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Peer reviewed Peer reviewed
ERIC Number: EJ607021
Record Type: CIJE
Publication Date: 2000-May
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0010-4086
Postpositivist Theorizing and Research: Challenges and Opportunities for Comparative Education.
Ninnes, Peter; Mehta, Sonia
Comparative Education Review, v44 n2 p205-12 May 2000
Reviews three books that examine intersections of educational philosophy and research with the postpositivist landscape. The books present challenges for comparative education related to ethically examining the desire to know "the other," welcoming the new and diverse, employing dynamic concepts in analyses, and adopting a decentered approach that studies the production of educational truths while maintaining a healthy skepticism about metanarrative utopias. (SV)
Descriptors: Book Reviews, Comparative Education, Educational Philosophy, Educational Research, Postmodernism, Scholarship
Publication Type: Book/Product Reviews; Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Poststructuralism
Note: Essay Review of "Naming the Multiple: Poststructuralism in Education," edited by Michael Peters; "Foucault's Challenge: Discourse, Knowledge, and Power in Education," edited by Thomas S. Popkewitz and Marie Brennan; and "Educational Research Undone: The Postmodern Embrace," by Ian Stronach and Maggie MacLure.