Thiscollection addresses concepts and theories of change, contexts and functions ofreform discourses, and fields of change in educational research. It examines awide variety of issues such as girls' education in France, educational neuroscience,the professionalization in Child Protection, and mathematics discourses. Itpays attention to the pervasiveness of crisis rhetoric in American EducationResearch, to the current university climate, and to perspectives for teachereducation. The volume presents in-depth studies that integrate the perspectiveof history and philosophy of education. Educationalresearch has been typically carried out within a discourse of change: changingeducational practice, changing policy, or changing the world. Sometimes theseexpectations have been grand, as in claims of emancipation; sometimes they havebeen more modest, as in research as a support for specific reforms. This bookexplores the answers to such questions as: Are these expectations justified?How have these discourses of change themselves changed over time? What haveresearchers meant by change, and related concepts such as reform, improvement,innovation, progress and the new? Does this teleological and hopeful discourseitself reflect a particular historical and national/cultural point of view? Isit over promising for educational research to claim to solve social problems,and are these properly understood as educational problems? In doing so, itchallenges prevailing ideas about the application of philosophy and history ofeducation, and demonstrates the relevance of philosophical and historical approachesfor the practice and theory of education and for educational research.
- 2016 Springer
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