The contested relationships between educational research, theory and practice: Introduction to a special section

2021 ◽  
Vol 47 (6) ◽  
pp. 1447-1450
Author(s):  
Gert Biesta ◽  
David Aldridge
Keyword(s):  
Educational Research ◽  
Special Section ◽  
Theory And Practice

scholarly journals The Point Is to Change It! Introduction to Critical Political Interventions in Media and Communication Studies

2017 ◽  
Vol 15 (1) ◽  
pp. 214-230
Author(s):  
Sašo Slaček Brlek ◽  
Jernej Amon Prodnik
Keyword(s):  
Historical Perspective ◽  
Special Section ◽  
Theory And Practice ◽  
Communication Studies ◽  
Historical Trends ◽  
Information And Communication ◽  
Historical Contextualization ◽  
World Information ◽  
Relations Of Power ◽  
Media And Communication

The intention of this paper is to provide a historical overview and an introduction to the interviews with Bodgan Osolnik, Breda Pavlič, Cees Hamelink, Daya K. Thussu, Peter Golding and Dan Hind presented in this special section. Following Marx, we entitled the section The Point Is to Change It! Critical Political Interventions in Media and Communication Studies. We discuss the need for critical theory to bridge the divide between theory and practice because this notion is central to all of the interviews in one way or another. We also provide a historical contextualization of important theoretical as well as political developments in the 1970s and 1980s. This period may be seen as a watershed era for the critical political economy of communication and for the political articulation of demands for a widespread transformation and democratization in the form of the New World Information and Communication Order initiative. We believe that many contemporary issues have a long history, with their roots firmly based in this era. The historical perspective therefore cannot be seen as nostalgia, but as an attempt to understand the historical relations of power and how they have changed and shifted. In our view, the historical perspective is crucial not only for understanding long-lasting historical trends, but also to remind ourselves that the world is malleable, and to keep alive the promises of the progressive struggles of the past.

Accumulating reflexivity in collaborative HIV educational research: a model in theory and practice

2004 ◽  
Vol 5 (2) ◽  
pp. 209-224
Author(s):  
David Mcinnes * ◽  
Liz Mcdonnell ◽  
Gary Dowsett
Keyword(s):  
Educational Research ◽  
Theory And Practice

scholarly journals Activism in changing times: Reinvigorating community psychology: Introduction to the Special Thematic Section

2018 ◽  
Vol 6 (2) ◽  
pp. 526-542 ◽  
Author(s):  
Flora Cornish ◽  
Catherine Campbell ◽  
Cristián Montenegro
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Community Psychology ◽  
Critical Reflection ◽  
Special Section ◽  
Theory And Practice ◽  
Community Agency ◽  
Thematic Section ◽  
Current Article ◽  
Changing Times

The field of community psychology has for decades concerned itself with the theory and practice of bottom-up emancipatory efforts to tackle health inequalities and other social injustices, often assuming a consensus around values of equality, tolerance and human rights. However, recent global socio-political shifts, particularly the individualisation of neoliberalism and the rise of intolerant, exclusionary politics, have shaken those assumptions, creating what many perceive to be exceptionally hostile conditions for emancipatory activism. This special thematic section brings together a diverse series of articles which address how health and social justice activists are responding to contemporary conditions, in the interest of re-invigorating community psychology’s contribution to emancipatory efforts. The current article introduces our collective conceptualisation of these ‘changing times’, the challenges they pose, and four openings offered by the collection of articles. Firstly, against the backdrop of neoliberal hegemony, these articles argue for a return to community psychology’s core principle of relationality. Secondly, articles identify novel sources of disruptive community agency, in the resistant identities of nonconformist groups, and new, technologically-mediated communicative relations. Thirdly, articles prompt a critical reflection on the potentials and tensions of scholar-activist-community relationships. Fourthly, and collectively, the articles inspire a politics of hope rather than of despair. Building on the creativity of the activists and authors represented in this special section, we conclude that the environment of neoliberal individualism and intolerance, rather than rendering community psychology outdated, serves to re-invigorate its core commitment to relationality, and to a bold and combative scholar-activism.

