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Evaluating value(s): Issues in and implications of educational research significance and researcher identity

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Product Description

Edited by Linda De George-Walker and Patrick Alan Danaher

Published: Jan 2008
ISBN: 978-1-921729-89-8
Pages: 93 (PDF version)


Increasing attention is being paid to the identities and subjectivities of educational researchers. Rather than being neutral ciphers and/or objective and disinterested observers, researchers are understood as vital participants in the research enterprise and as having highly developed interests in the enactment and outcomes of research projects.

A crucial corollary of this understanding is the proposition that researchers must be reflective and reflexive about their roles and responsibilities, and open and transparent about their interests and motivations, in such projects. Effective and powerful research often entails researchers learning as much about themselves - their own ethics and politics, values and worldviews - as about the other research participants. At the same time, research that is exclusively or primarily about the researcher might not necessarily be either effective or powerful.

It is therefore vital that educational researchers evaluate values - their own as well as those of other participants - in order to maximise the intended and actual value of a research project. This complex and contentious interplay between research significance and researcher identity is the focus of this special theme issue of the International Journal of Pedagogies and Learning, entitled 'Evaluating Value(s): Issues in and Implications of Educational Research Significance and Researcher Identity'.

The result is a diverse range of engagements with a key issue in any study: the researcher's place in ensuring the study's authenticity and relevance in relation to both the researcher and the other participants. Readers are likely to take from this one an equivalent diversity of ideas and insights for their own work as educational researchers.

International Journal of Pedagogies and Learning encapsulates and synthesises such a rich diversity of strategies, issues, concepts and arguments about educational philosophy, policy and practice that range broadly across contexts, countries and sectors.

Table of Contents

Editorial: Evaluating value(s)
- Linda De George-Walker, Patrick Alan Danaher

Invade your own privacy: Self-truth as the first step towards discovering ‘other’ truth in educational research
- John Hurley

Searching for gems in the mud: An example of critical reflection on research in education
- Warren Midgley

A journey of deceptions and leaps of faith: Personal reflections about undertaking a Doctor of Philosophy research project
- Dinah R Dovona-Ope

‘Me’ as the research instrument: Subject positions, feminist values and multiple ‘mes’
- Teresa Moore

Dilemma-of-dilemmas: The position of conscience in research
- Jennifer Parker

Situated ethics in investigating non-government organisations and showgrounds: Issues in researching Japanese environmental politics and Australian traveller education
- Mike Danaher, Patrick Alan Danaher

Towards a sociocultural perspective on Korean English villages: A reply to Stephen Krashen
- Michel N Trottier

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