Book
International handbook of interpretation in educational research
Abstract
This handbook focuses on the often neglected dimension of interpretation in educational research. It argues that all educational research is in some sense "interpretive", and that understanding this issue belies some usual dualisms of thought and practice, such as the sharp dichotomy between "qualitative" and "quantitative" research. Interpretation extends from the very framing of the research task, through the sources which constitute the data, the process of their recording, representation and analysis, to the way in which the research is finally or provisionally presented. The thesis of the handbook is that interpretation cuts across the fields (both philosophically, organizationally and methodologically). By covering a comprehensive range of research approaches and methodologies, the handbook gives (early career) researchers what they need to know in order to decide what particular methods can offer for various educational research contexts/fields. An extensive overview includes concrete examples of different kinds of research (not limited for example to "teaching" and "learning" examples as present in the Anglo-Saxon tradition, but including as well what in the German Continental tradition is labelled "pädagogisch", examples from child rearing and other contexts of non-formal education) with full description and explanation of why these were chosen in particular circumstances and reflection on the wisdom or otherwise of the choice – combined in each case with consideration of the role of interpretation in the process. The handbook includes examples of a large number of methods traditionally classified as qualitative, interpretive and quantitative used across the area of the study of education. Examples are drawn from across the globe, thus exemplifying the different "opportunities and constraints' that educational research has to confront in different societies.
Details | Table of Contents
how we frame the project
pp.3-16
https://doi.org/10.1007/978-94-017-9282-0_1pp.17-37
https://doi.org/10.1007/978-94-017-9282-0_2pp.39-66
https://doi.org/10.1007/978-94-017-9282-0_3interpretation, educational research, and transformative practice
pp.67-77
https://doi.org/10.1007/978-94-017-9282-0_4pp.111-134
https://doi.org/10.1007/978-94-017-9282-0_7interpreting narration as an ethical resource for teaching in the USA
pp.135-159
https://doi.org/10.1007/978-94-017-9282-0_8collaboration in doctoral study in the USA
pp.161-184
https://doi.org/10.1007/978-94-017-9282-0_9informal learning among Italian artisan stone carvers
pp.185-208
https://doi.org/10.1007/978-94-017-9282-0_10pp.209-232
https://doi.org/10.1007/978-94-017-9282-0_11pp.233-255
https://doi.org/10.1007/978-94-017-9282-0_12an example of collective biography writing in poststructuralist discourse practice
pp.257-280
https://doi.org/10.1007/978-94-017-9282-0_13pp.285-314
https://doi.org/10.1007/978-94-017-9282-0_15a social-semiotic, multimodal approach
pp.315-345
https://doi.org/10.1007/978-94-017-9282-0_16a new approach to shared processes of interpretation in educational research
pp.347-369
https://doi.org/10.1007/978-94-017-9282-0_17pp.371-397
https://doi.org/10.1007/978-94-017-9282-0_18the interpretation of "local" literacy practices through ethnography
pp.399-421
https://doi.org/10.1007/978-94-017-9282-0_19how videogame designers help literacy studies
pp.423-440
https://doi.org/10.1007/978-94-017-9282-0_20a corpus-based critical analysis of policy in the United Kingdom
pp.441-470
https://doi.org/10.1007/978-94-017-9282-0_21some interpretive and representational dilemmas in a linguistic ethnographic analysis of an English literacy lesson
pp.471-496
https://doi.org/10.1007/978-94-017-9282-0_22an intercultural educator's interpretation of diversity and cultural identity in Italy
pp.505-528
https://doi.org/10.1007/978-94-017-9282-0_24children as co-researchers in an ethnographic study in Argentina
pp.529-549
https://doi.org/10.1007/978-94-017-9282-0_25education and training in times of catastrophe
pp.551-578
https://doi.org/10.1007/978-94-017-9282-0_26an anthropologist at home in a multiethnic neighborhood in urban Japan
pp.579-597
https://doi.org/10.1007/978-94-017-9282-0_27what categories reveal about Roma and non-Roma in the Czech republic
pp.599-623
https://doi.org/10.1007/978-94-017-9282-0_28a methodological autobiography
pp.625-633
https://doi.org/10.1007/978-94-017-9282-0_29pp.635-652
https://doi.org/10.1007/978-94-017-9282-0_30pp.653-675
https://doi.org/10.1007/978-94-017-9282-0_31an ethnographic approach to gender, sexuality, and sexual learning in England
pp.685-703
https://doi.org/10.1007/978-94-017-9282-0_33autoethnography as critical interpretation of the subject
pp.705-726
https://doi.org/10.1007/978-94-017-9282-0_34young people's ethnographic accounts of identity and urban experience in Canada
pp.727-751
https://doi.org/10.1007/978-94-017-9282-0_35teenagers' views on belonging to a language minority group in Finland
pp.753-781
https://doi.org/10.1007/978-94-017-9282-0_36pp.783-804
https://doi.org/10.1007/978-94-017-9282-0_37pp.805-822
https://doi.org/10.1007/978-94-017-9282-0_38a meta-ethnographic analysis based on three long-term policy ethnographic investigations
pp.823-842
https://doi.org/10.1007/978-94-017-9282-0_39collaborative and multisited interpretations of constructions of normality in Estonia and Finland
pp.843-864
https://doi.org/10.1007/978-94-017-9282-0_40interpreting the history of secondary education in mid-twentieth-century England
pp.873-891
https://doi.org/10.1007/978-94-017-9282-0_42historical approaches in understanding classroom teachers from the past
pp.893-912
https://doi.org/10.1007/978-94-017-9282-0_43Publication details
Publisher: Springer
Place: Dordrecht
Year: 2015
Pages: 912
ISBN (hardback): 978-94-017-9281-3
ISBN (digital): 978-94-017-9282-0
Full citation:
Smeyers Paul, Bridges David, Burbules Nicholas C., Griffiths Morwenna (2015) International handbook of interpretation in educational research. Dordrecht, Springer.