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Explore the rhetorical fabrication in research texts and the practice of critical education science that involves active participation in research for educational improvement. Learn how authority, persuasion, and beliefs shape research narratives.
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MacLure, M: Discourse in Education and Social Research Chapter 5: The fabrication of research • All research, and writing about research, is a rhetorical fabrication • Questions that might ‘open’ a research text: • How do politics and poetics intertwine in the text? • Does the text carry the ‘scent’ of an institution/discipline? • How does the text make us think it’s believable? • Where does the text get its authority? • How does the text persuade us? • Where does power reside in this text|? • What other kinds of text is this test similar to? • What is so taken for granted in the text that it remains invisible> • Whose voices are privileged? Whose silenced? • What kinds of oppositions structure the text • How are subjects shown? Who has agency? • Where does the text position the reading? (Who is the reader supposed to be?_ • What questions can the text not ask itself? • Where are the gaps, silences, inconsistencies?
Carr W and Kemmis S: Becoming Critical; education, knowledge and action research Chapter 6: Towards a Critical Education Science The practice of critical education science can’t be derived from theory alone: - it requires educational researchers to be committed to the improvement of education - it requires educational practitioners to participate in educational research teachers, students, parents, school administrators, etc Success in educational research depends on - the improvement of actual educational practice - the improved understanding of those involved in educational processes - the improvement of situations where educational practices are carried out Educational Action Research meets these conditions