Educational Studies and Educational Practice: A Necessary Engagement

Autor/in	Hordern, Jim
Titel	Educational Studies and Educational Practice: A Necessary Engagement
Quelle	In: British Journal of Educational Studies, 71 (2023) 5, S.567-583 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hordern, Jim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2023.2213310
Schlagwörter	Epistemology; Educational Practices; Theory Practice Relationship; Educational Policy; Foreign Countries; Discourse Analysis; Humanities; Social Sciences; Educational Research; Interdisciplinary Approach; United Kingdom (England) + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Bildungspraxis; Theorie-Praxis-Beziehung; Politics of education; Bildungspolitik; Ausland; Diskursanalyse; Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Bildungsforschung; Pädagogische Forschung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	This paper assesses prospects for the relationship between educational studies and educational practice, with reference to the current institutional and policy context in England. Drawing on the sociology of educational knowledge and practice, it is argued that educational studies can be conceptualised in contrasting ways, by considering internal structures, external relations and how disciplinary problematics are defined, but also by how educational practice is portrayed. To develop the analysis, Bernstein's work on knowledge structures and academic and professional discourses is articulated with philosophical work that distinguishes between different conceptualisations of practice prevalent in the humanities and social sciences. This enables critical reflection on three arrangements of educational studies (the foundation disciplines, the new science, and the deliberative traditions) each with their own internal dynamic, socio-epistemic assumptions, relationship to policy, and implications for the future production of knowledge. This process of reflection is illustrated with reference to some recent developments in England that illuminate the current position of educational studies in relation to educational policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01