EDUS702s20, part 2

Pring raises a lot of interesting questions about just how objective we can hope to be with social science/educational research and, consequently, about the potential worth or these sorts of inquiry. He also sees action research as a potential way to do work that matters…discuss.

Consider Biesta’s vision of democratic research. What, if anything, about it seems novel or unusual?  From what you’ve learned thus far, what sort of place do you see for this kind of work in the world of educational research?  

Chapters 6 and 7 really dig in about some of the emotional/psychological aspects of writing difficulties. What I am looking for in your posts are some reactions to the chapters. Some possibilities include discussion fo whether you could related to what Richards was discussing about risk in Chapter 6 or where you see yourself tending to fit into Becker's Chapter 7 tension between "making it better" vs. "getting it out the door."

How does Becker’s book match up to your expectations for a book claiming to teach you how to: “start and finish your thesis, book, or article?” Keep in mind that in spite of this negative-seeming prompt that I find the book to be worthwhile enough to assign it!

What light have the authors in Anyon shed on the issue of how theory should operate in our empirical research projects? Are there any new confusions that have sprung up in the wake of reading this book?

Humility is a word that has been thrown around a lot during our time together. What does it mean to you in the context of educational research and, more specifically how might it relate to your field of study/discipline.

At some point this semester, please post a link to an article, video, website, etc. that made you think about something we’ve done in class. Also, please provide a brief discussion about whatever you submitted. This has no due date, but my hope is that you will check it periodically and read what your classmates are posting (feel free to comment, too).