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Intellectuals or Technicians? The Urgent Role of Theory in Educational Studies
British Journal of Educational Studies 43 (3):255 (1995)
Abstract
This paper discusses some problems with the field of educational studies and considers the role of post-structuralist theory in shifting the study of education away from a 'technical rationalist' approach (as evidenced in the case of much research on educational management and school effectiveness) towards an 'intellectual intelligence' stance that stresses contingency, disidentification and risk-taking.My notes
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Citations of this work
The Product of Text and 'Other' Statements: Discourse analysis and the critical use of Foucault.Linda J. Graham - 2011 - Educational Philosophy and Theory 43 (6):663-674.
Should social science be critical?Martyn Hammersley - 2005 - Philosophy of the Social Sciences 35 (2):175-195.
Structure, Agency and School Effectiveness: Researching a 'failing' school.Robert Archer - 1999 - Educational Studies 25 (1):5-18.
Academics and practitioners: nurses as intellectuals.Colin A. Holmes - 2002 - Nursing Inquiry 9 (2):73-83.
The Field of Educational Leadership: Studying Maps and Mapping Studies.Helen Gunter & Peter Ribbins - 2003 - British Journal of Educational Studies 51 (3):254 - 281.
References found in this work
Technologies of the self: a seminar with Michel Foucault.Michel Foucault, Luther H. Martin, Huck Gutman & Patrick H. Hutton (eds.) - 1988 - Amherst: University of Massachusetts Press.
Risk Society: Towards a New Modernity.Ulrich Beck, Mark Ritter & Jennifer Brown - 1993 - Environmental Values 2 (4):367-368.
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