Abstract
This paper examines the problem of representing a research site in poststructuralist terms, suggesting that “data” often taken for granted cannot be read to represent “reality” or “truth.” The representation of classroom life produced for analysis is both multifaceted and contradictory. The researcher's positioning within the major discourses governing educational practice may have as much influence on what is seen in the classroom as does the researcher's physical positioning within material reality. Rather than being seen as an impediment to ongoing educational research for change, the findings presented offer a challenge to researchers to make explicit their underlying interests and agendas.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Qualitative Studies in Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
