Educational epistemologies and methods in a more-than-human world (Editorial)
Author(s)
Pedersen, Helena
Pini, Barbara
Griffith University Author(s)
Year published
2017
Metadata
Show full item recordAbstract
This Special Issue asks what can be done in terrains of education and educational research beyond the fantasy of human control. This question presents a repertoire of complex issues. Many of us, ourselves as guest editors included, will not quite know how to let go of our familiar ‘humanist’ concepts, approaches, ontologies, and thoughts, most of which carry the epistemological promise that the world is accessible for us as researchers and possible to understand and conceptualize as a source of endless scientific knowledge production and accumulation: a form of knowledge incrementalism (see Lather & St. Pierre, 2013. As ...
View more >This Special Issue asks what can be done in terrains of education and educational research beyond the fantasy of human control. This question presents a repertoire of complex issues. Many of us, ourselves as guest editors included, will not quite know how to let go of our familiar ‘humanist’ concepts, approaches, ontologies, and thoughts, most of which carry the epistemological promise that the world is accessible for us as researchers and possible to understand and conceptualize as a source of endless scientific knowledge production and accumulation: a form of knowledge incrementalism (see Lather & St. Pierre, 2013. As Elizabeth Adams St. Pierre reminds us in her Introduction to this issue, just think about how we as teachers ask our students to identify a ‘gap in knowledge’ in previous research that their thesis is supposed to address).
View less >
View more >This Special Issue asks what can be done in terrains of education and educational research beyond the fantasy of human control. This question presents a repertoire of complex issues. Many of us, ourselves as guest editors included, will not quite know how to let go of our familiar ‘humanist’ concepts, approaches, ontologies, and thoughts, most of which carry the epistemological promise that the world is accessible for us as researchers and possible to understand and conceptualize as a source of endless scientific knowledge production and accumulation: a form of knowledge incrementalism (see Lather & St. Pierre, 2013. As Elizabeth Adams St. Pierre reminds us in her Introduction to this issue, just think about how we as teachers ask our students to identify a ‘gap in knowledge’ in previous research that their thesis is supposed to address).
View less >
Journal Title
Educational Philosophy and Theory
Volume
49
Issue
11
Subject
Specialist studies in education
Cognitive and computational psychology
History and philosophy of specific fields
Social Sciences
Education & Educational Research