Edu-crafting a cacophonous ecology: Posthumanist research practices for education

Research output: Chapter in Book/Report/Conference proceedingChapter

32 Citations (Scopus)

Abstract

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.

Original languageEnglish
Title of host publicationPosthuman Research Practices in Education
EditorsCarol Taylor, Christina Hughes
PublisherPalgrave Macmillan
Chapter1
Pages5-24
Number of pages20
ISBN (Electronic)9781137453082
ISBN (Print)9781137453075
DOIs
Publication statusPublished - 1 Dec 2016

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Taylor, C. A. (2016). Edu-crafting a cacophonous ecology: Posthumanist research practices for education. In C. Taylor, & C. Hughes (Eds.), Posthuman Research Practices in Education (pp. 5-24). Palgrave Macmillan. https://doi.org/10.1057/9781137453082