scholarly journals Remembering Why: The Role of Story in Educational Research

in education ◽  
2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Marni Binder
Keyword(s):  
Inner City ◽  
Educational Research ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Research Community ◽  
Research Tool ◽  
Theory And Practice ◽  
Teaching And Research ◽  
Powerful Research Tool

This paper examines the role of story in educational research as an empowering method of inquiry. By stepping back and remembering why, the author retells a professional story of practice between her and a colleague, exploring Vivian Gussin Paley’s story play in a Grade 1/2 inner city classroom. Moving in and through past and present experiences illustrates the need for story in researching professional practice, the significance of story as a powerful research tool, and the profound understanding of teaching and learning that unfolds as a result of such collaborations. Story creates an ethos in the teaching and research community, uniting theory and practice into a visible partnership.Keywords: story; educational research; theory and practice

The Principles, Possibilities and Politics of Community-Based Educational Research

2020 ◽  
Author(s):  
Lesley Wood
Keyword(s):  
Educational Research ◽  
Social Impact ◽  
Research Process ◽  
Theory And Practice ◽  
Strategic Decisions ◽  
Learning And Development ◽  
Bottom Line ◽  
Community Based ◽  
Community Based Research ◽  
Starting Point

Globally, there is a shift toward embracing educational research with a social justice intent, based on the principles of inclusion, authentic participation, and democratic decision-making. This shift toward doing research with, rather than on, participants could be seen as a reaction to the criticism of contemporary universities being exclusive and in need of finding ways to connect with traditionally marginalized groups. Universities need to be more responsive to the real learning and development needs of communities and use their theoretical knowledge to complement and facilitate, rather than direct, research conducted in partnership with those whose lives are directly affected by the phenomenon being studied. Community-based educational research accepts local knowledge as the starting point of sustainable change and the learning and development of all involved as an important outcome of the research process. Community-based research thus has an educative intent; it is also inherently political since it aims to change systems that breed inequity. Yet these very characteristics stand in opposition to the neoliberal, silo-like models of operation in academia, where the bottom line trumps social impact in most strategic decisions. Negotiating the bureaucratic boundaries regarding the ethics of community-based research becomes a major hurdle for most researchers and often leads to compromises that contradict and undermine the ideal of partnership and equitable power relations. There is a pressing need to rethink how we “do” community-based educational research to ensure it is truly educational for all. This begs the question, in what ways does the academy need to change to accommodate educational research that contributes to the sustainable learning and development of people and to the democratization of knowledge? Community-based educational research can help close the gap between theory and practice, between academic and community researcher.

Philosophy, archaeology and the Enlightenment heritage

2018 ◽  
Vol 31 (3) ◽  
pp. 60-63 ◽  
Author(s):  
V. P. J. Arponen ◽  
Artur Ribeiro
Keyword(s):  
21St Century ◽  
Scientific Theory ◽  
Special Section ◽  
Theory And Practice ◽  
Pivotal Role ◽  
The Enlightenment

Cartesian representationalism and the Enlightenment heritage more broadly continue to play a pivotal role in shaping the 21st-century human scientific theory and practice. This introduction to a special section on the topic surveys some aspects of that heritage.

Developmental psychopathology: Pathways to the future

2006 ◽  
Vol 30 (1) ◽  
pp. 47-54 ◽  
Author(s):  
Ann S. Masten
Keyword(s):  
Developmental Psychopathology ◽  
Special Section ◽  
Theory And Practice ◽  
Environment Interaction ◽  
Developmental Systems ◽  
Future Directions ◽  
New Era ◽  
Integrative Framework ◽  
Gene Environment Interaction ◽  
Gene Environment

This article highlights the defining principles, progress and future directions in developmental psychopathology in relation to this special section. Six fundamental principles of developmental psychopathology are identified and the pervasive impact of this integrative framework on research, theory, and practice in behavioral health fields over the past three decades is described. This special section reflects the increasing influence of developmental systems theory, the growing focus on change, intensifying interest in translational research, and the increasingly complex and differentiated nature of research on pathways toward and away from psychopathology. A new era in developmental psychopathology is dawning, with exciting frontiers in brain development and plasticity, gene-environment interaction, resilience and recovery, multilevel dynamics, interdisciplinary research and training, and methodologies for assessing and analyzing change over time within and across individual systems and their contexts.

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