Researching Pedagogy in High Poverty Contexts: Implications of Non-Representational Ontology

Autor/inn/en	Hayes, Debra; Comber, Barbara
Titel	Researching Pedagogy in High Poverty Contexts: Implications of Non-Representational Ontology
Quelle	In: International Journal of Research & Method in Education, 41 (2018) 4, S.387-397 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2017.1395409
Schlagwörter	Poverty; Equal Education; Educational Research; Foreign Countries; Instruction; Low Income Students; At Risk Students; Philosophy; Literacy Education; Research Methodology; Australia + Suchen Sie Ihr Suchwort? Armut; Bildungsforschung; Pädagogische Forschung; Ausland; Teaching process; Unterrichtsprozess; Philosophie; Research method; Forschungsmethode; Australien
Abstract	The enduring nature of the problem of inequality in education suggests that new ways of understanding and ameliorating it are needed. Non-representational ontology is yielding new insights in other fields but is yet to gain traction in education. The requisite ontological shift would attend to inequality as a specific material effect of practices of knowing, rather than a social, natural, or discursive reality requiring representation. In this paper, we investigate the potential of such a shift to advance our fundamental commitment to social change through equity and justice. Drawing mainly upon the work of Karen Barad, we offer a reconceptualistion of educational inequality as a doing, not a thing, which becomes meaningful as it is defined by the circumstances required to measure it. We re-examine data collected during a recently completed longitudinal study of schools in the northern-rustbelt-suburbs of Adelaide, specifically the phenomenon of teaching literacy in the classrooms of two teachers in one school in our completed study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01