Perselli, Victoria (2015) Theory, theorising and pedagogies of change in an era of (theory) austerity: some themes and issues regarding doctoral researchers’ identities and practices. In: Oxford Brookes University - EdD Colloquium: National and International Perspectives on Education; 27 Jun 2015, Oxford, U.K.. (Unpublished)
Abstract
This presentation reports on an ongoing investigation into how educational researchers engaged in doctoral studies establish the theoretical underpinning for their research topics, how this emerges during the development of the project itself – for example in relation to ethics, values, epistemology and methodology – and specifically the implications with regard to researcher identities, not least in an era of potential ‘theory austerity’ (Perselli, 2015). Nine case studies, each of which takes place in an inter-professional or intercultural setting, will be compared and contrasted in terms of the issues and dilemmas participants encountered when focussing on this oftentimes slippery element of the research process. They demonstrate how particular forms of theory and theorising may be operationalised to bring about change in diverse learning and teaching contexts, and to what extent these constitute ‘pedagogies of change’ that are of use in and beyond the context of doctoral education (Perselli, 2015).
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