Doing posthumanist research in education is a challenge. At the present time, education operates within a largely performative context, in which regimes of accountability, desires for a quick and easy relay from theory to practice, and the requirement that ‘evidence’ - The most valorized form of which often comes in the shape of large-scale randomized controlled trials - ought to inform pedagogic interventions, constitute the dominant ways of thinking and modes of inquiry. Posthumanist research practices in education engage a radical critique of some of the fundamental assumptions underpinning these dominant ways of doing educational research.
|Title of host publication||Posthuman Research Practices in Education|
|Editors||Carol Taylor, Christina Hughes|
|Number of pages||20|
|Publication status||Published - 1 Dec 2016|
ASJC Scopus subject areas
- Social Sciences(all)