findings. This core text provides an easy-to-read, comprehensive introduction to educational research that will develop your understanding of research strategies, theories and methods.
Specifically written for undergraduate education studies students, the book guides you through the process of planning a research project, the different research methods available and how to carry out your research and write it up successfully. Highlighting the theoretical and methodological debates and discussing important ethical and practical considerations, the book is structured to help you tackle all the different aspects of your project from writing your literature review, designing a questionnaire and analysing your data to the final writing up. The book will give you the confidence and enthusiasm to discuss and write about your research effectively.
- extension tasks — to introduce new material and encourage you to think critically
- case studies — with information on important studies and examples of research that have utilised specific approaches
- practical advice and tips — to help you relate the topics discussed to your own on-going project work
- annotated further reading lists — providing you with an opportunity to access more detailed and specific resources.
- Part of the Foundations of Education Studies series, this timely textbook is essential reading for students undertaking a research methods course or a piece of educational research.
Although education researchers have drawn on the work of a wide diversity of theorists, a number of these have been of particular significance to education. While the likes of Karl Marx, Antonio Gramsci, John Dewey and Paulo Freire influenced previous generations of educational theorists, much of the more contemporary theory building has revolved around a quartet of well-known and much-debated thinkers – Michel Foucault, Jürgen Habermas, Pierre Bourdieu and Jacques Derrida. However, while the influence of these thinkers has grown considerably over the last number of years, both their original work and its application to education can prove challenging to the educational practitioner. The challenges they pose to educators are exacerbated by a lack of suitable reading material that can appeal to the advanced practitioner market, while also providing a sufficiently in-depth overview of the various theories and their applications in educational research.
This edited book expertly rectifies this omission in the educational literature, and delivers a text that is both advanced and accessible, offering the education practitioner/researcher a suitable guide to assist their acquisition and application of social theory. The chapters included in this collection are designed to illustrate the diverse ways in which continental theory of whatever stripe can be applied to educational issues. From school surveillance to curriculum, social theory is used to shed light on ‘practical’ issues facing the sector, helping to widen and deepen discussion around these areas when they are in danger of being over-simplified.
This book will be incredibly useful to post-graduate student teachers who wish to develop their capacity to engage with these debates at an advanced level. It will also prove of great interest to anyone involved in education policy and theory.
The sociologist and philosopher Jürgen Habermas has had a wide-ranging and significant impact on understandings of social change and social conflict. However, there has been no concerted and focused attempt to introduce his ideas to the field of education broadly. This book rectifies this omission and delivers a definitive contribution to the understanding of Habermas’s oeuvre as it applies to the field. The authors examine the contribution Habermas’s theory has and can make to: pedagogy, learning and classroom interaction; the relation between education, civil society and the state; forms of democracy, reason and critical thinking; and performativity, audit cultures and accountability.
Additionally, the book answers a range of more specific questions, including: what are the implications for pedagogy of a shift from a philosophy of consciousness to a philosophy of language?; What contribution can Habermas’s re-shaping of speech act theory and communicative rationality make to theories of classroom interaction?; and how can his theories of reason and colonization be used to explore questions of governance and accountability in education?