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Intellectuals or technicians? The urgent role of theory in educational studies1
British Journal of Educational Studies 43 (3):255-271 (1995)
Abstract
This paper discusses some problems with the field of educational studies and considers the role of post-structuralist theory in shifting the study of education away from a 'technical rationalist' approach towards an 'intellectual intelligence' stance that stresses contingency, disidentification and risk-taking.My notes
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Citations of this work
The Product of Text and 'Other' Statements: Discourse analysis and the critical use of Foucault.Linda J. Graham - 2011 - Educational Philosophy and Theory 43 (6):663-674.
Why utilize complexity principles in social inquiry?Lesley Kuhn - 2007 - World Futures 63 (3 & 4):156 – 175.
Structure, Agency and School Effectiveness: Researching a 'failing' school.Robert Archer - 1999 - Educational Studies 25 (1):5-18.
Post mortem or post modern? Some reflections on British sociology of education.Martyn Hammersley - 1996 - British Journal of Educational Studies 44 (4):395-408.
New Labour and School Leadership 1997–2007.Helen Gunter & Gillian Forrester - 2008 - British Journal of Educational Studies 56 (2):144-162.
References found in this work
Technologies of the self: a seminar with Michel Foucault.Michel Foucault, Luther H. Martin, Huck Gutman & Patrick H. Hutton (eds.) - 1988 - Amherst: University of Massachusetts Press.
Risk Society: Towards a New Modernity.Ulrich Beck, Mark Ritter & Jennifer Brown - 1993 - Environmental Values 2 (4):367-368.
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